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Publication
Dinâmicas de questionamento, diálogo e mediação na filosofia para crianças
Advisor(s)
Abstract(s)
O presente relatório resulta da Prática de Ensino Supervisionada realizada no
âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A
investigação desenvolvida decorreu numa cooperativa de ensino com uma turma do 4.º
ano, tendo como foco a Filosofia para Crianças (FpC), com especial atenção ao papel do
questionamento.
Desta forma, pretendeu-se compreender o papel do questionamento nesta prática
pedagógica, bem como o impacto da mediação do professor no desenvolvimento do
pensamento crítico, criativo e cuidadoso dos alunos. Neste sentido, formularam-se três
questões de investigação: (1) Qual a função do questionamento na dinâmica das aulas de
filosofia? (2) Qual o papel do professor? e (3) Qual o impacto observado nas crianças?
Para a concretização desta investigação, assumiu-se uma metodologia qualitativa,
recorrendo-se à observação participante e não participante e à realização de uma
entrevista aberta. Os dados foram recolhidos através de notas de campo e da transcrição
da entrevista ao professor responsável pelas sessões. A análise centrou-se nas dinâmicas
de Filosofia para Crianças observadas e implementadas.
A análise reflexiva das sessões observadas e da intervenção realizada permitiu
reconhecer a riqueza do questionamento como prática promotora de pensamento de
ordem superior, bem como o papel essencial do professor enquanto facilitador do diálogo
e da construção coletiva de sentido. Através da confrontação entre os dados recolhidos e
os referenciais teóricos, foi possível identificar múltiplas formas de mediação e estratégias que valorizam a escuta ativa, o respeito pelas ideias dos alunos e a construção de uma comunidade de investigação viva e participativa. As conclusões evidenciaram que o questionamento não é apenas um recurso, mas uma postura pedagógica que transforma a sala de aula num espaço de pensamento partilhado, potenciando a autonomia intelectual, a empatia e o envolvimento ético dos alunos com o mundo que os rodeia. Esta investigação constituiu, assim, um contributo para a compreensão da Filosofia para Crianças, do seu impacto e do seu comprometimento com uma educação crítica, criativa e cuidadosa.
This report stems from the Supervised Teaching Practice carried out within the scope of the Master's Degree in Pre-School and Primary Education. The research took place in an educational cooperative with a 4th-grade class, focusing on Philosophy for Children (P4C), with particular attention to the role of questioning. The aim was to understand the role of questioning in this pedagogical practice, as well as the impact of the teacher’s mediation on the development of students’ critical, creative, and caring thinking. Three research questions were formulated: (1) What is the function of questioning in the dynamics of philosophy sessions? (2) What is the role of the teacher? and (3) What impact is observed in the children? To carry out this research, a qualitative methodology was adopted, involving participant and non-participant observation, and the conduction of an open-ended interview. Data were collected through field notes and the transcription of the interview with the teacher responsible for the philosophy sessions. The analysis focused on the P4C dynamics observed and implemented. The reflective analysis of the observed sessions and the implemented intervention revealed the richness of questioning as a practice that fosters higher-order thinking, as well as the essential role of the teacher as a facilitator of dialogue and collective meaningmaking. By confronting the collected data with the theoretical frameworks, it was possible to identify multiple forms of mediation and strategies that value active listening, respect for students’ ideas, and the construction of a vibrant and participatory community of inquiry. The conclusions showed that questioning is not merely a methodological tool, but a pedagogical stance that transforms the classroom into a space of shared thinking, enhancing students' intellectual autonomy, empathy, and ethical engagement with the world around them. Thus, this research contributed to a deeper understanding of Philosophy for Children, its impact, and its commitment to a critical, creative, and caring education.
This report stems from the Supervised Teaching Practice carried out within the scope of the Master's Degree in Pre-School and Primary Education. The research took place in an educational cooperative with a 4th-grade class, focusing on Philosophy for Children (P4C), with particular attention to the role of questioning. The aim was to understand the role of questioning in this pedagogical practice, as well as the impact of the teacher’s mediation on the development of students’ critical, creative, and caring thinking. Three research questions were formulated: (1) What is the function of questioning in the dynamics of philosophy sessions? (2) What is the role of the teacher? and (3) What impact is observed in the children? To carry out this research, a qualitative methodology was adopted, involving participant and non-participant observation, and the conduction of an open-ended interview. Data were collected through field notes and the transcription of the interview with the teacher responsible for the philosophy sessions. The analysis focused on the P4C dynamics observed and implemented. The reflective analysis of the observed sessions and the implemented intervention revealed the richness of questioning as a practice that fosters higher-order thinking, as well as the essential role of the teacher as a facilitator of dialogue and collective meaningmaking. By confronting the collected data with the theoretical frameworks, it was possible to identify multiple forms of mediation and strategies that value active listening, respect for students’ ideas, and the construction of a vibrant and participatory community of inquiry. The conclusions showed that questioning is not merely a methodological tool, but a pedagogical stance that transforms the classroom into a space of shared thinking, enhancing students' intellectual autonomy, empathy, and ethical engagement with the world around them. Thus, this research contributed to a deeper understanding of Philosophy for Children, its impact, and its commitment to a critical, creative, and caring education.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Keywords
Filosofia para Crianças questionamento mediação pensamento crítico comunidade de investigação Philosophy for Children questioning mediation critical thinking community of inquiry