O ensino de filosofia para crianças do 1º ao 3º ano do ensino fundamental na Escola de Educação Básica da Universidade Federal de Uberlândia (Eseba-UFU)

Abstract

This dissertation is part of the academic master’s program in education, within the research line of History and Historiography of Education at the Graduate Program in Education of the Federal University of Uberlândia (PPGED-UFU). It aims to analyze how philosophy teaching is configured for children in the 1st to 3rd grades of elementary school at the School of Basic Education of the Federal University of Uberlândia (Eseba). The study investigates historical, curricular, and methodological aspects of the subject, with an emphasis on the articulation between the theoretical frameworks adopted and the reported teaching practice. This qualitative research employed documentary analysis, bibliographic research, and semi-structured reflective interviews with a teacher working in the field. Institutional documents were examined, such as the Political-Pedagogical Project (PPP), the Educational Curriculum Parameters (PCE), course plans, and activities related to philosophy teaching in the early years of elementary education. The content analysis technique, with a categorical approach, enabled a critical interpretation of the data, revealing a practice committed to listening to children, the collective construction of meaning, and the valuing of experience as a legitimate form of knowledge. Eseba’s pedagogical approach critically navigates different theoretical frameworks, such as Lipman’s community of inquiry, the conceptual displacements proposed by Kohan, and philosophy as the creation of concepts, as present in Deleuze’s perspective. Furthermore, the observed philosophical practice distances itself from content-centered and hierarchical models, adopting a dialogical and horizontal approach that recognizes children as thinking beings. It is observed that Eseba constitutes a space of pedagogical invention, in which philosophy plays a central formative role in shaping autonomous, reflective, and critical subjects.