Philosophy for children and the maintenance of historical memory

Abstract

In a context marked by the spread of authoritarian discourses and the relativization of scientific knowledge, memory becomes a field of dispute and power, often used as an instrument of silencing to rewrite the past according to dominant interests. In this sense, the present research explores how philosophical education can contribute to the formation of critical subjects in conjunction with Philosophy for Children, which presents itself as a methodology for cultivating thoughtful reasoning, promoting dialogue and listening as pathways for the construction of knowledge. The research draws on the works of authors such as Jacques Le Goff, who provides the conceptual basis for understanding memory as a field of political dispute; Matthew Lipman and Ann Margaret Sharp, to present the foundations of creative and caring thinking within the framework of Philosophy for Children; and Roberto Franzini Tibaldeo, to deepen the understanding of this approach. The study concludes that the practice of community inquiry proposed by Philosophy for Children not only contributes to the strengthening of memory but also prepares new generations to critically engage in the construction of a more democratic society.