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Abstract(s)
Este trabalho pesquisa o pensamento teórico existente no programa de Filosofia para Crianças de Matthew Lipman. Procura apresentar os conceitos fulcrais do programa de Lipman. Primeiro examinamos e pesquisamos o programa de Lipman para entendermos quais as fontes que alicerçam todo esse projecto. Para entendermos de forma clara quais as raízes e quais as influências que moldaram o pensamento de Lipman.
Na segunda parte analisamos os pressupostos teóricos e metodológicos do programa de Filosofia para Crianças suscitando os elementos constitutivos da sua estruturação, da sua legitimidade e do porquê de Lipman ter escolhido a filosofia como agente principal de uma educação para pensar. Investigamos os fundamentos da filosofia para crianças, procuramos realizar uma dissecagem anatómica dos mais relevantes conceitos do programa. Indagamos, através dessa pesquisa, uma melhor compreensão dos conceitos chave do projecto: o Papel da Narrativa como elemento fulcral para captar a criança e introduzi-la dentro de um contexto filosófico, a Comunidade de Investigação como agente dinamizador educativo, os Diálogos Filosóficos, o Pensamento de Ordem Superior e o Papel da Filosofia na Educação Moral, Cidadania e Democracia.
This work investigates the theoretical thought that is present in the Philosophy's program for Children by Matthew Lipman. It tries to present the fundamental concepts of Lipman's program. First we examine and investigate Lipman's program to understand which sources are the base for that project in order to understand clearly which roots and which influences moulded Lipman's thought. In the second part we analyse the theoretical and methodological presuppositions of the Philosophy's program for Children by reminding the constitutive elements of its structuring, of its legitimacy and of the reason why Lipman had chosen philosophy as the principal agent of an education to think. We investigate the foundations of the philosophy for children, we try to carry out an anatomical dissection of the most relevant concepts of the program. We question the key concepts of the project: the Narrative's Role, the Investigation Community, the Philosophical Dialogues, the Thoughts of Superior Order, the Philosophy's Role in Moral Education, Citizenship and Democracy.
This work investigates the theoretical thought that is present in the Philosophy's program for Children by Matthew Lipman. It tries to present the fundamental concepts of Lipman's program. First we examine and investigate Lipman's program to understand which sources are the base for that project in order to understand clearly which roots and which influences moulded Lipman's thought. In the second part we analyse the theoretical and methodological presuppositions of the Philosophy's program for Children by reminding the constitutive elements of its structuring, of its legitimacy and of the reason why Lipman had chosen philosophy as the principal agent of an education to think. We investigate the foundations of the philosophy for children, we try to carry out an anatomical dissection of the most relevant concepts of the program. We question the key concepts of the project: the Narrative's Role, the Investigation Community, the Philosophical Dialogues, the Thoughts of Superior Order, the Philosophy's Role in Moral Education, Citizenship and Democracy.
Description
Keywords
Filosofia - Criança - Programa de Matthew Lipman Filosofia - Educação moral - Crianças Filosofia - Crianças - Narrativa Filosofia da Educação Filosofia - Pensamento - Criança
Citation
Publisher
Universidade da Beira Interior