A comunidade de investigação como educação democrática para Matthew Lipman

Abstract

This research proposes to analyze the concept of Community of inquiry from the perspective of Matthew Lipman. The experiences carried out in the classroom showed that the pedagogical practice follows the traditional paradigm of transmitting content in a fragmented way. The absence of experience in a Community of inquiry at school and in the social and political sphere of the country justifies the need to research this topic. The Community of inquiry has been the subject of study by Matthew Lipman, who conceives it as a practice of philosophical dialogue that problematizes the student's experience and improves critical, creative and careful thinking as a condition for democratic training. To deepen Lipman's conceptions and reflect on his contributions to rethink education in our context, the research addresses the following question: What is the Community of inquiry in Lipman's perspective? As a methodology, a bibliographic review research was used based on the main works of Lipman, his collaborators and researchers on this subject. The work aimed to analyze the conception of Community of inquiry to understand its importance for the development of a democratic education in Lipman's perspective. As a result, the work points to the potential of the philosophical Community of inquiry for a critical, problematizing, creative, dialogical and democratic human formation. In this way, the philosophical Community of inquiry can transform traditional content practice as well as prepare students to face authoritarian, fascist and prejudiced practices in society.