Reflexões sobre Ensino, Filosofia com Crianças e a BNCC Anos Finais

Abstract

This paper draws a parallel between the teaching of philosophy, philosophy with children, and the Brazilian National Common Curriculum (BNCC) for the final years of elementary school. In this context, the research highlights the importance of dialogue in the teaching of philosophy, based on the approach of Paulo Freire, who places it as a central tool in the construction of knowledge. Freire argues that active interaction between teacher and student is crucial for the development of critical thinking, an essential element at all levels of philosophy education. Corroborating this idea, Cerletti states that dialogue not only facilitates the understanding of philosophical concepts but also promotes the active participation of students in the construction of knowledge, making learning more meaningful. Walter Kohan, in turn, contributes to the discussion by advocating an approach that respects the singularities of children, recognizing them as active agents in their learning process. Thus, the BNCC for the final years of elementary school, by guiding teaching towards the integral development of the student, aligns itself with this perspective, valuing pedagogical practices that respect individualities and promote the active participation of students, generating the space that has been occupied in the diversified part of the curricula by philosophy. Finally, the research is anchored in a qualitative methodology, combining document analysis and a structural reading of the educational documents analyzed.