Resumo

PAPATHANASIOU, Maria. Parents’ philosophical community: when parents go to school!. child.philo [online]. 2019, vol.15, e38746.  Epub 28-Out-2019. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2019.38746.

Research seems to be explicit on children’s benefit from parental participation in their schooling. The ways in which parents can be involved, though (or however), are not yet apparent. A variety of educational approaches and programs are being tested globally in order to enhance school’s collaboration with families. Through Action Research (AR), the effect of an initiative parental-school engagement has been explored in a kindergarten school in Athens during the 2014-15 and 2015-16 school years. The successful engagement of philosophical practices for the students in previous years exposed the need for adopting the specific tool of Philosophy for Children for the community of parents. Carefully selected stories have been used as a stimulus for raising philosophical questions that were analyzed in depth by parents and teachers. The creation of a philosophical community of inquiry with parents within the school revealed a new horizon of communication and cooperation while also raising respect and empathy among all participants. This research exhibits that when formulating communities of philosophical inquiry with children and adults alike, and within the same environment, meaningful dialogue can be revealed and reinforced among all parts of the school’s community triangle (students, teachers, parents). As a result, an alternative educational approach that strengthens school-family alliance has been unveiled.

Palavras-chave : school-family collaboration; philosophical community; dialogue.

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