Enhancing the inclusion of all pupils: A consequence of a community of philosophical inquiry

This article presents the results of qualitative research conducted in a public primary school, investigating whether the formation of a community of inquiry and the work of children within it, according to its governing principles, can constitute an inclusive practice. By referring to international literature, the article attempts to clarify the concepts of Philosophy for/with Children (P4C), the Community of Philosophical Inquiry, and inclusion. The research results showed that P4C was able to promote the principles of inclusion within this sample. Students, regardless of their performance, socio-economic background, or learning profile, had the opportunity to coexist, communicate, interact, discuss, disagree, agree, and collaborate.