The meanings of practice: what we do when we say we philosophy with children

QUÉ HACEMOS CUANDO DECIMOS QUE HACEMOS FILOSOFÍA CON NIÑOS

Abstract

Abstract: In this text we seek to problematize the philosophical doing with children, placing special attention on our philosophical doing with children in the city of São Mateus, problematizing their relationships, implications and meanings. It starts with questions like: what do we do / practice when we say that we are experiencing philosophical thoughts with children? Is it possible to speak of an identity of doing philosophical work with children in the municipal education network of São Mateus? What purposes are at issue in the exercise of this practice? In order to situate such questions, we seek elements in the historical perspective of philosophizing in the municipality, which can help to compose a broader picture of the meanings that doing this causes us. Realizing through the educators' reports the strength of the so-called “philosophical posture” in this movement, I understand that the experience of philosophizing is not limited to just understanding, analyzing, interpreting the world, the facts, the relationships, but, above all, in create new worlds, other facts, different relationships. Creating new organizations in thought, capable of transforming, reframing, “untangling” ideas. We believe that the ideas worked on here are capable of giving us perspectives that can, to some extent, contribute to making philosophical work with the little ones and, above all, pointing out elements that can give meaning to what is experienced when it is said that what is practiced it's philosophy with children. Ultimately, we understand that philosophizing with children should not be configured in wanting to transform the child into what he is not, nor in transforming philosophy into an instrument of curbing childhood thinking. This movement has to do with opening up to the new. Novelty that the child carries and that philosophy nourishes. An interaction between adults and children, through openness to fraternal and solidary dialogue.

Keywords: Philosophy. Childhood. Experience. Teaching.