Philosophy for Children and Culture Circle: contributions to a comprehensive, dialogued and participatory education for children

Abstract

This article aims to analyze the contributions of Philosophy for Children, in articulation with Paulo Freire’s Culture Circles, to the holistic, critical, and participatory development of children in Early Childhood Education and the early years of Elementary School. The methodology is theoretical and bibliographic, based on authors such as Freire, Lipman, Gallo, Kohan, among others, articulating philosophical and pedagogical foundations. The results indicate that philosophical practice, when integrated with Freirean principles of dialogue, problematization, and conscientization, fosters the development of autonomy, active listening, argumentation, and critical thinking in children. The experience of Culture Circles, adapted to the children's universe, enhances the emergence of philosophical questions from everyday life, promoting a more meaningful and humanizing education. It is concluded that the union between Philosophy for Children and Culture Circles constitutes a powerful pedagogical proposal for building a reflective, transformative, and protagonistic childhood.