Philosophy and childhood: teaching training to work in philosophy for / with children

Abstract

This article aims to reflect on the formation of the teacher who will work in the Philosophy for Children Program, idealized and put into practice by the American philosopher Matthew Lipman, in 1969; and, also, to understand the process of formation of the teacher to act in the composition of Experiences of Thought, proposal of the movement of Philosophy with Children developed and coordinated by the Argentine philosopher and educator Walter Kohan, since 2007. To understand this formative process, in these two authors, theoretical and practical research was carried out through which we realized that in Lipman, teacher training takes place in a systematic and rigorous way, conceived in four stages: preparation of monitors; curriculum preparation stage; modeling stage; observation stage. While in Kohan, this training is taking place in the collaborative process that involves the dynamic relationship that takes place and brings the basic education school and the university closer. We also realize that, even with different perspectives in their theories and practices of philosophy “for” and “with” children, both Lipman and Kohan defend the need for specific training for the teacher who will work in such practices with a view to contributing to the development of children’s philosophizing from early childhood education.