¿Infanciar la filosofía? Sentidos de la “filosofía con infancias” como propuesta pedagógica y filosófica a partir de la problematización de la noción de infancia.

Abstract

In this paper we propose to think about the possibility of infancing philosophy, in an attempt to better understand the pedagogical and philosophical meanings of "philosophy with children". This emerged as a derivative of "philosophy for children", following Matthew Lipman's legacy of promoting and caring for the encounter between philosophy and childhood in education. To this end, we ask ourselves about some meanings of the notion of infancia that emerge when we problematize its relationship with childhood, with philosophy and with education.

We will identify and make visible some gestures of childhood that we consider powerful to review the adult-centered approach that usually governs the ways of dealing with childhood. We will inquire into the marks that configured a traditional idea of childhood since ancient philosophy. We will problematize the relationship between childhood and education that was consistent with this adult-centered approach and with the aforementioned traditional notion. Finally, we will give an account of some semantic turns operated by "philosophy with childhood". These position it as a practice that promotes critical philosophical experiences of current ways of life, and defends the hope of an education of more dignified and free subjectivities.