INVENTING OR ERRING WHILE PHILOSOPHIZING WITH CHILDREN IN LATIN AMERICA: LESSONS FROM A TEACHER

Abstract

In this paper we draw a short history of philosophical practices with children in Latin America, introduced by Matthew Lipman and Ann M. Sharp in the Eighties. We invite to think a principle for that practice, inspired by the inventor of popular education, in Latin America, in the nineteenth century, the Venezuelan Simón Rodríguez: we invent or we err. We unfold possible political implications to philosophical practice in schools of this alternative, with special consideration to the ideas of philosophy and childhood. On this basis, we consider an experience offered by Laura, a professor at the National University of La Plata, who brings the practice of philosophy to children at a elementary school administrated by her University. Her example illustrates our main purpose: what seems to be a frustration, something happened by chance, becomes an encounter, a condition, an opportunity to invent her own way of doing philosophy with children. Finally, we propose some consequences from her example in order to affirm and explore ways of invention for education, from a philosopher-teacher who has the task of inventing a place for herself within educational institutions.