Philosophy for children - advances and current challenges: a systematic literature review
DOI:
https://doi.org/10.15536/reducarmais.5.2021.2457Keywords:
Philosophy for Children, Advances, Challenges, Communities of inquiry, Systematic reviewAbstract
The Philosophy for Children (FpC) program is an educational proposal developed by Matthew Lipman and Ann Shapp (1990), whose main purpose is to develop in children the ability to think for themselves. In this context, a systematic literature review was conducted with a focus on the FpC program in early elementary school, with the aim of describing the main advances and current challenges in this area. The search covered the period from 2018 to 2020, and, of 153 articles returned, 26 studies composed this review. The results revealed that the main advances are the importance of the research communities, the relevance of working with FpC even in the first years of schooling and the need for an efficient conduction in the process of elaborating questions for the FpC program sessions. The challenges mainly comprise the figure of the teacher, and the obstacles faced by them in the application of the FpC program.
Downloads
References
RODRIGUEZ, Adolfo Agundez. Programa de filosofía para niños como propuesta de educación moral: análisis comparado con otros enfoques de la educación moral. Childhood & Philosophy, Rio de Janeiro, v.14, n. 31, p. 671-695, set./dez. 2018.
ALBERT, Sonia París. Putting philosophy to the service of schools to give children's voices real value. Childhood & Philosophy, Rio de Janeiro, v. 14, n. 30, p. 453-470, mai./ago. 2018.
ASLANIMEHR, Parmis; MARSAL, Eva; WEBER, Barbara; KNAPP, Fabian. Nature gives and nature takes: a qualitative comparison between canadian and german children about their concepts of 'nature'. Childhood & Philosophy, Rio de Janeiro, v. 14, n. 30, p. 483-515, mai./ago. 2018.
ALT, Katrin. Philosophising with young children as a language-promoting principle. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 20, maio 2019.
BARRIENTOS-RASTROJO, José. La filosofía con niños como experiencia transformadora. Una propuesta en organizaciones sin ánimo de lucro. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 28, jun. 2019.
CANUTO, Abigail Thea. Developing children's reasoning and inquiry, concept analysis, and meaning-making skills through the community of inquiry. Childhood & Philosophy, Rio de Janeiro, v. 14, n. 30, p. 427-452, mai./ago. 2018.
CANTALICE, Gizolene de Fátima Barbosa da Silva; CIRINO, Maria Reilta Dantas. Considerações sobre o conceito de “experiência” presente nas teorias filosofia para/com crianças. Revista Sul-Americana de Filosofia e Educação – Resafe, n. 32/33, p. 61-77, nov.2019/out.2020.
CARVALHO, Magda Costa. Filosofia para crianças: a (im)possibilidade de lhe chamar outras coisas. Rio de Janeiro: NEFI, 2020.
CARVALHO, Magda; SANTOS, Ana Isabel. O “porque” traz coisas especiais e dá perguntas. In: CARVALHO, Magda Costa. Filosofia para crianças: a (im)possibilidade de lhe chamar outras coisas. NEFI: Rio de Janeiro, 2020, p. 157-161.
CHARABATI, Esther. Peter Pan: el líder y sus seguidores. una experiencia de filosofía con niños. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 24, jun. 2019.
DENYER, D.; TRANFIELD, D. Producing a systematic review. In: BUCHANAN, D. A.; BRYMAN, A. (Ed.). The SAGE handbook of organizational research methods. London, SAGE, p. 671-689, 2009.
DANIEL, Marie-France. Grounded theory. A research method for advancing the comprehension of philosophy for children's processes. Childhood & Philosophy, Rio de Janeiro, v. 14, n. 29, p. 307-328, jan./abr. 2018.
ELICOR, Peter Paul. Philosophical inquiry with indigenous children: an attemptto integrate indigenous forms of knowledge in philosophyfor/with children. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 22, jun. 2019.
HAWKEN, Johanna. Philosophical discussions with children: an opportunity for experiencing open-mindedness. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 20, jun. 2019.
KILBY, Ben. Why teachers’ beliefs and values are important in p4c research: an australian perspective. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 1-19, dez. 2019.
KA?MIERCZAK, Monika. What is communication? Investigations with kindergarten children. Interdisciplinary Contexts of Special Pedagogy, v. 30, n. 1, p. 90-107, set. 2020.
LIPMAN, Matthew. A filosofia vai à escola. Summus, São Paulo: 1990.
LIPMAN, Matthew; SHARP, Ann Margaret; OSCANYAN, Frederick S. (Orgs). A Filosofia na sala de aula. São Paulo: Nova Alexandria, 2001.
MARISCAL, Sara Vega. Educación para la paz y razón inclusiva. El pensamiento crítico en la filosofía para niños. Innovación educativa (México, DF), v. 18, n. 78, p. 55-71, Septiembre/Diciembre, 2018.
MENDONÇA, Dina; CARVALHO, Magda Costa. The richness of questions in philosophy for children. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 21, jun. 2019.
MICHALIK, Kerstin. Teacher and learner perspectives on philosophical discussion - uncertainty as a challenge and opportunity. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 20, jun. 2019.
MORENO, Artidiello; MARTA, Mabel. Filosofía para Niños y Niñas (FPNN): una oportunidad diferente para pensar en la escuela. Ciencia y Sociedad, Santo Domingo, v. 43, n. 3, p. 25-38, 2018.
MORIYÓN, Félix Garcia. A normative approach to philosophy for children. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 12, nov. 2019.
MURRIS, Karin. Philosophy with Picturebooks. In: M. A. Peters (ed.), Encyclopedia of Educational Philosophy and Theory. Singapore: Springer, 2016.
NEWBY, Alex; GARDNER, Susan T. Meeting youngsters where they “are at”: demonstrating its advantages. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01-26, dez. 2019.
NISHIYAMA, Kei. Rethinking consensus in the community of philosophical inquiry: a research agenda. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01-18, jun. 2019.
PAPATHANASIOU, Maria. Parents’ philosophical community: when parents go to school! Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01-28, out. 2019.
POSTIGLIONE, Enrico. Questions and performatives - communities of inquiry as conventional contexts. Childhood & Philosophy, Rio de Janeiro, v. 14, n. 31, p. 697-714, set./dez. 2018.
RAMOS, A.; FARIA, P. M.; FARIA, A. Revisão sistemática de literatura: contributo para a inovação na investigação em Ciências da Educação. Revista Diálogo Educ., Curitiba, v. 14, n. 41, p. 17-36, 2014.
REYNOLDS, Rose-Anne. Making a circle: building a community of philosophical enquiry in a post-apartheid, government school in south Africa. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 21, jun. 2019.
SANTI, Marina. Collaborative problem-solving and citizenship education: a philosophical escape in the age of competencies. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 19, jun. 2019.
SHAPIRO, Carmina. El lugar de la deliberación en la filosofía para niños de Lipman. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01 - 18, jun. 2019.
SPLITTER, Laurance Joseph. Identity and populism begone! The role of philosophy in healing a shattered and divided world. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01-21, jun. 2019.
WALCZAK, Pawel. Why piaget does not philosophize? Critical discussion of gareth b. Mathews with the piagetan concept of cognitive development. Childhood & Philosophy, v. 15, p. 1-25, January-December, 2019.
WORLEY, Emma; WORLEY, Peter. Teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom. Childhood & Philosophy, Rio de Janeiro, v. 15, p. 01-34, dez. 2019.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Mayara Faria de Souza
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
DECLARATION OF RESPONSIBILITY: I hereby certify that I partially or fully participated in the conception of the work, that I did not hide any links or financial agreements between the authors and companies that may be interested in this article publication. I certify that the text is original and that the work, partially or fully, or any other work with a substantially similar content written by me, was not sent to any other journal and it will not be send while my submission is being considered by Revista Educar Mais, whether in printed or electronic format.
The author responsible for the submission represents all the authors of the manuscript and, when sending the article to the journal, guarantees s/he has obtained the permission to do so, as well as s/he guarantees the article does not infringe upon anyone’s copyright nor violate any proprietary rights. The journal is not responsible for the opinions expressed.
Revista Educar Mais is Open Access, does not charge any fees, whether for submission or article processing. The journal adopts Budapest Open Access Initiative (BOAI)’s definition, i.e., any users are permitted to read, download, copy, distribute, print, search and link to the full texts of these articles.
All the articles are published under the Creative Commons Atribuição-NãoComercial 4.0 Internacional license. The authors keep the copyright of their production. That way, they must be contacted directly if there is any interest in commercial use of their work.
