Educação para o pensar na Amazônia: filosofia com crianças sob a ótica da interculturalidade indígena

Abstract

Philosophy for Children or Education for Thinking, created by the educator and educator and philosopher Matthew Lipman in the 1960s, has been from other perspectives. In this sense, this paper deals with the teaching of philosophy with children, from an intercultural and decolonial perspective in the decolonial perspective in the Amazonian context. Children as beings inhabited by the curiosity and the playful investigation of existence, need to be seen as beings who think, about themselves and the world, in their multiple and peculiar multiple and peculiar forms; and that, as Amazonian children, they can other ways of philosophizing, other stories and ways of existing, such as those of the original peoples of the Amazon. the original peoples of the Amazon. The aim was therefore to to investigate the principles and processes of teaching philosophy to children, from the perspective of the perspective of indigenous interculturality, in the 4th grade of elementary school at a public school in Manaus. public school in Manaus, based on a qualitative approach, with bibliographic support and and participant observation, based on the assumptions of the epistemologies of the south, seeking to articulate classic literature, current research research and field activity on the subject. Based on authors such as Lipman (2008), Vygotsky (2009), Silveira (2001), Candau (2023), Walsh (2013), Cabral (2021), Santos (2010), Yamã (2007), Krenak (2019) and Munduruku (2009). The stages of the field activity, carried out through conversation circles, were divided into: 1) The philosopher's gaze, 2) The wisdom of native peoples and ontology, 3) Storytelling ontology, 3) Saterê-Mawé storytelling (Sehaypóri), 4) Investigating history and its ontological elements, and history and its ontological elements, 5) Recording thoughts/questions. Pointing out universalist principles and processes in the teaching of philosophy to philosophy for children by Lipman, and the re-signification based on narratives other than the author's the author's novels, such as the indigenous work Sehaypóri. Defending the educational, critical and philosophical nature of children's intercultural dialog with the cultures and and knowledge of the indigenous peoples of the Amazon. Keywords: Philosophy with children; Education for Thinking in the Amazon; Indigenous Interculturality.