Infância como caminho de pesquisa: o Núcleo de Estudos de Filosofias e Infâncias (NEFI/PROPEd/UERJ) e a educação filosófica de professoras e professores

Abstract

This purpose of this thesis is to go through the working experience of the Center For Studies of Philosophy and Childhood - (NEFI in Portuguese), a research group at Rio de Janeiro State University. It focuses on the constitutive process of the Center from the question: what does NEFI do? It is not our intention to answer the question but rather to find traces which enable us to approach such question, departing from the perspective of e-ducational research (Masschelein; Simons, 2014), a concept that considers researching as an exposure to the path where it occurs, therefore an educational act. The notion of 'self writing' (Foucault, 1992) triggers the way we approach the question: from the writing of notebooks and correspondence. The process does not necessarily focus on the research group itself, rather seeks connections with the formative process that encompasses it. The first chapter is a reflection of the research's course. The second, introduces the starting point of the process, namely: a question, a possible path, a proposal to walk through it. All of this was questioned along the way of the 'making', as presented in chapters three, four and five devised, intuitively, by unfolding three ways on reformulating the "walker's step", answering some questions as we glimpse other horizons and keep walking forward. It provides subsidies to discuss the educational notion present in teacher training programs in postgraduate education, based on the hierarchical, linear and cumulative educational conception that has been established from Early Childhood Education to Higher education, perpetuated through the educational concept which goes along with the formative/educational system as accumulation of knowledge. To do research and becoming a researcher is an intense formative work, as well as being a teacher, and, there lies something greater than becoming a researcher or doing science. The thesis points out to the need to consider the educational process as a conjunction and not opposition of elements, which privileges to know and to think, to experience and to research