Una subversión en las prácticas de indagación: tan serias como divertidas

Joanna Haynes

doi:10.12795/araucaria.2021.i48.16

Autores/as

Joanna Haynes Plymouth University

DOI:

https://doi.org/10.12795/araucaria.2021.i48.16

Palabras clave:

Enquiry, unhoming, philosophy-for/with, picturebooks, creative.

Resumen

El objetivo de este artículo es subvertir ideas y prácticas de creación de conocimiento que se dan como seguras, a través de formas de pedagogía no jerárquicas que traspasan fronteras. Ello, con el fin de prestar atención a cómo suceden los procesos de investigación siempre que nos implicamos en la lucha para afrontar las injusticias, también en lo que afecta a los no-humanos. En este sentido, el texto pone en tela de juicio suposiciones arraigadas relacionadas con la edad, la fase o el entorno educativo, para difuminar distinciones como para/con; niño/adulto; lúdico/serio y aprendizaje/enseñanza y explorar nuevas posibilidades de investigación creativa. Las prácticas de indagación que aquí se presentan se teorizan a través de la Escuela de Filosofía para/con niños (Haynes 2018), su comunidad de indagación pedagógica (Gregory y Laverty 2017) y la filosofía con libros con imágenes (Haynes y Murris, 1212, 2016; Murris y Haynes 2018).

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Biografía del autor/a

Joanna Haynes, Plymouth University

Associate Professor

Citas

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