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Este documento refere-se a um trabalho de investigação realizado no âmbito do curso de Mestrado em Ciências da Educação, especialização em Pedagogia Social, da FEP-UCP, intitulando-se “Educação Escolar e Filosofia para Crianças – Um estudo de caso”. A motivação para a pesquisa emergiu do envolvimento profissional da autora com programas de Filosofia para Crianças (FPC), no âmbito do qual surgiram um conjunto de inquietações que levaram a querer perceber em que medida os programas de FPC contribuem para o desenvolvimento pessoal e social das crianças num quadro de aprendizagens escolares significativas, felizes e bem-sucedidas. Para este efeito, optámos por um estudo de caso, enquadrado por uma abordagem qualitativa, tendo por base as perceções dos docentes sobre os programas de FPC promovidos pela Associação Portuguesa de Ética e Filosofia Prática (APEFP-FPC). O estudo permitiu concluir sobre a pertinência e relevância escolar da FPC, em alinhamento com as metas educacionais preconizadas pelas sociedades democráticas do seculo XXI e com o Perfil dos Alunos à Saída da Escolaridade Obrigatória (estabelecido pela Direção Geral da Educação /DGE), designadamente no que se refere à promoção de competências relacionais, de participação cívica e de pensamento crítico.
This document refers to a research work carried out within the scope of the master’s course in Educational Sciences, specialization in Social Pedagogy, at FEP-UCP entitled “School Education and Philosophy for Children – A case study”. The motivation for the research emerged from the author´s professional involvement with Philosophy for Children (FPC) programs, within which a set of concerns emerged that led to the desire to understand to what extent FPC programs contribute to the personal and social development of children in a framework of meaningful, happy and successful school learning. For this purpose, we opted for a case study, framed by a qualitative approach, based on teacher´s perceptions of the FPC programs promoted by the Portuguese Association of Ethics and Practical Philosophy (APEFP- FPC). The study allowed us to conclude on the pertinence and educational relevance of FPC, in alignment with the educational goals recommended by democratic societies of the 21st century and with the Profile of Students at the end of Compulsory Schooling (established by the Directorate of Education of Portugal /DGE) particularly in the which refers to the promotion of relational skills, civic participation and critical thinking.
This document refers to a research work carried out within the scope of the master’s course in Educational Sciences, specialization in Social Pedagogy, at FEP-UCP entitled “School Education and Philosophy for Children – A case study”. The motivation for the research emerged from the author´s professional involvement with Philosophy for Children (FPC) programs, within which a set of concerns emerged that led to the desire to understand to what extent FPC programs contribute to the personal and social development of children in a framework of meaningful, happy and successful school learning. For this purpose, we opted for a case study, framed by a qualitative approach, based on teacher´s perceptions of the FPC programs promoted by the Portuguese Association of Ethics and Practical Philosophy (APEFP- FPC). The study allowed us to conclude on the pertinence and educational relevance of FPC, in alignment with the educational goals recommended by democratic societies of the 21st century and with the Profile of Students at the end of Compulsory Schooling (established by the Directorate of Education of Portugal /DGE) particularly in the which refers to the promotion of relational skills, civic participation and critical thinking.
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Keywords
Crianças Filosofia para crianças (FPC) Desenvolvimento pessoal e social Educação escolar Children Philosophy for children (P4C) Personal and social development in childhood School education