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A prática filosófica na Educação Infantil : emoções e razoabilidade
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Abstract(s)
Esta dissertação de mestrado aborda a prática filosófica na Educação Infantil com ênfase nas emoções e na razoabilidade. Ancorou-se este estudo na Teoria de Matthew Lipman, renomado filósofo norte-americano percursor da Filosofia Para Crianças (1980; 1990; 1994; 1995; 1999, 2003; 2004; 2009) e em estudos sobre a Filosofia das Emoções, como a abordagem das meta-emoções, da também investigadora Filosofia, Dina Mendonça (2008; 2011; 2013; 2018; 2019), entre outros autores. Procurou-se abordar a relevância das emoções nas vivências das crianças dentro do contexto escolar da Educação Infantil e o seu papel no conceito de razoabilidade (reasonableness).
O objetivo deste estudo é refletir sobre a importância da intervenção filosófica na Educação Infantil com ênfase nas emoções e como estas podem contribuir no processo de desenvolvimento da criança. Tendo em conta as reações emocionais nesse processo de desenvolvimento pode-se elaborar ferramentas filosóficas específicas para uma aprendizagem significativa dentro do contexto da Educação Infantil.
Concluiu-se que as Comunidades de Investigação podem de forma eficaz e lúdica desenvolver a criança progressivamente em seu pensamento lógico, abstrato, crítico e reflexivo, e ao mesmo tempo contribuir para o desenvolvimento das competências linguísticas e discursivas, e na capacidade de compreensão e de expressão oral.
ABSTRACT: This master's thesis addresses the philosophical practice in Early Childhood Education with an emphasis on emotions and reasonableness. This study was anchored in the Theory of Matthew Lipman, a renowned North American philosopher and pioneer of Philosophy for Children (1980; 1990; 1994; 1995; 1999, 2003; 2004; 2009) and in studies on the philosophy of emotions, such as the meta-emotions of the philosophy researcher, Dina Mendonça (2008; 2011; 2013; 2018; 2019), among other authors. We sought to address the relevance of emotions in children's experiences within the school context of Early Childhood Education and their role in the concept of reasonableness. The aim of this study is to reflect on the importance of philosophical intervention in Early Childhood Education with an emphasis on emotions and how they can contribute to the child's developmental process, because, understanding their emotional reactions, tools can be developed for meaningful learning within the context of Early Childhood Education. It was concluded that the Communities of Inquiry could effectively and playfully develop the child progressively in their logical, abstract, critical, and reflective thinking, in addition to collaborating for the development of linguistic, discursive skills and in the ability to understand and express themselves.
ABSTRACT: This master's thesis addresses the philosophical practice in Early Childhood Education with an emphasis on emotions and reasonableness. This study was anchored in the Theory of Matthew Lipman, a renowned North American philosopher and pioneer of Philosophy for Children (1980; 1990; 1994; 1995; 1999, 2003; 2004; 2009) and in studies on the philosophy of emotions, such as the meta-emotions of the philosophy researcher, Dina Mendonça (2008; 2011; 2013; 2018; 2019), among other authors. We sought to address the relevance of emotions in children's experiences within the school context of Early Childhood Education and their role in the concept of reasonableness. The aim of this study is to reflect on the importance of philosophical intervention in Early Childhood Education with an emphasis on emotions and how they can contribute to the child's developmental process, because, understanding their emotional reactions, tools can be developed for meaningful learning within the context of Early Childhood Education. It was concluded that the Communities of Inquiry could effectively and playfully develop the child progressively in their logical, abstract, critical, and reflective thinking, in addition to collaborating for the development of linguistic, discursive skills and in the ability to understand and express themselves.
Description
Dissertação de Mestrado, Filosofia para Crianças, 7 de dezembro de 2021, Universidade dos Açores.
Keywords
Educação Infantil Emoção Filosofia para Crianças Early Childhood Education Emotions Philosophy for Children
Citation
Andrade, Rosilene Maria Dutra de (2021). "A prática filosófica na Educação Infantil: emoções e razoabilidade", 69 p.. Mestrado em Filosofia para Crianças. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6259>