Pub Date : 2019-12-28DOI: 10.12957/childphilo.2019.44236
R. Dias
El proposito de este articulo es pensar en la tematica de la formacion inventiva de professores atravesada por la actividad estetica de una escritura de si. Con este fin, hacemos eco a la pregunta planteada por Maurice Blanchot para abordar el lenguaje de la investigacion en educacion vinculada a la exigencia de su discontinuidad, de modo que la palabra escrita sea plural y atenta con el propio movimiento de una experiencia estetica: "?Como escribir de tal manera que la continuidad del movimiento de la escritura pueda permitir fundamentalmente la interrupcion como sentido y la ruptura como forma?" Trabajamos con dos ejes de analisis e intervencion: la nocion de escrita de si de Michel Foucault y la idea de texto y fuera del texto de Rene Lourau. Existen circulos para guiar al lector en las trayectorias de investigacion sobre la formacion inventiva de profesores y sus fragmentos diarios. Los circulos no estan separados, pero se encuentran y resuenan con los ejes de escritura, texto y fuera del texto, son: escritura de si y buscar con ; diario de investigacion y restitucion escrita; devenir texto y tesitura de la practica de investigar y de la escritura en la formacion. Hay resonancias inventivas, en las que cada fragmento de diario, en lugar de ser un fragmento, es la expresion de una accion que constituye practicas efectivas abiertas a intensidades y diferencias. Sin embargo, el trabajo del diario se invierte, retirandolo de la norma para que pueda tratarse mas cerca de la otredad, a los procesos de subjetivacion etica, estetica y politica de una formacion inventiva de profesores.
{"title":"inventive formation of teachers in between ethical, aesthetic and political weavings of academic writing","authors":"R. Dias","doi":"10.12957/childphilo.2019.44236","DOIUrl":"https://doi.org/10.12957/childphilo.2019.44236","url":null,"abstract":"El proposito de este articulo es pensar en la tematica de la formacion inventiva de professores atravesada por la actividad estetica de una escritura de si. Con este fin, hacemos eco a la pregunta planteada por Maurice Blanchot para abordar el lenguaje de la investigacion en educacion vinculada a la exigencia de su discontinuidad, de modo que la palabra escrita sea plural y atenta con el propio movimiento de una experiencia estetica: \"?Como escribir de tal manera que la continuidad del movimiento de la escritura pueda permitir fundamentalmente la interrupcion como sentido y la ruptura como forma?\" Trabajamos con dos ejes de analisis e intervencion: la nocion de escrita de si de Michel Foucault y la idea de texto y fuera del texto de Rene Lourau. Existen circulos para guiar al lector en las trayectorias de investigacion sobre la formacion inventiva de profesores y sus fragmentos diarios. Los circulos no estan separados, pero se encuentran y resuenan con los ejes de escritura, texto y fuera del texto, son: escritura de si y buscar con ; diario de investigacion y restitucion escrita; devenir texto y tesitura de la practica de investigar y de la escritura en la formacion. Hay resonancias inventivas, en las que cada fragmento de diario, en lugar de ser un fragmento, es la expresion de una accion que constituye practicas efectivas abiertas a intensidades y diferencias. Sin embargo, el trabajo del diario se invierte, retirandolo de la norma para que pueda tratarse mas cerca de la otredad, a los procesos de subjetivacion etica, estetica y politica de una formacion inventiva de profesores.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"38 1","pages":"01-26"},"PeriodicalIF":0.3,"publicationDate":"2019-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77171605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The text is part of a masters research presented to the Postgraduate Program in Institutional Psychology of the Federal University of Espírito Santo, presented in 2019 and that proposed to work with the children, the relations and negotiations made with the norms of gender and sexuality. The children approach was in different situations and places but often on two neighborhood squares, where most of the research took place. The dissertation was not intended to use developmentalist theories, describe and classify children into categories, because it was understood that these would also be the replication of adultcentered logic. Childhood movements and cleverness were considered in their power to exist by themselves and through this autonomy it was possible to visualize how they can make a point about the places and identities that adults insist on reaffirming about their bodies through sexual difference. The research results indicated the children can act tactically within gender issues, subverting the logic of strategies that focus on their bodies and constantly place them in the position of an adult in the making. From research, we think about how children can indicate, in various fields of human experience, other ways to relate and be in the world.
{"title":"em um mundo para gente grande, o que podem os corpos pequenos?","authors":"Laíra Assunção Braga, Jésio Zamboni, Alexsandro Rodrigues","doi":"10.12957/childphilo.2019.44527","DOIUrl":"https://doi.org/10.12957/childphilo.2019.44527","url":null,"abstract":"The text is part of a masters research presented to the Postgraduate Program in Institutional Psychology of the Federal University of Espírito Santo, presented in 2019 and that proposed to work with the children, the relations and negotiations made with the norms of gender and sexuality. The children approach was in different situations and places but often on two neighborhood squares, where most of the research took place. The dissertation was not intended to use developmentalist theories, describe and classify children into categories, because it was understood that these would also be the replication of adultcentered logic. Childhood movements and cleverness were considered in their power to exist by themselves and through this autonomy it was possible to visualize how they can make a point about the places and identities that adults insist on reaffirming about their bodies through sexual difference. The research results indicated the children can act tactically within gender issues, subverting the logic of strategies that focus on their bodies and constantly place them in the position of an adult in the making. From research, we think about how children can indicate, in various fields of human experience, other ways to relate and be in the world.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"59 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80624530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-18DOI: 10.12957/childphilo.2019.44113
F. Moriyón
Rreview of Maughn Rollins Gregory and Megan Jane Laverty, eds.. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education. Routledge, 2018, Pp. 264.
{"title":"a normative approach to philosophy for children","authors":"F. Moriyón","doi":"10.12957/childphilo.2019.44113","DOIUrl":"https://doi.org/10.12957/childphilo.2019.44113","url":null,"abstract":"Rreview of Maughn Rollins Gregory and Megan Jane Laverty, eds.. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education. Routledge, 2018, Pp. 264.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"65 1","pages":"01-12"},"PeriodicalIF":0.3,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78240223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-28DOI: 10.12957/childphilo.2019.38746
M. Papathanasiou
Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enhance the collaboration of the school with the family. Through Action Research, the effectiveness of an initiative of cooperation with the parents in a kindergarten school in Athens has been explored, during the School Years 2014-15 and 2015-16. The successful engagement of philosophical practices for the students in previous years exposed the need for adopting the specific tool of Philosophy for Children for the community of parents. Carefully selected stories have been used as a stimulus for raising philosophical questions that were analysed in depth by parents and teachers. The creation of a philosophical community of inquiry with parents within school, revealed a new horizon of communication and cooperation while raising respect and empathy among all participants. This research exhibits that building communities of philosophical inquiry with children and adults likewise, and within the same environment reflects and strengthens dialogue between all parts of the school community triangle (students, teachers, parents) and it therefore seems to be an effective approach to be implemented.
{"title":"parents’ philosophical community: when parents go to school!","authors":"M. Papathanasiou","doi":"10.12957/childphilo.2019.38746","DOIUrl":"https://doi.org/10.12957/childphilo.2019.38746","url":null,"abstract":"Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enhance the collaboration of the school with the family. Through Action Research, the effectiveness of an initiative of cooperation with the parents in a kindergarten school in Athens has been explored, during the School Years 2014-15 and 2015-16. The successful engagement of philosophical practices for the students in previous years exposed the need for adopting the specific tool of Philosophy for Children for the community of parents. Carefully selected stories have been used as a stimulus for raising philosophical questions that were analysed in depth by parents and teachers. The creation of a philosophical community of inquiry with parents within school, revealed a new horizon of communication and cooperation while raising respect and empathy among all participants. This research exhibits that building communities of philosophical inquiry with children and adults likewise, and within the same environment reflects and strengthens dialogue between all parts of the school community triangle (students, teachers, parents) and it therefore seems to be an effective approach to be implemented.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"47 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77144572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-28DOI: 10.12957/childphilo.2019.43941
S. Richter, D. Lino
This paper brings studies around the poetic dimension of language to approach the relationship between teaching in preschool education and the experience of being open and listening as an aesthesic way of coexisting in the world. The approximation of philosophy, arts and preschool education from the reunion between music and education highlights that listening refers to the sound of meaning, and not to the meaning of the sound to be interpreted. The dialog with the thinking of Jean-Luc Nancy, stating that the sensible sense/meaning arouses the intelligible sense/meaning and in a constant movement that is not completed or finalized, producing signification or information, appears as a philosophical resistance to the privilege of the theoretical record founded upon the western prevalence of the optical model. To be open and listening implies the resonance as the sound of sense, as the body's first or last depth. The music as a play between sound and noise, as a poetic production of ordering sound senses provoked by resonance – as a gesture of listening to the listening, contributes to question the education of babies and small children based on a body that can play with the worlds' sounds to experience the poetics of making noise as the musical power of playing with sounds and noises. Children's sonic appetite calls them to make noise for the esthesia of listening to the world in the plurality of coexistence. The gesture of being open and listening in the teaching of babies and small children points out to educative actions that consider the experience constituted by resonances and reverberations of meanings implied in the sound, a feeling of feeling (aisthesis), as share and sharing of voices, signs, gestures, shapes, of the felt meaning and the sensible meaning that gather ones-with-others in human coexistence.key words: music; listenin; early childhood education; jean-luc nancy.estar à escuta: música e docência na educação infantilresumoO ensaio aproxima estudos em torno da dimensão poética da linguagem para abordar a relação entre docência na educação infantil e experiência de estar à escuta como modo estésico de coexistir no mundo. A aproximação entre filosofia, artes e educação infantil, desde o encontro entre e música e educação, sublinha que a escuta é o som do sentido e não o sentido do som a ser interpretado. A interlocução com o pensamento de Jean-Luc Nancy, ao permitir afirmar que o sentido sensível suscita o sentido sensato ou inteligível e o faz num movimento constante que não se completa ou finaliza produzindo uma significação ou uma informação, emerge como resistência filosófica ao privilégio do registro teórico fundado na primazia ocidental do modelo óptico. Estar à escuta implica a ressonância como o som do sentido, como profundidade primeira ou última do corpo. A música como jogo entre som e ruído, como produção poética de ordenação de sentidos sonoros provocados pela ressonância – como gesto de escutar a escuta, contribui para i
本文围绕语言的诗意维度展开研究，探讨学前教育教学与开放和倾听作为一种与世界共存的审美方式的体验之间的关系。哲学、艺术和学前教育从音乐与教育的重逢中趋近，突出了听指的是声音的意义，而不是要解释的声音的意义。与Jean-Luc Nancy思想的对话表明，可感知的感觉/意义激发可理解的感觉/意义，并在一个未完成或最终确定的持续运动中产生意义或信息，这似乎是对建立在西方流行的光学模型基础上的理论记录特权的哲学抵抗。敞开和倾听意味着共振是感觉的声音，是身体的第一或最后的深度。音乐作为声音和噪音之间的游戏，作为一种由共振引起的有序的声音感官的诗意生产-作为一种倾听的姿态，有助于质疑婴儿和儿童的教育，基于一个可以与世界的声音玩耍的身体，体验噪音的诗意作为与声音和噪音玩耍的音乐力量。孩子们的声音欲望呼唤着他们去制造噪音，以感受世界在多元中共存的感觉。在婴儿和幼儿的教学中，开放和倾听的姿态指出了一种教育行为，这种教育行为考虑了由声音中隐含的意义的共鸣和回响所构成的经验，一种感觉(aisthesis)，作为声音，符号，手势，形状的分享和分享，感受意义和感知意义的分享，这些意义聚集了人类共存中的其他人。关键词:音乐;大学英语;幼儿教育;jean - luc nancy.estar escuta:那是e docencia na educacao infantilresumoO ensaio aproxima estudos em torno da dimensao当时da linguagem残奥会abordar relacao之间docencia na educacao infantil e experiencia德会escuta科莫modo estesico de coexistir没有世界。一个近似的法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心，法语中心。1 .与Jean-Luc Nancy的对话<s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1>)，请允许我们对<s:1> <s:1> <s:1> <s:1> <s:1> (<s:1>)进行确认，请允许我们对<s:1> <s:1> <s:1> <s:1>)进行确认，请允许我们对<s:1> <s:1> <s:1> <s:1> <s:1> (<s:1>)进行最终确定，请允许我们对<s:1> <s:1> <s:1> <s:1> <s:1>)进行最终确定，请允许我们对<s:1> <s:1> <s:1> <s:1> <s:1> <s:1> <s:1> (<s:1>)进行最终确定，请允许我们对<s:1> <s:1> <s:1> <s:1> (<s:1>)进行特权)进行登记，请允许我们对<s:1>西方原始模式进行登记，请允许我们对óptico进行确认。Estar <s:1> escuta implicica a ressonson<e:1>(美国)的como(美国)的como(美国)的sendo(美国)，como(美国)的como(美国)深刻的primeira(美国)的última(美国)公司。一个音乐科莫jogo之间som e ruido科莫producao当时de ordenacao de打sonoros provocados佩拉ressonancia科莫gesto de escutar escuta, contribui对位interrogar educacao de碧碧e crianca pequenas从de嗯corpo,颇得brincar com sonoridade做对位万岁》当时做barulhar科莫potencia音乐de技术com e ruidos儿子。我的胃口很好，我的胃口很好，我的胃口很好，我的胃口很好，我的胃口很好。O gesto de estar <s:1> escuta na docência com bebês e crianas pequenas aponta para educativas as as a experiência构成了de resson<s:1> ncias e reverberações de sentidos imbricamos no som, um sentir se sentir (aisthesis)， como partiparti<e:1> <e:1> O partiparti<e:1> as vozes, dos signignos, dos gesstos, das formas, do sentido sentido sentido sensato que nos situam sendo-uns- comos -outros na coexistência mundana。Palavras有:música;escuta;educacao infantil;jean-luc nancy.estar a la escucha: música y docencia en la educación infantilresumenEl esayo接近estudios acerca de la dimensión出生后的时间与时间与时间是相同的relación entre docencia en la educación婴儿体验de estar a la escucha como modo sensible de共存于el mundo。La aproximación entre filosofía, artes y educación infantil, desde el encuentro entre música y educación, destaca que La escucha es el sonido del sentido y no el sentido del sonido a ser interpretado。La interlocucion con jean - luc的思路(西语)南希,艾尔permitir afirmar, el打过明智的suscita el打sens
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Pub Date : 2019-07-07DOI: 10.12957/CHILDPHILO.2019.42732
Juan Carlos Urrea Sarmiento
este articulo es un ejercicio de reflexion critica y propositiva en torno a algunos de los fundamentos, intereses, supuestos y practicas en desarrollo del programa de filosofia para/con ninas y ninos (FpcN). Las criticas y las propuestas aqui sugeridas son el resultado de la mirada de un extrano , de un autentico foraneo que ha observado y pensado desde los lindes de otra alameda los origenes y algunos de los desarrollos del trabajo de Mattew Lipman y sus colaboradores. Es la mirada de quien no ha estado en una comunidad de investigacion del programa FpcN. Es la expresion de un infante, que no es infante porque carezca de habla sino porque habla en lengua extranjera , con las ventajas que pueda tener esa extranjeridad ‘a la Kohan’ cuando se torna dialogante con otras comunidades epistemicas. Asi, a partir de nuevas indagaciones, el autor propone: 1) desarrollar una filosofia para/con madres y padres (FpcMP) como parte fundamental del programa de FpcN; 2) hacer inclusion y desarrollo de logicas no-ortodoxas y logicas informales dentro del mismo programa para comprender de manera mas clara, eficiente y enriquecida el pensamiento de las ninas y los ninos; 3) fortalecer los vinculos entre la FpcN (incluida FpcMP) y la filosofia de la infancia; 4) incrementar las experiencias del programa con la literatura clasica infantil y juvenil, especialmente con aquella que favorezca mas el empoderamiento de las ninas y los ninos con respecto a sus madres, padres, cuidadores, maestras y maestros, companeras y companeros; y 5) favorecer tambien, con todos estos elementos, la formacion ciudadana de las ninas y los ninos.
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Pub Date : 2019-07-07DOI: 10.12957/CHILDPHILO.2019.42877
daniel gaivota contage
O que se oculta na escola? Em oposicao a pergunta mais tradicionalmente feita em educacao – o que a escola revela? – esta pesquisa encontra caminhos mais escuros para pensar as potencias presentes nos tempos e espacos escolares. A partir dos desdobramentos gerados por pesquisa encerrada em 2016 (AUTOR, 2017), este texto tateia cegamente as possibilidades de uma escola que, ao inves de trazer a luz, atenta mais para aquilo que esta obscuro, escondido, oculto. Atraves da leitura de pensadores da filosofia da diferenca, como Deleuze e Foucault, tenta situar a escola em uma disputa imanente entre o caos e a ordem, onde as estruturas de poder trabalham atraves da visibilizacao e permissao, por um lado, e pela interdicao e ocultamento, pelo outro. Atraves de um olhar filosofico e genealogico da escola e com a ajuda de Heraclito e da deusa Artemis, este texto cego tenta afirmar a potencia dessas forcas invisibilizadas, e assumir a infância nao como uma fase a ser superada, mas justamente como uma destas potencias que permitem manter o mundo oculto, encriptado, e nao na forcosa logica do visivel. Tateia, com a ponta dos dedos, escola e infância, para constatar, sem precisar ver, que elas estiveram e estao la. ---- (EN) Childhood and invisibility: toward a pedagogy of the conceal What hides in school? In opposition to the most frequently asked question in the studies of education – what does school reveal? – this research finds more obscure ways to think the potencies present in school times and spaces. From the results generated by previous research (AUTOR, 2017), this text blindly gropes the possibilities of a school that, instead of bringing things to light, gives more attention to what is obscure, hidden, concealed. From readings on philosophers of difference, such as Deleuze and Foucault, attempts to situate the school in an immanent dispute between chaos and order, where the structures of power work through the visibilization and permission, on the one hand, and by the interdiction and concealment, on the other. Through a philosophical and genealogical view of school and with the help of Heraclitus and the goddess Artemis, this blind text tries to affirm the potency of these invisible forces, and to assume childhood not as a phase to be overcome, but as one of these forces that allow the world’s hiddenness, that allow it to keep encrypted, instead of being forced into the logic of the visible. It touches, with its fingertips, school and childhood, to state, without needing to see, that they have been and are there.
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Pub Date : 2019-07-07DOI: 10.12957/CHILDPHILO.2019.42962
L. Splitter
Populism and tribalism are increasingly prevalent characteristics of so-called democratic societies. In this paper, I shall explore some of the reasons for this trend, including conceptual confusions about the nature of identity and the collectivist/individualist dichotomy; the decline of legitimate media outlets and their replacement by social media and their attendant narratives which have little regard for truth telling, consistency or moral norms; and the failure of voters to uphold their responsibilities as democratic citizens. I shall argue that while populism presupposes a formal democratic framework, it is actually incompatible with and, accordingly, a genuine threat to, democracy. I shall propose an epistemological and ethical framework based on the unifying concept of personhood which overrides the various tribes, groups, collectives and associations with which we identify, and which are, mistakenly, taken to constitute our actual identities . I shall also juxtapose notions of narrative and dialogue to suggest ways in which tribalism and polarization can be challenged. Perhaps unsurprisingly, the most effective form of challenge is prevention, which underscores the importance of teaching children, from a young age, to be powerful thinkers . Powerful thinking is not merely an important educational tool; it is key to becoming persons who are self-aware, aware of others like them, and mutually aware of the world itself. Our identities as persons may be regarded as preconditions for asking and responding to what I call “the Big Questions” (including “How should I live?” “What are my responsibilities and obligations to others?”, and “How can I contribute to making the world a better place?”). It is here that philosophy for children and the community of inquiry have important roles to play.
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Pub Date : 2019-07-07DOI: 10.12957/CHILDPHILO.2019.43269
M. Santi
Starting from the Italian results of the PISA 2015 surveys as regards the competence of young students in collaborative problem-solving, in this paper we conduct a critical analysis of the concept of competence, as seen through the lens of the Capability Approach. The Philosophy for Children curriculum is presented as a pedagogical and didactic proposal capable of re-conceptualizing the constructs of ‘problem-solving’ and ‘collaboration’. In the light of ‘Complex Thinking’ theory and the ‘community of inquiry’ classroom methodology, the general theoretical frame of the PISA and DeSeCo approach to problem-solving has been criticized for its focus on what has been defined in terms of “internal mental structures in the sense of abilities, dispositions or resources embedded in the individual”. The proposal of Philosophy for Children and its ‘community of inquiry’ methodology are considered and discussed. This educational curriculum provides a real opportunity to rethink citizenship education by concentrating on the value and power of collective agency and the ability to wonder about our world. The pedagogical implications are significant because this means that we should be aiming to align academic education not with what society is, but with what it could or should be. To achieve this, education policies and planning actions need to focus on values and principles, on matters such as freedom, social equity and participation. These matters are not exclusive to the realms of individual endowment and performance. They have fundamental ethical and cultural components. Philosophy for Children can be considered as an opportunity to work towards the educational and political goal of creating “flourishing communities”.
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Pub Date : 2019-07-07DOI: 10.12957/CHILDPHILO.2019.42414
rose-anne reynolds
Neste artigo, pretendo tracar alguns agenciamentos de um evento documentado em minha pesquisa de doutorado, que contesta formas dominantes de investigacao. Esta pesquisa se realiza com um grupo de estudantes de segunda serie numa escola publica na Cidade do Cabo, na Africa do Sul. E a pesquisa experimental que mantem o sujeito humano como sendo o aspecto mais importante da observacao, o unico aspecto dela que possui acao ou intencionalidade. Particularmente, a presente analise tem como foco o processo de fazer o circulo, e quao integral ele e em sua contribuicao para a construcao da Comunidade de Investigacao, a pedagogia da Filosofia com Criancas. E oferecida aqui uma analise pos-humanista critica que se relaciona com os agenciamentos material-discursivos do processo de fazer o circulo. Alem disso, como este fazer um circulo pode ser uma pratica democratizante, incluindo no conceito de democracia o mais-que-humano. A analise tambem foca no ato de posicionar as cadeiras pelas criancas, como uma pratica pedagogica deliberada, e em como isto funciona interrompendo o binarismo adulto/crianca. Ha um movimento para alem da virada linguistica ao prestar atencao nao somente no âmbito discursivo nas transcricoes, mas tambem nas intra-acoes entre humanos e o mais-que-humano, o circulo, as cadeiras e a materialidade do lugar.
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