The construction of meanings and identities: a perspective from philosophy for children

Abstract

This paper presents a reflection focused on trainee teacher’s job performed at “Institucion Educativa Departamental Liceo Femenino Mercedes Nariño”. Therefore, it is highlighted the impact of the philosophy’s project for teaching children on building elementary graders’ identities. In consequence, it is supported on some important elements from this project as the development of abilities to strengthen good thinking and behavior.

On the other hand, this paper emphasizes the importance of school as a place to share experiences. Communities of inquiry are implemented as an appropriate atmosphere to students look for and make sense. It allows that new ways of teaching are generated where children’s identity is affected in a positive way to lead them into becoming more autonomous and reflective people. Thus, narrative texts are used to children share their experiences and perceptions from reality within the community of inquiry. It reveals new constructions of meaning in which children’s words and actions are related.