Idéias para a reconstrução do programa de filosofia para crianças

• Ano de defesa: 2003
• Autor(a) principal: Borin, Luiz Claudio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Filosofia; Educação; Crianças; Programas de ensino; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/26715

The present dissertation aims at the discussion of the Children Philosophy by the North American professor Matthew Lipman. The main objective is the sayings of reasoning, through a philosophical educational view, proposing a better formation closing, according to the interpretation of the Comunicative Action Theory by Jürgen Habermas. First, Lipman’s proposal is discussed, to search, through his project, to insert the philosophy in the school. The North American professor to philosophy to the children, through an investigation, which would be made possible by his “philosophical novels”, throgh which children initiate the philosophical act. Philosophy in its conception, has na inter and transdisciplinary character, because it has the intention of changing the school profile for an education for the thinking. In this manner, I aim at investigating the author philosophical conceptions, I an attempt of reconstructing his project from the theoretical prerogative that we are experiencing. I the second chapter, I develop a reflection from modern reasoning. Thus, analyzing, the project of modernity walked toward an emancipating “clarification”. Humanity desires, through the growing of its reasoning capacity, to find a solid ground in which it would trust, but not depending on the supernatural forces and myths. According to the rationalist promise, men would be from the ignorance chains and superstitions, in the exhausting pretension of expelling from the world all the sufferings and pains, in this way, to dominate even nature, thus, making men the “subject” of its own history. With that, I may conclude that “modernity”, as such, is characterized with the great rupture with ancient and medieval conceptions, for reorganization, according to the anthropocentric conception. This view searches to value extremely what is sensible, corporeal, measurable, accepting as the only truth aspects that flow through the middle of the reason. Modernity sought to overcome the myths all forms of religious beliefs; science begins to become a sort of myth or God. In this sense, I will submit to the 9 discussion for the proposal of the Frankfurt School theoretical and their critical position facing modern reasoning. The Habermas theory emerges, in the third chapter, as an alternative to rediscuss Philosophy in a pragmatic way, proposing the reconstruction of the modern project, not diminishing the history of humanity under the judgement of reasoning, but proposing a better formation closing. The approach intends to offer elements that make possible interpreting mediations for the rescue of the hermeuneutic-pragmatical importance of philosophy in the schools. The finality of the discussion is to propose a pedagogical reflection that makes possible to the school and cultural context to establish a relation subject-subject, in which its function is not the one of reproducing knowledge obtained from a unique object exploration. The focused problematic is based in the reflexive diagnosis of the Communicative Action Theory, by Jürgen Habermas, because I believe this is capable perspective for critically pointing out some theoretical alternatives, in the debureaucratization of the system and relating the “systemic world” with the “life world”. Habermas’ theory sends us to a deeper questioning, proposing the reconstruction of the lipmanian project, promoting a collective discourse of comprehension and self-comprehension, in which the theory and the practice may interact effectively. Thus, in the fourth chapter I will confront the ideas from the philosophical position of Habermas ans Lipman. I believe that, in this way, school may be characterized with a privileged space for learning the most effective postures to the construction of a more democratic society, fair and emancipated.