será que a voz que ouvimos por dentro é a mesma que as pessoas ouvem por fora?

Abstract

This text was written after hearing a childlike question about voice, a question asked by Lara, a girl at a “basic” school in a rural area of the Azores islands that resulted in a diferent way of understanding the motives and intentions that are implicit in the way we practice community of philosphical inquiry with children and adults. This question also unveiled important aspects of the way we construct ourselves as adults who believe in the importance of teaching philosophy in elementary school. This text describes an attempt to follow the trail of inquiry triggered by Lara’s question, and documents three moments or possibilities of re-questioning. These moments – which are not understood as forming an orderly sequence, but rather represent inroads into the initial question – emerge as possibilities marked by the rhythm of inquiry that followed. Those questions were: What do we hear when we talk about voice? What do we say when we talk about listening? And what do we think about when we share voices and listen actively? The text invites us to focus on voice as a concept aligned with a certain paradigmatic model of thinking commonly referred to as “philosophy,”and also invites us to consider the concept of listening as a construct that returns us to the origins of western philosophy. Finally, the text invites us to consider different ways of understanding voice and listening as based on the idea of thinking as an in-between space of sharing, focusing specifically on activities centering philosophical dialogue with children.

an open-ended story of some hidden sides of listening or (what) are we really (doing) with childhood?

“…As we stated previously, listening is far from being a new subject in educational and childhood studies and has been considered from many different approaches (Lundy, 2007;Taylor, Robinson, 2009;Davies, 2014). Philosophy for/with Children is not an exception and inside the movement listening has received some attention (Haynes, 2007(Haynes, , 20082009;Haynes & Murris, 2009;Johansson, 2013;Johansson, 2022;Costa Carvalho, 2022). Listening is maybe the beginning of any educational encounter but, whereas many people tend to worry with technical dispositions and skills (Gardner, 1996), there is one author that has written extensively on the subject from the standpoint of the person who facilitates philosophy activities in schools.…”

“…Elsewhere we have made reference to the sonority of children's voices and the uniqueness of each voicesound (Costa Carvalho, 2022), following Adriana Cavarero's work (2005). Adults generally prefer that any noise children make be in the form of words, and these spoken carefully; there is so much hushing that goes on in school.…”