o papel da dúvida na investigação filosófica colaborativa com crianças

Autores

DOI:

https://doi.org/10.12957/childphilo.2021.59436

Palavras-chave:

filosofia, investigação, colaboração, dúvida, pedagogia.

Resumo

Este artigo examina a dúvida epistêmica cultivada no contexto da investigação filosófica colaborativa (IFC) com crianças de 2 a 7 anos numa escola primária no interior de Brisbane, Austrália. O artigo documenta e categoriza episódios de dúvida epistêmica expressada por crianças conforme elas participavam de extensivas sessões baseadas no design da IFC. A dúvida epistêmica é tratada de acordo com as noções pragmáticas desenvolvidas por Charles Sanders Peirce (1877), que sustentava que o espaço para a investigação é formado entre uma "dúvida genuína" e uma crença fixa ou estabelecida. O processo de investigação é genuinamente provocado quando uma experiência "real" provoca em alguém um senso de desequilíbrio, resultando na necessidade de revisar uma crença já existente. Mais tarde, ele propôs que o processo pode começar com uma "dúvida cultivada" (para além de uma dúvida genuína), iniciada dentro do processo de investigação pelo desejo do/a/s pesquisador/es/as de rever suas próprias crenças e assunções existentes. O cultivo da dúvida provocaria então um exame mais profundo e a reavaliação destas crenças, levando assim à dúvida genuína em um ponto no meio da investigação. A dúvida expressa pelos alunos neste estudo surgiu do discurso e da indagação em sala de aula, ao invés de espontaneamente por meio da experiência direta, portanto seria considerada dúvida cultivada. Duas categorias distintas de dúvida cultivada foram encontradas: a dúvida como um processo interativo dentro do grupo que intensifica a investigação coletiva; dúvida como o próprio objeto de investigação. Quando a dúvida era o objeto da investigação, as crianças procuravam distinguir suas características e como funcionava dentro do grupo para manter o diálogo. O artigo aprimora nossa compreensão da dúvida cultivada durante a IFC e demonstra que mesmo os alunos muito jovens podem se envolver no exame coletivo das características da dúvida. As implicações para os educadores são elaboradas em termos de práticas pedagógicas que envolvem as crianças de forma produtiva na exploração da dúvida epistêmica.

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Biografia do Autor

elizabeth jean fynes-clinton, University of Queensland

Dr. Elizabeth Fynes-Clinton is an affiliate researcher at the University of Queensland (UQ) where she completed her PhD in 2018. Prior to completion of her doctorate, Elizabeth was employed as Head of Curriculum and Philosophy Coach at a Brisbane Primary School, during which time she led the introduction and implementation of Collaborative Philosophical Inquiry (CPI) at the school in conjunction with her research. Her current research focuses on deep reflective thinking practices through CPI and, within this frame, the role of epistemic doubt in CPI with children is a specific interest.

peter renshaw, School of Education, The University of Queensland, Australia

Peter Renshaw is Emeritus Professor of Education at the University of Queensland, Australia.  He completed his doctoral studies in 1981 at the University of Illinois, Urbana-Champaign, and since then has worked at four Universities in Australia.  He maintains collaborative partnerships with scholars in Europe and North America. He draws upon Vygotsky and Bakhtin and contemporary sociocultural theorists to investigate innovative forms of pedagogy. Currently he is deploying Vygotsky’s notion of perezhivanie in the context of environmental education and children’s experiences of the more-than-human world.  The issues that currently motivate his scholarship centre on the multiple crises of the Anthropocene and the urgency to reform education practices to address these crises.

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Publicado

2021-12-29

Como Citar

FYNES-CLINTON, Elizabeth jean; RENSHAW, Peter. o papel da dúvida na investigação filosófica colaborativa com crianças. childhood & philosophy, Rio de Janeiro, v. 17, p. 01–31, 2021. DOI: 10.12957/childphilo.2021.59436. Disponível em: https://www.e-publicacoes.uerj.br/childhood/article/view/59436. Acesso em: 9 maio. 2025.

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artigos