Hacer las Paces desde las Infancias: un enfoque critico frente a la filosofía para niños

This article critically analyzes the Philosophy for Children (P4C) program, examining how the competencies it fosters—critical, creative, and reflective thinking—can serve as a potential opportunity for transforming conflicts among peers and fostering peace-building. It delves into the origins of P4C, positioning this program as a foundation for educational initiatives aimed at peace-building. This analysis includes a critical review and comparison with complementary approaches, such as the philosophy of peacemaking and the concept of childhood. The article also explores how these perspectives address issues of violence and crises specific to Latin America. Drawing on these insights, it reflects on the potential of P4C as a tool for developing philosophical competencies that enable children to act as agents of change by fostering dialogue, empathy, peaceful coexistence, and conviviality. Furthermore, it highlights areas where the program could benefit from a more inclusive vision grounded in local realities.