neutrality or complicity?

This article offers a critical reflection on philosophical practice with children and youth in Puerto Rico, grounded in personal, community, and institutional experiences. Through projects such as Guailimanai, Philosophy for Children Puerto Rico (FpNPR), and ZONA-FILO, it explores how philosophy can serve as a transformative pedagogical tool from an early age. The importance of philosophical dialogue, family participation, and critical thinking rooted in contexts of oppression is emphasized. Inspired by the work of Walter Omar Kohan (2018), the article establishes a dialogue between the proposals of Matthew Lipman and Paulo Freire. While Lipman aimed to develop cognitive skills through logical reasoning, Freire advocated for an education oriented toward critical consciousness and social transformation. The article expands on Kohan’s discussion by addressing the notion of educational neutrality, arguing that neutrality is an illusion in contexts marked by structural inequalities. From a critical pedagogy perspective, it asserts that education is inherently political. Neutrality, rather than ensuring equality, can become an ally of oppressive power. Therefore, the article proposes a committed philosophical practice, where educators and learners take ethical stances on issues such as colonialism, gentrification, femicide, racism, and adultcentrism. In this framework, philosophy does not seek to impose viewpoints but to foster sincere dialogue, deep questioning, and transformative action.