Displacements and philosophy: a study on movement and space perceptions involving children
- Carolina Miguel dos Santos Barreiros
, - Mateus Humberto,
- Simone Berle
Abstract
This study addresses children's perceptions on space and movement, on the basis of an experience of philosophical dialogue at a kindergarten in Lisbon, Portugal. According to the narration of the experience lived by adults and children, we aim to reflect upon how dialogue relations are established in the context of academic research. This experience involved the exact and human sciences, which are expressed in pedagogy, architecture and transports. The meetings were intended to spark discussions based on issues related to mobility and remaining in public spaces such as school commutes, playground games, and outdoor trips. As the meetings ended, family members were asked to reply to a questionnaire aimed at assessing the relevance of philosophical practices with children on the basis of the perception on mobility practices and remaining in public spaces. By observing the development of this matter at each meeting and family members' responses, it was possible to study the influence of school environments and some family experiences on habit formation from an early age. These habits serve as the basis for educational practices aimed at strengthening autonomy and welfare in shared public spaces.
Keywords
philosophy with children, urban mobility, early childhood, mixed methods
References
Arendt, H. (2010). A condição humana. São Paulo: Editora USP.
Babb, C., Olaru, D., Curtis, C., & Robertson, D. (2016). Children’s active travel, local activity spaces and wellbeing: A case study in Perth, WA. Travel Behaviour and Society, 9, 81-94. https://doi.org/10.1016/j.tbs.2017.06.002
Brenifier, O. (2007). La pratique de la philosophie à l’école primaire. Toulouse: SEDRAP Education; Paris: Alcofribas Nasier.
Gomes, V. (2017). Dialogar, conversar e experienciar o filosofar na escola pública: encontros e desencontros. Rio de Janeiro: NEFI Edições.
Hadot, P. (2014). Filosofia Como Maneira de Viver. São Paulo: É Realizações.
Hadot, P. (2016). Exercícios Espirituais e Filosofia Antiga. São Paulo: É Realizações.
Kohan, W. (2014). A escola pública aposta no pensamento. Belo Horizonte: Autêntica.
Kohan, W., & Olarieta, B. (2012). Repensando, com outras vozes, os sentidos de filosofar. A escola pública aposta no pensamento. (Coleção Ens. Fil. 4). Belo Horizonte: Ed. Autêntica.
Kohan, W., & Waksman, V. (1998). Filosofia para crianças na prática escolar. Petrópolis: Vozes.
Mackett, R., Brown, B., Gong, Y., Kitazawa, K., & Paskins, J. (2007). Children’s independent movement in the local environment. Built Environment, 33(4), 454-468. https://doi.org/10.2148/benv.33.4.454
Torstenson-Ed, T. (2007). Children’s life paths through preschool and school: Letting youths talk about their own childhood - Theoretical and methodological conclusions. Childhood, 14(1), 47-66. https://doi.org/10.1177/0907568207072527