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Publication
O ridículo racional: (des)construções com a infância
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Abstract(s)
O presente estudo procura enquadrar a literatura como promotora de pensamento filosófico no âmbito da comunidade de investigação, sobretudo a partir do que consideramos serem figuras literárias disruptivas de racionalidade. Assim, começamos por debruçar-nos sobre o poder da linguagem na promoção do pensamento e sobre o seu papel na reconstrução de conceitos. A este propósito, analisamos o próprio conceito de literatura infantil. Prosseguimos procurando enquadrar a relação entre filosofia e literatura, enquanto potenciadoras desse pensamento reconstrutor. Abordam-se de seguida as características da literatura que questiona as coerências lógicas do mundo e, neste sentido, que recria conceitos recorrendo a figuras disruptivas de racionalidade, nomeadamente ao nonsense.
A dada altura da nossa investigação no âmbito do trabalho filosófico na/da/pela infância, surgiu a necessidade de perspetivar uma capacidade de pensar, problematizar e questionar o mundo, e de o (re)construir, que se pode atribuir com mais frequência às crianças. E, neste sentido, colocam-se várias questões: será a racionalidade um construto idealizado, interdependente daquilo que é considerado como disparate, ridículo e absurdo? Será a racionalidade um conceito passível de ser (des)construído pela infância?
Neste âmbito, propomo-nos aprofundar as noções de “disparate”, “ridículo” e “absurdo” ao tentarmos perceber - se podem existir e quais são - as implicações de brincar com as palavras no pensamento filosófico na/da/pela infância. Pelo menos desde a década de 70 do século XX vários autores defendem que as crianças são capazes de elaborar pensamentos filosóficos complexos, que têm o direito de fazer filosofia e, até, de contribuir com as suas ideias para a reconstrução da própria história da filosofia.
Assim, o acima mencionado constitui uma provocação do pensamento e um questionamento na comunidade de investigação filosófica a partir da linguagem utilizada e do poder atribuído às palavras. Estas são entendidas como portais para ideias inusitadas e interrogações “pro-vocadoras”, colocando em causa alguns conceitos e questionando os pressupostos em que comummente assentam. Neste contexto, tentamos situar as figuras de desrazão no panorama da literatura infantil portuguesa, enquanto possíveis facilitadoras do pensamento filosófico em comunidade de investigação filosófica, através da análise de duas obras que recorrem a figuras literárias disruptivas de racionalidade: O Brincador, de Álvaro Magalhães, e Posso falar-te em verso?, de António Torrado.
ABSTRACT: The present study seeks to frame literature as a promoter of philosophical thought within the research community, especially based on what we consider to be literary figures that disrupt rationality. So we begin by focusing on the power of language in promoting thought and its role in reconstructing concepts. In this regard, we analyze the very concept of children's literature. We continue seeking to frame the relationship between philosophy and literature, as enhancers of this reconstructive thought. The characteristics of literature that question the logical coherences of the world and, in this sense, that recreates concepts using disruptive figures of rationality, namely nonsense, are discussed below. At a certain point in our investigation within the scope of philosophical work in/of/through childhood, the need arose to perceive an ability to think, problematize and question the world, and to (re)construct it, which can be attributed more frequently to children. And, in this sense, several questions arise: is rationality an idealized construct, interdependent with what is considered nonsense, ridiculous and absurd? Is rationality a concept that can be (de)constructed by childhood? In this context, we propose to delve deeper into the notions of “nonsense”, “ridiculousness” and “absurdity” when trying to understand - if they exist and which they might be - the implications of playing with words in philosophical thinking in childhood. At least since the 70s of the 20th century, several authors have argued that children are capable of developing complex philosophical thoughts, that they have the right to do philosophy and even to contribute their ideas to the reconstruction of the history of philosophy itself. The above, therefore, it constitutes a provocation of thought and a questioning in the philosophical research community based on the language used and the power attributed to words. These are understood as portals to unusual ideas and “thought provoking” questions, calling some concepts into question and questioning the assumptions they are commonly based on. In this context, we try to place the figures of unreason in the landscape of portuguese children's literature, as possible facilitators of philosophical thought in a community of philosophical investigation, through the analysis of two works that use literary figures that disrupt rationality: O Brincador, by Álvaro Magalhães, and Posso falar-te em verso?, by António Torrado.
ABSTRACT: The present study seeks to frame literature as a promoter of philosophical thought within the research community, especially based on what we consider to be literary figures that disrupt rationality. So we begin by focusing on the power of language in promoting thought and its role in reconstructing concepts. In this regard, we analyze the very concept of children's literature. We continue seeking to frame the relationship between philosophy and literature, as enhancers of this reconstructive thought. The characteristics of literature that question the logical coherences of the world and, in this sense, that recreates concepts using disruptive figures of rationality, namely nonsense, are discussed below. At a certain point in our investigation within the scope of philosophical work in/of/through childhood, the need arose to perceive an ability to think, problematize and question the world, and to (re)construct it, which can be attributed more frequently to children. And, in this sense, several questions arise: is rationality an idealized construct, interdependent with what is considered nonsense, ridiculous and absurd? Is rationality a concept that can be (de)constructed by childhood? In this context, we propose to delve deeper into the notions of “nonsense”, “ridiculousness” and “absurdity” when trying to understand - if they exist and which they might be - the implications of playing with words in philosophical thinking in childhood. At least since the 70s of the 20th century, several authors have argued that children are capable of developing complex philosophical thoughts, that they have the right to do philosophy and even to contribute their ideas to the reconstruction of the history of philosophy itself. The above, therefore, it constitutes a provocation of thought and a questioning in the philosophical research community based on the language used and the power attributed to words. These are understood as portals to unusual ideas and “thought provoking” questions, calling some concepts into question and questioning the assumptions they are commonly based on. In this context, we try to place the figures of unreason in the landscape of portuguese children's literature, as possible facilitators of philosophical thought in a community of philosophical investigation, through the analysis of two works that use literary figures that disrupt rationality: O Brincador, by Álvaro Magalhães, and Posso falar-te em verso?, by António Torrado.
Description
Dissertação de Mestrado, Filosofia para Crianças, 21 de março de 2025, Universidade dos Açores.
Keywords
Racionalidade Literatura Figuras literárias disruptivas de racionalidade Pensamento filosófico Infância
Pedagogical Context
Citation
Costa, Ana Cristina Dias da Rocha e. (2024). "O ridículo racional: (des)construções com a infância". 101 p. (Dissertação de Mestrado em Filosofia para Crianças). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8694