Filosofia para crianças: possibilidades de uma política educacional para a infância

Abstract

The present study, belonging to the line of research Educational Policies, has as its theme Philosophy for Children: possibilities of an educational policy for childhood, and aimed to understand to what extend Matthew Lipman’s proposal is pertinent to the introduction of philosophy for children in elementary school of basic education. The dissertation attempts to answer the following question: how could a philosophy proposal for childhood, while a methodological proposal of work, be constituted in educational policies? In order to develop an adequate response to the proposed problem we seek to: (i) to analyze the theoreticalmethodological foundations of the Philosophy for Children program; (ii) inventory how the thought of Lipman was present in academic research in Brazil from its beginning in the 1980s; (iii) to discuss the extent to which Lipman’s program, which in the 1990’s was already a promising proposal, could be translated into a proposal of educational policies for children. It is a bibliographical research with the main references of analysis being, in addition to the current legislation and the governmental guidelines, Lipman (1990, 1997, 1998, 1999a, 1999b, 2001, 2008a, 2008b), Dewey (1959a, 1959b, 1979, 2008a, 2008b, 2010), Piaget (2012), Vygotsky (2001, 2010, 2014, 2016), Kohan (1998, 1999, 2000, 2003), Ariès (1981), Matthews (1994, 1999, 2001) and Lessard and Carpentier (2016), among others. The results of this research point to the possibility of the Philosophy for Children Program - Education for Thought being an educational policy for children of an unofficial character, from the construction of a Political Pedagogical Project defined from the choices of the school community in the public school.