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Musicando e Filosofando para crianças - das vivências ao pensamento em comunidade de investigação
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Authors
Abstract(s)
Nesta Dissertação procuramos indagar sobre a aproximação entre a música e a Filosofia para Crianças, através da abordagem da comunidade de investigação (Sharp, 1987; Kennedy, 2020), desafiando e provocando o diálogo filosófico a partir da composição de 12 propostas de atividades práticas.
A música faz pensar uma comunidade de investigação filosófica? É esta a pergunta com que abrimos a nossa investigação e com a qual nos propusemos a questionar o poder que a música pode revelar numa investigação filosófica em comunidade.
A nota de abertura da investigação Dó é pautada pelos porquês da música – origem, valor e sentido – e da comunidade de investigação filosófica – modelo filosófico e educativo desenvolvido por Matthew Lipman, Ann Sharp e outros colaboradores do IAPC: Institute for the Advancement of Philosophy for Children (Montclair State University, EUA). A partir deste estudo teórico, experimentamos entrecruzar a música e a filosofia, harmonizando-as com as vivências das crianças e procurando descobrir: o humano (Ana Paula Andrade, 2020; Kohan, 2018), a canção (Silveira & Rebelo, 2012), o silêncio (Lone, 2010; Cage, 1952), o gesto (Beethoven, 1808; Kennedy, 2020), o criar (Sharp, 1987), as vivências escolares (Andrade, s.d.; Costa Carvalho & Santos, 2018) e a presença da música e da filosofia na escola (Andrade, s.d.). Este andamento Dó foi fundamental para que no segundo, Ré, pudéssemos tocar o pensar da música (Huisman, 1984), do poder da vivência ao poder do pensamento (Dewey, 1959b; 1979) e Da capo «mousiké megiste philosophia» (Kohan, 2018; Platão, Fédon, 61a; Bosso, 2016; 2018), pensando as experiências promovidas pela/com a música no contexto da promoção da investigação filosófica em comunidade. Seguiu-se o andamento Mi, marcado pela tonalidade e ritmo das comunidades de investigação filosófica com quem partilhamos este estudo, bem como por “novas melodias” (Santi, 2016) e o que estas nos deram a pensar, mais especificamente a partir de duas perguntas “será o diálogo filosófico arte?” (Splitter & Sharp, 2008) e “será o facilitador músico/maestro?” (Santi, 2016; 2017). Apresentamos, ainda, algumas propostas de atividades práticas que executamos com/em comunidade de investigação. Concluímos a Dissertação com o andamento
Coda, procurando ressoar o vivenciar da música em comunidade de investigação, e criando uma sintonia para experienciar a escuta, a voz, o coração, a música, o pensar. Pensamos, assim, que com esta investigação podemos defender que a música pode tocar o pensar da comunidade de investigação filosófica.
ABSTRACT: In this Dissertation we seek to inquire about the rapprochement between music and Philosophy for Children, through the community of inquiry approach (Sharp, 1987; Kennedy, 2020), challenging and provoking philosophical dialogue through the composition of 12 proposals for practical activities. Does music make a community of philosophical inquiry think? This is the question with which we opened our investigation and with which we set out to question the power that music can reveal in a philosophical investigation in community. The opening note of the investigation Dó (C) is guided by the reasons behind music – origin, value and meaning – and the community of inquiry – philosophical and educational model developed by Matthew Lipman, Ann Sharp and other collaborators at IAPC: Institute for the Advancement of Philosophy for Children (Montclair State University, USA). From this theoretical study, we experimented with intertwining music and philosophy, harmonizing them with children's experiences and seeking to discover: the human (Ana Paula Andrade, 2020; Kohan, 2018), the song (Silveira & Rebelo, 2012), silence (Lone, 2010; Cage, 1952), gesture (Beethoven, 1808; Kennedy, 2020), creating (Sharp, 1987), school experiences (Andrade, n.d.; Costa Carvalho & Santos, 2018) and presence of music and philosophy at school (Andrade, n.d.). This Dó (C) movement was fundamental so that in the second, Ré (D), we could touch the thinking of music (Huisman, 1984), from the power of experience to the power of thought (Dewey, 1959b; 1979) and Da capo «mousiké megiste philosophia» (Kohan, 2018; Platão, Fédon, 61a; Bosso, 2016; 2018), thinking about the experiences promoted by/with music in the context of promoting philosophical investigation in community. The Mi (E) movement followed, marked by the tonality and rhythm of the philosophical research communities with whom we shared this study, as well as by “new melodies” (Santi, 2016) and what they gave us to think about, more specifically from two questions “is philosophical dialogue art?” (Splitter & Sharp, 2008) and “will the facilitator be a musician/conductor?” (Santi, 2016; 2017). We also present some proposals for practical activities that we carry out with/in the research community. We concluded the Dissertation with the Coda movement, seeking to resonate the experience of music in a research community, and creating a harmony to experience listening, the voice, the heart, music, thinking. We therefore think that with this investigation we can argue that music can touch the thinking of the community of philosophical inquiry.
ABSTRACT: In this Dissertation we seek to inquire about the rapprochement between music and Philosophy for Children, through the community of inquiry approach (Sharp, 1987; Kennedy, 2020), challenging and provoking philosophical dialogue through the composition of 12 proposals for practical activities. Does music make a community of philosophical inquiry think? This is the question with which we opened our investigation and with which we set out to question the power that music can reveal in a philosophical investigation in community. The opening note of the investigation Dó (C) is guided by the reasons behind music – origin, value and meaning – and the community of inquiry – philosophical and educational model developed by Matthew Lipman, Ann Sharp and other collaborators at IAPC: Institute for the Advancement of Philosophy for Children (Montclair State University, USA). From this theoretical study, we experimented with intertwining music and philosophy, harmonizing them with children's experiences and seeking to discover: the human (Ana Paula Andrade, 2020; Kohan, 2018), the song (Silveira & Rebelo, 2012), silence (Lone, 2010; Cage, 1952), gesture (Beethoven, 1808; Kennedy, 2020), creating (Sharp, 1987), school experiences (Andrade, n.d.; Costa Carvalho & Santos, 2018) and presence of music and philosophy at school (Andrade, n.d.). This Dó (C) movement was fundamental so that in the second, Ré (D), we could touch the thinking of music (Huisman, 1984), from the power of experience to the power of thought (Dewey, 1959b; 1979) and Da capo «mousiké megiste philosophia» (Kohan, 2018; Platão, Fédon, 61a; Bosso, 2016; 2018), thinking about the experiences promoted by/with music in the context of promoting philosophical investigation in community. The Mi (E) movement followed, marked by the tonality and rhythm of the philosophical research communities with whom we shared this study, as well as by “new melodies” (Santi, 2016) and what they gave us to think about, more specifically from two questions “is philosophical dialogue art?” (Splitter & Sharp, 2008) and “will the facilitator be a musician/conductor?” (Santi, 2016; 2017). We also present some proposals for practical activities that we carry out with/in the research community. We concluded the Dissertation with the Coda movement, seeking to resonate the experience of music in a research community, and creating a harmony to experience listening, the voice, the heart, music, thinking. We therefore think that with this investigation we can argue that music can touch the thinking of the community of philosophical inquiry.
Description
Dissertação de Mestrado, Filosofia para Crianças, 24 de abril de 2025, Universidade dos Açores.
Keywords
Música Comunidade de investigação filosófica Filosofia para Crianças Vivências Pensamento Prática
Pedagogical Context
Citation
Pacheco, Ana Mónica Silva. (2024). "Musicando e Filosofando para crianças - das vivências ao pensamento em comunidade de investigação". 180 p. (Dissertação de Mestrado em Filosofia para Crianças). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8686