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Thinking about teaching philosophy to and with children goes beyond the selection and reading of the text, requires the establishment of an investigative path with children, and for this requires a macro perspective during and after practice, since such participants, especially in the initial years of elementary education, require that teachers have a constant mediation, both for reading, for problematization and for research. With this understanding, the project “Philosophy in Elementary Education Philosophical Experiences and the Construction of Didactic Materials” from the Federal University of Paraná (UFPR) proposes and develops actions in the construction of didactic materials for this level of teaching, through successful experiences for teachers and students. Our experience report presents the first phase of the project that aims to promote the research and production of didactic materials and the methodology used for its application. The first phase had three moments: 1) research and selection of philosophical texts through themes appropriate to the investigation and related to the children's daily lives; 2) construction of the argument and the stories appropriate to the level of education (Elementary I); 3) development of the methodology to be used in the practice of philosophy with children. The unprecedented factor in conducting the process is the collectivity in the construction of the text, through writing with many hands and with multiple influences due to the heterogeneity of the group. This collectively constructed philosophical saga isbased on classic philosophy texts and develops a creative work methodology that addresses discussion processes, playful activities, enhancing research committed to philosophical reflection.

revista extensão and cidadania/revista extensão e cidadania

A PRODUÇÃO TEXTUAL NO PROJETO DE EXTENSÃO "FILOSOFIA NO ENSINO FUNDAMENTAL: EXPERIÊNCIAS FILOSÓFICAS E A CONSTRUÇÃO DOS MATERIAIS DIDÁTICOS" - UMA EXPERIÊNCIA A MUITAS MÃOS