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Topografias filosóficas dos (des)encontros da comunidade de investigação filosófica e (no) ambiente escolar
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Advisor(s)
Abstract(s)
O presente trabalho incorpora-se ao Mestrado em Filosofia para Crianças, da Universidade dos Açores, sendo o resultado do ecoar de várias vozes: as das infâncias nas sessões, pensadoras e pensadores que contribuíram com reflexões teóricas, e também de elementos que constituem a acústica do trabalho em oficina de investigação filosófica (o tapete). Ou seja, pelas vivências do tapete filosófico nas oficinas, desde o momento de sua confecção, uso e reflexões posteriores às atividades, observou-se que a educação, o ambiente escolar, a sala de aula, o tapete, as oficinas filosóficas e as infâncias podem ser lugares de (des)encontros. O processo dessa reflexão teve como catalisador a fala do menino Vitor Hugo (7 anos): “Aqui a gente pode falar o que pensa”. Desta forma, a presente Dissertação tem por objetivo investigar e aprofundar filosoficamente algumas topografias que emergem na relação com as oficinas de investigação filosófica em comunidade por meio de uma revisão crítica de literatura relacionada ao tema, tendo como bússola os conceitos de heterotopias (Michel Foucault, 2013a), transgressão e educação como prática da liberdade (bell hooks, 2017), as contribuições de Murris (2016) e seu pensamento crítico sobre (des)colonização da infância e contribuições de um processo de descolonização da educação (Rufino, 2021). No Capítulo 1, serão trabalhadas reflexões sobre o espaço da educação. Um espaço constituído por camadas, tramas e histórias. No Capítulo 2, o foco será refletir sobre a noção de comunidade de investigação filosófica, a noção de oficinas de investigação filosófica em comunidade, bem como o tapete filosófico. No Capítulo 3, ver-se-á que esses espaços, que surgem dos encontros das infâncias com as oficinas de investigação filosófica em comunidade, podem ocorrer sobrepondo-se a espaços já existentes, criando outros ou até transgredindo as normas vigentes. Chamar-se-á a atenção para o fato de que as relações que ocorrem são permeadas de relações de poder e saber e que a tomada de consciência dessa situação conduz a reflexões sobre (des)colonização dos territórios da infância e da educação.
ABSTRACT: This Dissertation seeks to unite the Philosophy for Children, at the University of the Azores, and is the result of the echo of several voices: those of children in the sessions, thinkers who contributed with theoretical reflections and also elements that constitute the acoustics of the work in a philosophical research workshop (the carpet). In other words, through the experiences of the philosophical carpet in the workshops, from the moment of its creation, use and reflections after the activities, it is observed that education, the school environment, the classroom, the carpet, the philosophical workshops and childhoods. They are places of (dis)encounters. The catalyst for the process of this reflection was the speech of the boy Vitor Hugo (7 years old): “Here we can say what we think”. In this way, the present Dissertation aims to investigate and philosophically deepen some topographies that emerge in school relationships and philosophical research workshops, through a critical review of the literature, using the concepts of heterotopias as a compass (Michel Foucault, 2013a), transgression and education as a practice of freedom (bell hooks, 2017), the contributions of Murris (2016) and his critical thinking on (de)colonization of childhood and contributions of a process of decolonization of education (Rufino, 2021). In Chapter 1, reflections on the space of education will be discussed. A space made up of layers, plots and stories. In Chapter 2, the focus will be to reflect on the notion of a philosophical community of inquiry, the notion of community-based philosophical inquiry workshops, as well as the philosophical mat. Chapter 3 will explore how these spaces, born from encounters between childhood and community-based philosophical inquiry workshops, may overlap with existing spaces, create new ones, or even challenge established norms. Emphasis will be placed on the fact that these relationships are influenced by dynamics of power and knowledge, and that awareness of this situation invites reflections on the (de)colonization of childhood and educational spaces.
ABSTRACT: This Dissertation seeks to unite the Philosophy for Children, at the University of the Azores, and is the result of the echo of several voices: those of children in the sessions, thinkers who contributed with theoretical reflections and also elements that constitute the acoustics of the work in a philosophical research workshop (the carpet). In other words, through the experiences of the philosophical carpet in the workshops, from the moment of its creation, use and reflections after the activities, it is observed that education, the school environment, the classroom, the carpet, the philosophical workshops and childhoods. They are places of (dis)encounters. The catalyst for the process of this reflection was the speech of the boy Vitor Hugo (7 years old): “Here we can say what we think”. In this way, the present Dissertation aims to investigate and philosophically deepen some topographies that emerge in school relationships and philosophical research workshops, through a critical review of the literature, using the concepts of heterotopias as a compass (Michel Foucault, 2013a), transgression and education as a practice of freedom (bell hooks, 2017), the contributions of Murris (2016) and his critical thinking on (de)colonization of childhood and contributions of a process of decolonization of education (Rufino, 2021). In Chapter 1, reflections on the space of education will be discussed. A space made up of layers, plots and stories. In Chapter 2, the focus will be to reflect on the notion of a philosophical community of inquiry, the notion of community-based philosophical inquiry workshops, as well as the philosophical mat. Chapter 3 will explore how these spaces, born from encounters between childhood and community-based philosophical inquiry workshops, may overlap with existing spaces, create new ones, or even challenge established norms. Emphasis will be placed on the fact that these relationships are influenced by dynamics of power and knowledge, and that awareness of this situation invites reflections on the (de)colonization of childhood and educational spaces.
Description
Dissertação de Mestrado, Filosofia para Crianças, 04 de abril de 2025, Universidade dos Açores.
Keywords
Oficina de Investigação Filosófica em Comunidade Infância Tapete-Filosófico Heterotopia Outros Espaços
Pedagogical Context
Citation
Carvalho, Nális Torres de. (2024). "Topografias filosóficas dos (des)encontros da comunidade de investigação filosófica e (no) ambiente escolar". 137 p. (Dissertação de Mestrado em Filosofia para Crianças). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8689