Filosofia com crianças: experiências de pensamento e possibilidades para experienciar o pensar em Walter Kohan

Abstract

The present work entitled "Philosophy with children: thought experiences and possibilities to experience thinking in Walter Kohan", is a qualitative research, bibliographic type, with analysis of two interventions of thought experiences with children. In the same, an explanation is made about Philosophy with children and its possibilities in the experience of thinking, for this, first it is necessary to analyze the historical context in order to understand aspects of the context of the trajectory of Philosophy until the moment that children have access to it. Later, the proposal of Matthew Lipman (for children) and the composition of Walter Kohan (with children) is analyzed. As we will see in the text, for and with children are not synonymous, they are two distinct ways of approaching the philosophy of children. The main objective of the research was to seek to investigate and understand, from readings, planning and realization of thought experiences developed in the Research Project in Philosophy with Children /DFI/UERN, possibilities in view of the creation of conditions for the development of thinking increasingly careful of children; and as specific objectives: to investigate the concept of experience and its contributions to the development of children's thinking and to the creation of the conditions for the realization of thought experiences with children; to identify, from the theoretical foundations studied in this project, the possibilities for the creation of the necessary conditions for the experience of thinking with children to occur, finally, to analyze, from two transcriptions of thought experiences , which make up the collection of this project, in order to perceive the conditions and possibilities present there for the experience of careful thinking with children. In the end it was possible to identify the theoretical contributions of both theoretical and practical perspectives of philosophy for children and philosophy with children and understand the possibilities of creating the conditions for thought experiences with children. We could perceive nuances of the theoretical aspects studied by this research, such as the willingness and potentiality to think since childhood, the concept of experience as a risk, as what creates possibilities of transformation and its relationship with childhood in the sense of not knowing and willingness to know, in the presence of questioning and ability to think things not yet thought present in the child condition.