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A filosofia no jardim de infância : possíveis reconfigurações com a(s) infância(s)
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Abstract(s)
A nossa dissertação pretende fazer uma pequena contribuição para um remoçar da escrita sobre infância e filosofia, através de uma reflexão eminentemente provinda de uma vida entre crianças. Sem que nos permitamos, e nos seja permitida, a entrada nesse território problemático, em que tudo convida à investigação, estas problematizações não seriam possíveis. São várias as questões que nos surgem ao longo de vários anos de diálogo e investigação filosófica com crianças, e que se renovam e ampliam no mestrado em filosofia para crianças da universidade dos Açores, dando origem a um plano, ele próprio, de caminhos maleáveis e reconfiguráveis.
Falamos de como a Filosofia e o filosofar com crianças promove certas transformações transversais e expansivas, que reconfiguram territórios e caminhos, e que são também espaços da escrita e da política. Dialogando com autores na área da filosofia para/com crianças, e com as próprias crianças, deixamo-nos surpreender com o poder da infância, e do potencial transformador da comunidade de investigação filosófica.
Os autores com quem dialogamos aportam eles próprios perspetivas críticas dos modelos que têm tradicionalmente enformado o pensamento sobre infância (Haynes 2008, Kohan 2015, Kennedy 2020, Leite 2010, Murris 2020). Procuramos olhar a filosofia no jardim de infância, e descrever algumas manifestações e movimentos discursivos da Comunidade de Investigação filosófica. Importam-nos também as questões éticas na investigação com crianças, sobretudo a anonimização e a possibilidade de escolha, e pensamos no que podemos estar a perder, ao não permitir que a escuta das vozes das crianças aconteça com efeito, designadamente nos estudos da Filosofia e da Infância, e também da Educação e da Democracia. Concluímos com uma descrição e reflexão sobre um projeto de construção de uma Comunidade de Investigação Filosófica (Sharp 1987, Kennedy 2004) num jardim de infância, com crianças de quatro e cinco anos, em condições (quase) inaugurais, marcado por aberturas e interrupções espáciotemporais-corporais, nomeadamente as pandémicas. Procuramos descrever essas transformações, tentando afinidades com processos cartográficos (Almeida 2021), onde pesquisador e pesquisado se alteram mutuamente.
ABSTRACT: Our dissertation intends to make a small contribution to a revival of writing about childhood and philosophy, through a reflection eminently derived from a life among children. Without allowing ourselves, and being allowed, to enter this problematic territory, where everything invites to investigation, these problematizations would not be possible. There are several questions that arise from several years of dialogue and philosophical research with children, which are renewed and expanded in the master's degree in philosophy for children at the University of the Azores, giving rise to a plan of malleable and reconfigurable paths. We talk about how Philosophy and philosophizing with children promotes certain transversal and expansive transformations that reconfigure territories and paths, which are also spaces of writing and politics. By dialoguing with authors in the field of philosophy for/with children, and with the children themselves, we let ourselves be surprised by the power of childhood, and of the transforming potential of the philosophical community of inquiry. The authors with whom we dialogue provide critical perspectives on the models that have traditionally shaped thinking about childhood (Haynes 2008, Kohan 2015, Kennedy 2020, Leite 2010, Murris 2020). We seek to look at philosophy in kindergarten, and describe some manifestations and discursive movements of the philosophical Community of Inquiry. We are also concerned with ethical issues in research with children, especially anonymization and choice, and consider what we might be missing out by not allowing listening to children's voices to happen effectively, namely in Philosophy and Childhood studies, and also in Education and Democracy. We conclude with a description and reflection on a project of building a Community of Philosophical Inquiry (Sharp 1987, Kennedy 2004) in a kindergarten, with four and five year old children, in (almost) inaugural conditions, marked by spatial-temporal-corporal openings and interruptions, namely pandemic ones. We try to describe these transformations, where researcher and researched mutually alter each other, trying affinities with cartographic processes (Almeida 2021).
ABSTRACT: Our dissertation intends to make a small contribution to a revival of writing about childhood and philosophy, through a reflection eminently derived from a life among children. Without allowing ourselves, and being allowed, to enter this problematic territory, where everything invites to investigation, these problematizations would not be possible. There are several questions that arise from several years of dialogue and philosophical research with children, which are renewed and expanded in the master's degree in philosophy for children at the University of the Azores, giving rise to a plan of malleable and reconfigurable paths. We talk about how Philosophy and philosophizing with children promotes certain transversal and expansive transformations that reconfigure territories and paths, which are also spaces of writing and politics. By dialoguing with authors in the field of philosophy for/with children, and with the children themselves, we let ourselves be surprised by the power of childhood, and of the transforming potential of the philosophical community of inquiry. The authors with whom we dialogue provide critical perspectives on the models that have traditionally shaped thinking about childhood (Haynes 2008, Kohan 2015, Kennedy 2020, Leite 2010, Murris 2020). We seek to look at philosophy in kindergarten, and describe some manifestations and discursive movements of the philosophical Community of Inquiry. We are also concerned with ethical issues in research with children, especially anonymization and choice, and consider what we might be missing out by not allowing listening to children's voices to happen effectively, namely in Philosophy and Childhood studies, and also in Education and Democracy. We conclude with a description and reflection on a project of building a Community of Philosophical Inquiry (Sharp 1987, Kennedy 2004) in a kindergarten, with four and five year old children, in (almost) inaugural conditions, marked by spatial-temporal-corporal openings and interruptions, namely pandemic ones. We try to describe these transformations, where researcher and researched mutually alter each other, trying affinities with cartographic processes (Almeida 2021).
Description
Dissertação de Mestrado, Filosofia para Crianças, 13 de setembro de 2022, Universidade dos Açores.
Keywords
Criança Democracia Educação Filosofia Filosofia para Crianças Infância Democracy Education Philosophy for Children
Citation
Frias, Ricardo Lino Silva Lopes (2022). "A filosofia no jardim de infância: possíveis reconfigurações com a(s) infância(s)", 109 p.. Mestrado em Filosofia para Crianças. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6552>