Arte e literatura infantil: possibilidades para filosofar com crianças

Abstract

Experiences of thinking, philosophical practices with children, and philosophical awakening in childhood are some of the many expressions used to illustrate philosophical work for and/or with children in Early Childhood Education and Elementary Education schools in Brazil. This study discusses the possible contributions of the Arts curriculum component, through its thematic units (Dance, Music, and Theatre), and Children's Literature to fostering experiences of thinking with children. The general objective was to understand how Arts education and work with children's literature in the early years of elementary school can contribute to the philosophical awakening of children attending school at this stage of Basic Education. Methodologically, this is a qualitative study of an exploratory, explanatory, and descriptive nature. Furthermore, according to the source of data collection, it is characterized as documentary, bibliographic, and a state-of-the-art review of research in education (Mattar; Ramos, 2021). The findings indicate that, rather than merely serving as auxiliary pedagogical resources, Arts and Children's Literature constitute spaces of encounter between children's experiences and philosophical reflection, fostering dialogue, listening, and the problematization of the lived world. Thus, affirming their place in this process implies recognizing children as subjects capable of thought and the aesthetic dimension as a legitimate pathway to philosophical inquiry. In this sense, interdisciplinary work not only broadens teaching possibilities but also reinforces the role of the school as a space for integrative education. Moreover, when incorporated in a planned manner and adapted to children's realities, philosophy can contribute to the construction of an environment that values dialogue, argumentation, and the analysis of complex issues, promoting an education centered on the holistic development of the individual and aligned with contemporary challenges. In conclusion, the results of this study suggest that the Arts curriculum component and Children's Literature can be powerful allies in enabling philosophical work with children to occur in an interdisciplinary and playful way, promoting experiences of thinking among children.