o jardim da infância do pensamento

para onde vão as perguntas quando filosofamos com crianças da educação infantil?

Authors

DOI:

https://doi.org/10.12957/childphilo.2025.91737

Keywords:

philosophy with children, infancy of thought, invention, language of thought, early childhood education

Abstract

This article is an excerpt from a master's research project that sought to explore the potential of thought experiences with young children aged 5 and 6. Based on 10 sessions of philosophical circles, the text traces the movement of thoughts expressed through gestures, images, silences, and fictions, resisting the school-centered logic of the "correct answer." In their words and listening, children invent their own ways of existing and learning, revealing that thinking is also an ethical, aesthetic, and political gesture. Inspired by authors like Kohan, Foucault, Larrosa, Skliar, Malaguzzi, and Vicenzi, the article proposes the "kindergarten of thought" as a territory of small things – a space where the invisible, the common, and the unpredictable become philosophical material. The work is developed through participatory research, based on narrative investigations, in which the researcher is also the teacher of the group. The fictional character Ágape – created within the context of this research – acts as a symbolic interlocutor, provoking the children's imagination and listening, and helping to sustain an atmosphere where doubt and creation find their place. The discussions show that, when invited to philosophize, young children not only say what they think but invent their own modes of language and understanding, often non-verbal, that overflow the expected and the didactic. In this sense, the kindergarten of thought is not a place of preparation for the future, but a territory of presence, where thinking opens to the world with lightness, intensity, and wonder.

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Author Biographies

cinthia liz, Universidade do Planalto Catarinense (UNIPLAC)

Permanent Teacher in the Public School System of Lages, SC. Holds a Master's degree in Education from the University of Planalto Catarinense (UNIPLAC). Postgraduate degrees in Psychopedagogy, School Management, and Interdisciplinarity from UNIFACVEST. Bachelor's degree in Pedagogy from UNIFACVEST. Member of the Basic Education Research Center at UNIPLAC (NUPEB - Policies, Aesthetics, and Differences). Associate Member of the National Association of Graduate Studies and Research in Education (ANPEd). Research interests include Early Childhood Education, Philosophy of Childhood, and Philosophy of Difference.

vinicius bertoncini vicenzi, Universidade do Planalto Catarinense (UNIPLAC)

Professor at the University of Planalto Catarinense (PPGE/UNUPLAC), PhD in Philosophy from the University of Porto (Portugal), with an exchange program at Université Paris IV - Sorbonne (ERASMUS 2013/2014). Holds a Master's degree in Education from UERJ and a Bachelor's degree in Philosophy from UFSC. Member of the research groups (NEFI/UERJ), (IF-UP/University of Porto), and (LEFIS/UFSC), with a focus on philosophy, education, and childhood.

References

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Published

2025-09-30

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articles