Pequenos filósofos: a filosofia com/para crianças como um processo de emancipação na infância

Abstract

This study worked with elements of autonomy through an adaptation of Philosophy for Children, called Philosophical Wheels with children between nine and ten years old from a public school in a city located in the north of Paraná. The objective of this study was to systematize an interdisciplinary didactic guide for working with Philosophy with / for Children. The problem consisted of talking about which strategies can be carried out so that the school becomes a favorable environment for the emancipation and autonomy of children. This study was relevant because it allowed the little ones to gain time and voice, that all their speech was valued, that they felt important and that through these wheels they had their autonomy built and could get to know each other throughout their childhood and life. The theoretical foundation relied mainly on the ideas of Michel Foucault in his work “Discipline and Punish” (1987), by Bourdieu and Passeron in “The reproduction” (1975) and Lipman (1990) by Carvalho (2015) with their studies in Philosophy for Children and Serres (2003) with the work Petite Poucette. The implementation of qualitative research and action research took place through Philosophical Wheels with children aged nine and ten for four months in an elementary school. It was possible to affirm that the work with the Philosophy for Children approach transformed the way in which they were raised, saw the school and contributed effectively to the process of development of the child's emancipation and autonomy.