Resumo

SANTI, Marina. Jazzing philosophy with children: an improvisational path for a new pedagogypt. child.philo [online]. 2017, vol.13, n.28, pp.631-647. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2017.30038.

This paper is based on the content of a talk held at the ICPIC Conference in Madrid, titled "Improvising as a way of inquiring and inventing" in which a jazz metaphor for education and philosophy is introduced. The arguments proposed are also adapted to respond to some critical issues put forward by Gert Biesta in his paper about philosophical work with children and the related experience in schools through philosophy for/with children programs (BIESTA 2017b). My contribution to the discussion deals with two main foci. The first one is theoretical, and considers improvisation as expression of human cognitive constructivism and a form of adaptive/exaptive human agency in the environment. Improvisation is interpreted as a privileged form of "complex thinking," in which the three components identified by Lipman--critical, creative and caring thinking--are integrated and mutually implemented. The second focus is pragmatic and proposes eight "jazz" features that embody education in the dimension of improvisation, opening teaching to the authentic experience of changing implied in growing/aging, and in which the stability of identities is always at risk. A jazzing way for doing with children is proposed as an antidote to the risk of learnification of education and capitalization of human skills--to which, according to Biesta, philosophy for/with children seems to be exposed in its school application--while proposing a jazz framework for a new "poor pedagogy."

Palavras-chave : Improvisation; Complex thinking; Jazz.

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