O ensino de filosofia na educação escolar : a questão da linguagem a partir de wittgenstein e Lipman

AUTOR(ES)

Robson Carlos Lopes

FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

29/03/2011

RESUMO

This is a research on the role of philosophy in education moving around three main axes: the teaching of philosophy, the language and the education. This approach is undertaken from the perspective of two authors: on the one hand, Wittgenstein who is today identified as one of the main figure in twentieth century philosophy, especially because he was responsible for "the second pragmatic turn" in the 20th century analytical philosophy just from his Philosophical Investigations. On the other hand, Lipman, an American philosopher and educator who developed a Philosophy for Children Program with a proposal to teach children to learn to think better, to be more reflective and autonomous in their thinking and to be more open to dialogue. Through what he called "Philosophical Novels", his proposal was to introduce the concepts of philosophy in accessible language for children from kindergarten to High School, transforming the classroom into an "Investigation Community." The discussion in this study starts from the diagnosis that human education is in crisis. Based on such idea and despite all the knowledge generated over time, despite all invested in reason and science, education seems to have failed in its task to educate people to be more critical and reflective, conscious and responsible toward themselves and the society. It is also admitted that from the "modern paradigm" there was a fragmentation of human knowledge, which made the man to lose the perspective of the whole, one of the characteristics in the philosophical thinking. Today man tends to think and knows in parts, typical from scientific thinking. From this perspective, it is emphasized the real need for a new educational proposal to form a better thinking man as a whole. Thus, a hypothesis that philosophy as a school subject (or activity) from the first years of teaching can contribute to improve human education. However, a problem emerges from this statement: the language as a problem for teaching philosophy, i.e., the language as a philosophical problem. Is it possible to teach philosophy to children? Or rather, can philosophy be taught? If so, how to teach philosophy to children? From such considerations, we intend to discuss "teaching philosophy for children" from the philosophical ideas of Wittgenstein and Lipman. In a third step, it is proposed to understand the concept of language as well as some fundamental work concepts of both authors and their relationship to teaching philosophy. And finally, we intend to show, from the conception of meaning as use in Wittgenstein’s work, the various possibilities of language usage also in the educational context. We also intend to evidence Lipman s great contribution to the educational process that was called “Community of Investigation”, a different classroom model than the traditional one, where dialogue prevails as an "investigative dialogue."

ASSUNTO(S)

educação - filosofia filosofia - estudo e ensino crianças - linguagem education philosophy philosophy education and teaching children language

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