A leitura e a investigação filosófica no ensino fundamental

Abstract

This dissertation proposes an action-research study aimed at fostering philosophical inquiry through the use of supplementary reading books. The research was conducted at the José Joaquim de Sousa Full-Time Basic Education School, located in the Olho D’Água district of Mauriti, Ceará. The initiative stemmed from the following question: what contribution does philosophy instruction make to the development of reading skills and reflective thinking among fifth-grade elementary school students? The hypothesis posits a two-fold argument: 1) Drawing on the research of Lipman (1990 and 1995), it can be asserted that philosophical inquiry profoundly impacts the development of critical and autonomous thinking in children, with the reading of supplementary books and children's literature serving as a vital experience for philosophical work at this age. 2) Drawing on the insights of Paulo Freire (1967, 1998, and 2000), it emphasizes the fundamental nature of critical literacy in realizing an emancipatory education, as well as Adorno’s (1995) view that education is essential for individual emancipation. Finally, the "Carroteca Project" is presented; it originated from the need to encourage reading among students, many of whom were still in the early stages of literacy acquisition. The project—originally developed at a public school where it yielded positive results in fostering readers—is adapted here to bring books into the classroom for reading and philosophical inquiry at the elementary level. The ultimate goal is to demonstrate the pedagogical outcomes achieved regarding philosophy instruction and the promotion of reading through the Carroteca Project during the children's early years of schooling.