Educar para o pensar: o processo de ensino aprendizagem na perspectiva da comunidade de investigação de Matthew Lipman: uma experiência filosófica na UEB Professor Ronald Da Silva Carvalho

Abstract

The present study has as its theme: EDUCATE FOR THINKING: THE TEACHING PROCESS LEARNING FROM THE PERSPECTIVE OF THE MATTHEW LIPMAN RESEARCH COMMUNITY: A philosophical experience at UEB Professor Ronald Da Silva Carvalho. This research arises, initially, from professional and personal uneasiness about the development of strategies for teaching philosophy to children, later, improved in the Professional Master's Program in Philosophy of the Federal University of Maranhão - UFMA. In order to produce a product, we aim in general: to understand the development of higher order thinking in the dialogic experience promoted by Matthew Lipman's Research Community, with a view to showing a pedagogical proposal structure for the application of philosophy teaching to the higher basic education of basic education, aiming at educating to think. As specific objectives we seek to identify the theoretical assumptions for the elaboration of the Research Community, of the significant dialogical experiences in the school environment, to recognize the stages of the process of development of higher order thinking and the relationship of dependencies of the significant experiences in the classroom; demonstrate the need for the Research Community to work to develop the methodology of the Philosophy for Children Program: Educating for Thinking; and through the collection and analysis of data obtained during the research, suggest the sequence of strategies for teaching philosophy in elementary school. Following this delimitation, the research must be characterized as a case study methodology, with mixed methods, which combine research instruments, both qualitative and quantitative. The subjects of the research are the students of the 6th year of higher fundamental education, from UEB Professor Ronald Da Silva Carvalho. Along this path, we developed the theoretical framework, linking the Philosophy for Children Program and the main influences for its elaboration, addressing both the concepts developed by Matthew Lipman, by John Dewey and the references on Vygotsky's psychology used in the Program. We highlight the process of building the Research Community and maintaining it, in addition to describing the components for the development of higher order thinking. Finally, we delivered a sequence of strategies for using the Philosophy for Children Program with a view to adapting to different contexts.