Impacto del programa de Matthew Lipmann en el contexto de la biblioteca escolarestudio comparado

Laburpena

This Study looks for a systematized reflection of the existing proposal, in the Matthew Lipman Program Philosophy for Children. To do so, we analyze the theoretical and methodological pretenses of the Program Philosophy for Children, putting in relief the present elements in the Matthew Lipman proposal and his expression in the Education and in the critical and creative development thought. We define it as an investigation question to prove that students with formation in the Lipman Program Philosophy for Children are better prepared to render concrete their practices in the School Library. We relate the cooperative work problematic with pedagogical action of the School libraries in the children formation. In the final considerations, we look for the limits and the chances of the Philosophy for Children, North American proposal, suggesting an evaluation of the application impact of the Program in the pupil’s behaviour in their practices at the school library, to give amplitude to the Matthew Lipman program, concerning the answer to the school’s needs and interests, at a more global level. This pretense is reinforced by the results that the present investigation allows to conclude: The recourse to the Matthew Lipman program “Philosophy for Children”, contributes to the acquisition and development of cognitive skills and social interaction. The teachers that do not apply the program “Philosophy for children” in the school- room, in their majority, are low frequent users of libraries. As greater is the experimental period with the “Philosophy for Children” program, more expressive is the pupil’s predisposition, to appreciate as positive, the act of thinking with the others, in the investigation community.The results of the carried-out observations, in the “Colégio Valsassina School library”, to appreciate the pupils behaviour in their library practices, confirms that the majority of pupils with 3 or more years of experience with the “Philosophy for Children” program, already achieved the social affective and cognitive skills. It is also confirmed that the majority of pupils, with only 1-year experience in the program. “Philosophy for Children '', didn’t achieve the social affective and cognitive skills, meaning, the thinking skills that allow the children and young people, to fully acquire the revenue of their passage through school. In accordance with the treatment of the Inquiry Questionnaire applied to all teachers of first and second cycles of Colégio Valsassina, we see that does not exist the practice of cooperation between teachers and library responsible. Facing the shown conclusions, it is essential to reflect on the binomial “ THE EDUCATION TO INSTRUCT” versus “ EDUCATION TO THE THINK”.