Non-canonical philosophy and Cordel literature in schools
This paper explores the potential of literatura de cordel, a Brazilian folk poetry tradition, as a non-canonical resource for philosophical inquiry in educational settings. While Philosophy for Children (P4C) and related movements have increasingly emphasised the role of emotion in philosophical edu...
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| Format: | Article |
| Language: | English |
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University of Birmingham Library Services
2025-07-01
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| Series: | Journal of Philosophy in Schools |
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| Online Access: | https://account.jps.bham.ac.uk/index.php/up-j-jps/article/view/279 |
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| author | Nikki Rotas Filipe Malafaia Cerqueira |
| author_facet | Nikki Rotas Filipe Malafaia Cerqueira |
| author_sort | Nikki Rotas |
| collection | DOAJ |
| description | This paper explores the potential of literatura de cordel, a Brazilian folk poetry tradition, as a non-canonical resource for philosophical inquiry in educational settings. While Philosophy for Children (P4C) and related movements have increasingly emphasised the role of emotion in philosophical education, non-Western literary traditions remain underexplored in this context. Situated against the backdrop of Ontario, Canada’s ‘back-to-basics’ approach to learning, which prioritises standardised literacy over philosophical inquiry, we propose a non-canonical philosophy (NCP)approach that promotes non-Western literary traditions and fosters critical thinking, creativity and emotional awareness in young learners. Drawing on the distinct features of Cordel literature—its oral-poetic form, its engagement with social and ethical themes, and its capacity to evoke emotional and imaginative responses—we suggest that it offers a valuable tool for philosophical inquiry with children. Through an analysis of Cordel’s historical and cultural significance, exemplified by Leandro Gomes de Barros’ evocative poetry, we suggest how these texts might provoke philosophical reflection on topics like time and identity. While speculative and context-dependent, this proposal invites educators to consider how non-canonical texts can enhance existing pedagogical practices, offering a pathway to more inclusive and affectively engaged learning environments. |
| format | Article |
| id | doaj-art-eee65177ff9f4195b50303e8efaebbd5 |
| institution | Kabale University |
| issn | 2204-2482 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | University of Birmingham Library Services |
| record_format | Article |
| series | Journal of Philosophy in Schools |
| spelling | doaj-art-eee65177ff9f4195b50303e8efaebbd52025-08-21T12:43:36ZengUniversity of Birmingham Library ServicesJournal of Philosophy in Schools2204-24822025-07-01121445910.46707/jps.v12i1.279256Non-canonical philosophy and Cordel literature in schoolsNikki Rotas0Filipe Malafaia Cerqueira1Western University, London, OntarioWestern University, London, OntarioThis paper explores the potential of literatura de cordel, a Brazilian folk poetry tradition, as a non-canonical resource for philosophical inquiry in educational settings. While Philosophy for Children (P4C) and related movements have increasingly emphasised the role of emotion in philosophical education, non-Western literary traditions remain underexplored in this context. Situated against the backdrop of Ontario, Canada’s ‘back-to-basics’ approach to learning, which prioritises standardised literacy over philosophical inquiry, we propose a non-canonical philosophy (NCP)approach that promotes non-Western literary traditions and fosters critical thinking, creativity and emotional awareness in young learners. Drawing on the distinct features of Cordel literature—its oral-poetic form, its engagement with social and ethical themes, and its capacity to evoke emotional and imaginative responses—we suggest that it offers a valuable tool for philosophical inquiry with children. Through an analysis of Cordel’s historical and cultural significance, exemplified by Leandro Gomes de Barros’ evocative poetry, we suggest how these texts might provoke philosophical reflection on topics like time and identity. While speculative and context-dependent, this proposal invites educators to consider how non-canonical texts can enhance existing pedagogical practices, offering a pathway to more inclusive and affectively engaged learning environments.https://account.jps.bham.ac.uk/index.php/up-j-jps/article/view/279affectcordel literaturenon-canonical philosophy (ncp)philosophy for children (p4c) |
| spellingShingle | Nikki Rotas Filipe Malafaia Cerqueira Non-canonical philosophy and Cordel literature in schools Journal of Philosophy in Schools affect cordel literature non-canonical philosophy (ncp) philosophy for children (p4c) |
| title | Non-canonical philosophy and Cordel literature in schools |
| title_full | Non-canonical philosophy and Cordel literature in schools |
| title_fullStr | Non-canonical philosophy and Cordel literature in schools |
| title_full_unstemmed | Non-canonical philosophy and Cordel literature in schools |
| title_short | Non-canonical philosophy and Cordel literature in schools |
| title_sort | non canonical philosophy and cordel literature in schools |
| topic | affect cordel literature non-canonical philosophy (ncp) philosophy for children (p4c) |
| url | https://account.jps.bham.ac.uk/index.php/up-j-jps/article/view/279 |
| work_keys_str_mv | AT nikkirotas noncanonicalphilosophyandcordelliteratureinschools AT filipemalafaiacerqueira noncanonicalphilosophyandcordelliteratureinschools |