can the center speak for the subaltern?

moving across the borders to decolonize philosophy for children (p4c)

Autores

DOI:

https://doi.org/10.12957/childphilo.2026.94251

Palavras-chave:

fpc, pós-colonialidade subalterna, decolonialidade, pedagogia de fronteira

Resumo

Esse artigo apresenta uma crítica pós-colonial da Filosofia para Crianças (FpC), apontando que, apesar de suas aspirações democráticas, o programa corre o risco de reproduzir a violência epistêmica e as hierarquias coloniais em contextos raciais, coloniais e indígenas. A partir de “Pode o subalterno falar?”, de Gayatri Chakravorty Spivak, o artigo analisa como os fundamentos universalistas e eurocêntricos da FpC silenciam estruturalmente as vozes subalternas, na medida em que privilegiam as normas da filosofia analítica anglo-americana e marginalizam epistemologias alternativas. O conceito de “violência epistêmica” de Spivak mostra que até mesmo as tentativas bem-intencionadas de inclusão podem reforçar a invisibilidade dos subalternos quando seus discursos permanecem incompreensíveis dentro dos sistemas de conhecimento dominantes. Em resposta à impossibilidade que Spivak identifica, que encerra a possibilidade de um discurso subalterno autêntico, abordamos o conceito de “pedagogia fronteiriça”, de Henry Giroux, para explorar maneiras de decolonializar a FpC. Giroux reimagina os espaços educativos como lugares de negociação crítica, onde os sistemas de conhecimento dominantes e subalternos convergem, fomentando práticas transfronteiriças que questionam as reivindicações de neutralidade epistêmica. A pedagogia fronteiriça promove a indagação contextualizada e pluralista que valoriza os modos de raciocínio oral, narrativo e afetivo, junto com as tradições canônicas. O artigo propõe considerações e estratégias para a implementação de uma práxis decolonial da FpC, incluindo o uso da escuta etnográfica, a integração (e interrogação) da cultura popular e os sistemas de conhecimento indígenas. Ao sintetizar a crítica diagnóstica de Spivak com as considerações práticas de Giroux, esse artigo busca reposicionar a FpC como um potencial espaço para a justiça epistêmica, o diálogo pluralista e a educação transformadora, responsável perante a história, a diferença e o poder.

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Biografia do Autor

soudabeh shokrollahzadeh, allameh tabataba’i university, school of psychology and educational science, department of childhood education

Soudabeh Shokrollahzadeh is a faculty member in the Department of Childhood Education at Allameh Tabataba’i University in Tehran. She earned her PhD in Philosophy of Education from Shiraz University, where she also completed her master’s degree and a bachelor’s degree in English Language and Literature. Her research interests encompass a diverse range of topics within children’s literature, philosophy for children, and education. She explores children’s responses to picturebooks; Young adult novel, dialogic pedagogy, particularly through the lens of Bakhtin, and the intersections of children’s literature and philosophy. Additionally, she focuses on the evolving perspectives on children’s literature within the educational program of Philosophy for Children (P4C). Soudabeh has published articles in various academic journals and contributed chapters to works like The Philosophical Power of Fairy Tales from Around the World published by Palgrave Macmillan and The Routledge Companion to International Children’s Literature. Her conference presentations address topics, including the application of Bakhtin’s theory to bilingual storytelling, the importance of citizenship rights in education, fender ideologies in Iranian folktales and Iranian nonsense poetry. Through her body of work and scholarly endeavors, she seeks to promote the importance of children’s literature as a vital component of educational and literary studies, advocating for a dialogical approach that enhances young children’s understanding and engagement with literature and philosophy.

Referências

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Publicado

2026-01-26

Edição

v. 22 (2026)

Seção

dossier: racism, colonialism and philosophy for /with children: praxis in non-ideal contexts

Licença

Copyright (c) 2026 soudabeh shokrollahzadeh

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