FILOSOFIA PARA CRIANÇA (FpC) E SEUS REFLEXOS NA PRÁTICA PEDAGÓGICA DE SALA DE AULA POR MEIO DE SEQUÊNCIAS DIDÁTICAS

Abstract

Philosophy for Children can be an effective tool to stimulate autonomous thinking and knowledge construction, allowing children to explore existential, ethical, and social issues in a meaningful way. This study aims to propose pedagogical strategies that use didactic sequences for the teaching of philosophy in the classroom, in order to promote reflection and dialogue among students in the early years of elementary school. It is justified by the need to develop activities that stimulate the capacity for questioning, argumentation, respect for different perspectives and the development of critical-reflective thinking. The methodology adopted was the bibliographic research, in which several studies, works and theories related to Philosophy, children and education were consulted, in addition to the construction of didactic sequences. Based on this theoretical foundation, proposals for didactic sequences were elaborated using a book and a film as pedagogical resources. The study points to the relevance of Philosophy in the formation of children in the classroom, which is an environment conducive to the construction of knowledge, the development of critical thinking and the promotion of values such as respect, ethics and citizenship. The proposed didactic sequences reinforce the promotion of philosophical dialogue in the classroom. It can be concluded from the studies that the introduction to philosophy in pedagogical practice can contribute significantly to the formation of children, enabling them to face challenges, question the world around them and build a more critical and reflective vision. The results demonstrate that the use of didactic sequences represents an effective methodological resource for the teaching of Philosophy, providing a stimulating and participatory environment in which children can develop cognitive, emotional and social skills fundamental to their formation as active and conscious citizens.