Philosophizing with children: problematizing the established school based on children’s narratives

Authors

DOI:

https://doi.org/10.17058/rea.v33i1.19762

Keywords:

School. Philosophy. Foucault. Narratives.

Abstract

The article aims to analyze, based on children's narratives, some cracks in the legitimized truths about school and some possibilities for creation in philosophical encounters with children in the 2nd year of elementary school. As a theoretical-methodological tool, the study triggers problematization based on Foucault's thinking and narrative investigation based on the research of Clandinin and Connelly. It is argued that, through philosophical movements and problematization, we may be able to create different spaces and different thoughts for our lives inside and outside of school.

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Author Biographies

  • Thalia Lopes da Silva, Universidade Federal do Rio Grande - FURG

    Mestre em Educação em Ciências pela Universidade Federal do Rio Grande - FURG. Professora da rede municipal de educação do município do Rio Grande- RS. 

  • Isabel Gomes Ayres, Instituto Federal Sul-Rio-Grandense, Instituto Federal Sul-rio-grandense Câmpus Camaquã.

    Mestre em Educação pelo Instituto Federal Sul-rio-grandense e doutoranda em Educação em Ciências pela Universidade Federal do Rio Grande - FURG. Professora de ensino básico, técnico e tecnológico do Instituto Federal Sul-rio-grandense.

  • Paula Corrêa Henning , Universidade Federal do Rio Grande - FURG

    Doutorad em Educação pela Universidade do Vale do Rio dos Sinos e Pós-Doutorado em Filosofia pela Univeridad de Murcia/Espanha. Professora titular da Universidade Federal do Rio Grande - FURG. Bolsista Profutividade 1D do CNPq. 

Published

2025-07-04

Issue

Section

Pesquisas narrativas, formação de professores(as) e cotidiano escolar

How to Cite

Philosophizing with children: problematizing the established school based on children’s narratives. (2025). Reflexão E Ação, 33(1). https://doi.org/10.17058/rea.v33i1.19762