Filosofando con los niños y las niñas para renacer cada día, construir un mundo propio y a la vez de todos

Abstract

This research aimed to identify the relationship between the philosophical experience of a group of 4 to 5-year-old boys and girls and the development of critical thinking. Understanding critical thinking from an ontological perspective that not only allows solving academic or formal problems but also addresses issues related to feelings and actions that are part of everyday life and the subjectivity of human beings, and philosophy as an experiential thinking process that leads us to encounter ourselves, which is inherent to childhood. Therefore, the intention of this study is to give visibility to the voice of children as a right to express their thoughts and be recognized by adults as capable of expressing opinions and contributing to different topics that may not seem relevant or important, but actually form part of their lives and their learning experiences, thus enhancing their critical thinking instead of limiting or disregarding it. To fulfill this objective, spaces are created where children engage in dialogue through exercises based on elements of the community of inquiry according to Sharp (2014), where they reflect on various topics, often inspired by songs suggested by the students themselves. This research follows a qualitative approach, framed within the socio-critical perspective, emphasizing the emancipation of children through their active participation in the process, highlighting the expression, advocacy, and agency of children, as well as the teacher's role as a facilitator, companion, and co-constructor with the students.