dwelling with middle schoolers on race and racism in us history
DOI:
https://doi.org/10.12957/childphilo.2026.94636Palavras-chave:
comunidades de investigação, raça e racismo, ensino de históriaResumo
Em um artigo de 2018, Darren Chetty chama a atenção para um grave problema no âmbito da Filosofia para/com Crianças (Fp/cC). Considerado um sistema fechado, Chetty questiona o papel da razoabilidade na criação e no funcionamento da comunidade de investigação. Uma comunidade de investigação baseada na concepção a-histórica de razoabilidade não apenas limita o que se pode dizer, mas também quem pode dizer o quê. Chetty conclui sua crítica exortando os profissionais da Fp/cC a descentralizarem a razoabilidade e voltarem a centralizar as perspectivas históricas, a fim de questionarem o sentido comum racializado na comunidade de investigação. Sinto-me motivado pelo apelo de Chetty para que se dê centralidade às perspectivas históricas na comunidade de investigação e se renuncie ao compromisso tradicional com a razoabilidade na deliberação dialógica. Este artigo relata como abordei a facilitação de conversas filosóficas com alunos do Ensino Fundamental II sobre questões de raça e racismo na história dos Estados Unidos da América (EUA) — inspirado na forma como Chetty e Abigail Bentley conduziram conversas filosóficas sobre raça e racismo, enquadro minha abordagem pedagógica como reflexão aprofundada. Assim como Chetty e Bentley, facilitei conversas filosóficas sobre raça e racismo em semicírculo, estimulando a discussão por meio do envolvimento com estímulos compartilhados. Ao contrário de Chetty e Bentley, que recrutaram participantes adultos de seu campus, conduzi essas conversas com alunos do Ensino Fundamental II.
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