A discussão estética com crianças no espaço museológico : um contributo para a dinamização pedagógica do pensamento crítico, criativo e interventivo

This investigation searches for a better understanding of what really occurs in a session of Philosophy with Children, how it develops regarding the nature of the object in discussion (written text or work of art) and how the connivance of the space where it occurs manifests. From the understanding of the resulting phenomena, this research anticipates the possibility os re-defining the approach to Philosophy with Children established by Matthew Lipman (1922-2010), in order to integrate the same qualities that emerge from that John Dewey (1859-1952) understand by aesthetic experience. In order to achieve this investigação, the participation of children with traits that would positively responde to the needs of this research were considered, meaning children having a structured linguistc knowledge and for whom a philosophical discussion did not constitute a novelty to wich they would have to adapt to. We proceed organising sessions of Philosophy with Children, starting with discussion of written work in their regular classroom, wich allowed us to establish a baseline; and sessions debating art work in several museums (or culturl venues), in order to observe how the Philosophy with Children adapts accordingly with the nature of a sensible object. The importance of participation of children in a discussion of an art work allows them an enrichment resulting from the aesthetic experience, not as a separated activity from the educational context, but as something integrated and integrator of ideas and stimuli, in a cared for perspective of other languages and meanings. In this context, the observing child’s perception will invoke the construction of a visual thought process that will reveal itself in individual shared narratives and re-integrated in a context wich is identical to the one they have been practice on, meaning, a research community. Therefor, Philosophy with Children with discussion of art works, not only promotes a thougt that is intended to be a superior order, but also can be educational for citizenship which, in the context designed by this investigation, will signify the effective education of an aesthetic human beig