MATTHEW LIPMAN E A FILOSOFIA PARA CRIANÇAS

Abstract

This research tries to achieve a systematic reflection of the purpose of Matthew Lipman s Philosophy program for Children and its allusion in the educational formation of the infants since the first school years. For this, we examined the considerations about the child looking for, in the theorists from different times, support that permitted us to construct the concept of childhood. We also examined the concepts of education and of the thought that rise when we analyze a purpose whose objective is to initiate children to the Philosophy. Then, when we analyze the theoretical and methodological presuppositions of the Philosophy program for Children raising the constitutive elements of its structure, its legitimacy and its implications in an education to think. After this, we reflect about the common aspects to the children and to the philosophers creating possibilities for them to stay together. Since the Philosophy is a branch of knowledge that is essential to the formation of the rational thoughts and, considering the importance of thinking better the elements that appear in the purpose, elaborated by Matthew Lipman, we also did a reading of the subjacent Philosophy in the presuppositions of this thinker. At the final considerations, we looked for the limits and the possibilities of the north-american purpose of Philosophy for Children. For this, we analyzed the role the teacher plays and the educational system presented in the lipmanian program, making the purpose of a conversation with a theoretical perspective, which corroborates the necessity of a different position of the educators in the sense of not teach things, but teach how to think.