Philosophy for (with) children: approaches and other possibilities

Abstract

This text proposes to reflect systematically on the possibilities of approaching the philosophy of children. From a bibliographical point of view, it has as a background the Philosophy Program for Children of Matthew Lipman, in order to approach the philosophy, area of knowledge necessary for the formation of critical-reflexive thinking, and its ability to make “think better” with the idea that infants can and should have access to philosophy. With this, there is a demand for a new conception of educational practice on the part of the teachers, objectifying the dialogicity as educational principle.