Professor Magda Costa Carvalho

Profile

Magda Costa Carvalho is an Assistant Professor of Philosophy at the University of the Azores, Portugal, a research member of NICA: Interdisciplinary Center for Childhood and Adolescence, University of the Azores, and an integrated member of the Research Group “Philosophy and Public Space”, of the Institute of Philosophy, University of Porto (FIL/00502). She holds a Ph.D. on Henri Bergson’s philosophy. Her research focuses on Contemporary Philosophy, Philosophy for/with Children (P4/wC) and Philosophy of Childhood. She is the Director of a Master’s Program in Philosophy for Children (University of the Azores). She holds P4/wC training and offers sessions in a public school. She is Co-Editor of childhood & philosophy.

Research

Publications

• Haynes, J.; Costa Carvalho, M. (2023). “an open-ended story of some hidden sides of listening or (what) are we really (doing) with childhood?”, childhood & philosophy, 19, p. 1-26. doi: 10.12957/childphilo.2023.71875
• Costa Carvalho, M.; Almeida, T.; Taramona, J. M. (2023), “what are we missing? voice and listening as an event”, childhood & philosophy, 19, p. 1-18. doi: 10.12957/childphilo.2023.70451
• Costa Carvalho, M. (2022). “Indecision so charged with promise: bergsonian images of life and childhood”, in Education and Learning in a World of Accelerated Knowledge Growth, ed. Franz Riffert and Vesselin Petrov, Cambridge, Cambridge Scholar Publishing, pp. 73-83.
• Kohan, W.; Costa Carvalho, M. (2023). “Daring a childlike writing: children for philosophy, moral end, and the childhood of conceptions”, In Mendonça, D.; Figueiredo, F. (Eds.), Conceptions of Childhood and Moral Education in Philosophy for Children, Metzler: Berlin, Heidelberg, 2022, pp. 59-78. 
• Mendonça, D.; Costa Carvalho, M. (2019). “The richness of questions in philosophy for children”, childhood & philosophy, 15, DOI: 10.12957/childphilo.2019.43353
• Kohan, W.; Costa Carvalho, M. (2019). “Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?”, Studies in Philosophy and Education, 38 (3), pp. 275-289 

Expertise