Pub Date : 2021-08-21DOI: 10.12957/childphilo.2021.61331
Diego dos Santos Reis
This essay aims to reflect on the impacts of state violence upon black lives and childhoods. In the wanderings through the city of Rio de Janeiro and in the theoretical trails proposed by antiracist and decolonial thinkers, we discuss the impacts and challenges of racism in the formative and existential itineraries of racialized bodies, crossed by the public necropolitics that provides the premises of the pedagogical government of peripheral childhoods and adolescences in large Brazilian cities. From the bumping into M., 11 years old, who sells chewing gum in the surroundings of a train station in Rio de Janeiro, we problematize the vulnerabilities produced and the systematic violations of the black children’s human rights, which hinder racial justice in the country, in face of the permanent conversion of differences into inferiorized inequalities. The violence of this injustice, according to the argument developed in the text, culminates in the reinforcement of the vilification and naturalization of racial inequalities against populations historically inferiorized by the colonial wrath. It also points to the need to think about black childhoods from the territory, in order to problematize inequities and disparities that persist. We conclude, finally, that the capture and nullification of black childhoods is a State project, guided by criminalizing and stereotyping practices of subjectivation which brutalize bodies and dehumanize black lives.
{"title":"à prova de balas? necroinfâncias cariocas, violência de estado e filosofias da rua","authors":"Diego dos Santos Reis","doi":"10.12957/childphilo.2021.61331","DOIUrl":"https://doi.org/10.12957/childphilo.2021.61331","url":null,"abstract":"This essay aims to reflect on the impacts of state violence upon black lives and childhoods. In the wanderings through the city of Rio de Janeiro and in the theoretical trails proposed by antiracist and decolonial thinkers, we discuss the impacts and challenges of racism in the formative and existential itineraries of racialized bodies, crossed by the public necropolitics that provides the premises of the pedagogical government of peripheral childhoods and adolescences in large Brazilian cities. From the bumping into M., 11 years old, who sells chewing gum in the surroundings of a train station in Rio de Janeiro, we problematize the vulnerabilities produced and the systematic violations of the black children’s human rights, which hinder racial justice in the country, in face of the permanent conversion of differences into inferiorized inequalities. The violence of this injustice, according to the argument developed in the text, culminates in the reinforcement of the vilification and naturalization of racial inequalities against populations historically inferiorized by the colonial wrath. It also points to the need to think about black childhoods from the territory, in order to problematize inequities and disparities that persist. We conclude, finally, that the capture and nullification of black childhoods is a State project, guided by criminalizing and stereotyping practices of subjectivation which brutalize bodies and dehumanize black lives.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"18 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75899103","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 : 2021-07-28DOI: 10.12957/childphilo.2021.54415
J. Macias
In this paper, I endeavor to evaluate the ethical-political consequences of the metaphor of "teacher-midwife" awarded to Plato’s Socrates in Theaetetus and its use by different scholars to describe the role of teacher in a Philosophy with/for children (Pf/wC) context. The paper is divided into three sections: first (1) an approach is made to the figure of Socrates in Meno, to the critique of his method as expressed by Jacques Rancière in The Ignorant Schoolmaster, and to the echoing of that critique by Walter Kohan in his evaluation of the pedagogy of Pf/wC. Next, (2) different descriptions of the teacher’s role in Pf/wC are reviewed, emphasizing the elements that emphasize the Socratic figure. For Matthew Lipman, one of the keys to turning classrooms into communities of philosophical inquiry was to substantially modify the teaching role. Because, on Lipman’s account, the teacher should not teach in the traditional sense, different metaphors have been sought to describe her role. In section (3), I argue that a description of the teacher as "guide" can be applied to many features that characterize Socrates. I analyze in depth the metaphor of the "teacher-midwife" establishing the links with those developed in (1) and (2). Emphasis is placed on the ethical-political consequences of equating the teacher with a "teacher-midwife", especially if we take into account Plato's complete description of pedagogical maiusis in Theaetetus, and the centrality of the metaphor in Pf/wC pedagogical practice. Finally, I consider the very different image of the “birth” metaphor that is suggested by Hannah Arendt’s concept of “natality,” and explore its implications for a pedagogical alternative to the Socratic.
{"title":"sobre partos y nacimientos: derivas ético-políticas de la figura del “maestro-partero” en filosofía con/para niñxs.","authors":"J. Macias","doi":"10.12957/childphilo.2021.54415","DOIUrl":"https://doi.org/10.12957/childphilo.2021.54415","url":null,"abstract":"In this paper, I endeavor to evaluate the ethical-political consequences of the metaphor of \"teacher-midwife\" awarded to Plato’s Socrates in Theaetetus and its use by different scholars to describe the role of teacher in a Philosophy with/for children (Pf/wC) context. The paper is divided into three sections: first (1) an approach is made to the figure of Socrates in Meno, to the critique of his method as expressed by Jacques Rancière in The Ignorant Schoolmaster, and to the echoing of that critique by Walter Kohan in his evaluation of the pedagogy of Pf/wC. Next, (2) different descriptions of the teacher’s role in Pf/wC are reviewed, emphasizing the elements that emphasize the Socratic figure. For Matthew Lipman, one of the keys to turning classrooms into communities of philosophical inquiry was to substantially modify the teaching role. Because, on Lipman’s account, the teacher should not teach in the traditional sense, different metaphors have been sought to describe her role. In section (3), I argue that a description of the teacher as \"guide\" can be applied to many features that characterize Socrates. I analyze in depth the metaphor of the \"teacher-midwife\" establishing the links with those developed in (1) and (2). Emphasis is placed on the ethical-political consequences of equating the teacher with a \"teacher-midwife\", especially if we take into account Plato's complete description of pedagogical maiusis in Theaetetus, and the centrality of the metaphor in Pf/wC pedagogical practice. Finally, I consider the very different image of the “birth” metaphor that is suggested by Hannah Arendt’s concept of “natality,” and explore its implications for a pedagogical alternative to the Socratic. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"23 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89146531","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 : 2021-07-26DOI: 10.12957/childphilo.2021.59827
W. Kohan, Magda Costa Carvalho
The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child’s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, "philosophy for children", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself—not only in its content but in its form. As such, we present the reader with a fundamentally childlike text.
{"title":"atrever-se a uma escrita infantil: a infância como abrigo e refúgio","authors":"W. Kohan, Magda Costa Carvalho","doi":"10.12957/childphilo.2021.59827","DOIUrl":"https://doi.org/10.12957/childphilo.2021.59827","url":null,"abstract":"The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. \"Philosophy for children\" became \"children for philosophy\"; \"moral education\" became \"the end (of) morality\" and \"conceptions of childhood\" became the \"childhood of conceptions.\" As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child’s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, \"philosophy for children\", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself—not only in its content but in its form. As such, we present the reader with a fundamentally childlike text. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"113 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78324334","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 : 2021-07-23DOI: 10.12957/CHILDPHILO.2021.58430
V. Silvério
In the period from January 1920 to December 1921 a cooperation between Jessie Fauset, Augustus Dill and W.E.B. Du Bois resulted in the publication of a periodical called “The Brownies’ Book” (TBB) the first publication for North American black, and not white (colored people) children and young people. The creation of “The Brownies' Book” (TBB) was a pioneering event in African American literature in general and, more specifically, in the field of African American children's literature, as it was the first periodical composed and published by African Americans for black children who, until then, searched in vain for material that included a perspective on their experience and history. This article argues that the TBBs were one of the harbingers of the movement called the Harlem Renaissance, constituting a children's literary materialization of the path towards the emergence of what the philosopher Alain Locke called the New Negro. What was being formulated was both the deconstruction of stereotypes associated with blacks and the active projection/creation of a positive identification with their local and ancestral community. This paper seeks to identify the post-WWI discursive strategies and practices of de-racialization proposed for “the children of the sun”, as W.E.B. Du Bois called them, in order to stop seeing themselves “through the eyes of others” (Du Bois, 1903).
{"title":"the brownies’ book: du bois e a construção de uma referência literária para identidade negra infanto-juvenil","authors":"V. Silvério","doi":"10.12957/CHILDPHILO.2021.58430","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.58430","url":null,"abstract":"In the period from January 1920 to December 1921 a cooperation between Jessie Fauset, Augustus Dill and W.E.B. Du Bois resulted in the publication of a periodical called “The Brownies’ Book” (TBB) the first publication for North American black, and not white (colored people) children and young people. The creation of “The Brownies' Book” (TBB) was a pioneering event in African American literature in general and, more specifically, in the field of African American children's literature, as it was the first periodical composed and published by African Americans for black children who, until then, searched in vain for material that included a perspective on their experience and history. This article argues that the TBBs were one of the harbingers of the movement called the Harlem Renaissance, constituting a children's literary materialization of the path towards the emergence of what the philosopher Alain Locke called the New Negro. What was being formulated was both the deconstruction of stereotypes associated with blacks and the active projection/creation of a positive identification with their local and ancestral community. This paper seeks to identify the post-WWI discursive strategies and practices of de-racialization proposed for “the children of the sun”, as W.E.B. Du Bois called them, in order to stop seeing themselves “through the eyes of others” (Du Bois, 1903).","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86270478","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 : 2021-07-23DOI: 10.12957/CHILDPHILO.2021.59100
E. Souza, A. Carvalho
Ao se objetivar a publicacao do presente dossie, intenta-se colocar em cena uma serie de investigacoes cujos desafios e cujas abordagens, problematizacoes e experimentacoes levem em consideracao o amplo espectro da necropolitica. Entretanto, ao se enfatizar os lugares das infâncias contemporâneas em tal cenario, sublinha-se o complexo nodulo que as criancas negras ocupam na necropolitica. Numa via, pelo fato de serem, contra suas vontades, capacidades humanas e decisoes, herdeiras de uma situacao historico-social de matriz necropolitica. As criancas negras, assim, nascem territorializadas num contexto necropolitico inequivoco. Em outra via, as criancas compoem relevante aceno na formacao de estrategias de tensao e de modificacao nos quadros necropolitico. Se as criancas aprendem a ser racistas, desde a mais precipua socializacao, na ampla logica necropolitica, tambem podem aprender a nao ser racistas. Indagar por outros possiveis, tomando por centralidade as criancas, e atentar-se para toda experimentacao que as criancas sao capazes de empreender como desterritorializacao necropolitica. Para tanto, sustenta-se que outros possiveis para uma comunidade de vida, movida por politicas de afetos, sensiveis as singularidades e diferencas humanas, produzindo valores para alem da cova profunda da heranca maldita colonial, nao se faz sem a educacao. Assim, a sucessao dos artigos que este dossie apresenta, por perspectivas multiplas e diferentes, com abordagens peculiares e preocupacoes proprias, tonalizando enfases variadas e originais, traz um esforco coletivo de se produzir outros possiveis para as criancas no mundo contemporâneo. Palavras-chave: Infâncias, necropolitica, outros possiveis, educacao
{"title":"pensar outros possíveis entre infâncias e necropolíticas","authors":"E. Souza, A. Carvalho","doi":"10.12957/CHILDPHILO.2021.59100","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.59100","url":null,"abstract":"Ao se objetivar a publicacao do presente dossie, intenta-se colocar em cena uma serie de investigacoes cujos desafios e cujas abordagens, problematizacoes e experimentacoes levem em consideracao o amplo espectro da necropolitica. Entretanto, ao se enfatizar os lugares das infâncias contemporâneas em tal cenario, sublinha-se o complexo nodulo que as criancas negras ocupam na necropolitica. Numa via, pelo fato de serem, contra suas vontades, capacidades humanas e decisoes, herdeiras de uma situacao historico-social de matriz necropolitica. As criancas negras, assim, nascem territorializadas num contexto necropolitico inequivoco. Em outra via, as criancas compoem relevante aceno na formacao de estrategias de tensao e de modificacao nos quadros necropolitico. Se as criancas aprendem a ser racistas, desde a mais precipua socializacao, na ampla logica necropolitica, tambem podem aprender a nao ser racistas. Indagar por outros possiveis, tomando por centralidade as criancas, e atentar-se para toda experimentacao que as criancas sao capazes de empreender como desterritorializacao necropolitica. Para tanto, sustenta-se que outros possiveis para uma comunidade de vida, movida por politicas de afetos, sensiveis as singularidades e diferencas humanas, produzindo valores para alem da cova profunda da heranca maldita colonial, nao se faz sem a educacao. Assim, a sucessao dos artigos que este dossie apresenta, por perspectivas multiplas e diferentes, com abordagens peculiares e preocupacoes proprias, tonalizando enfases variadas e originais, traz um esforco coletivo de se produzir outros possiveis para as criancas no mundo contemporâneo. Palavras-chave: Infâncias, necropolitica, outros possiveis, educacao","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"41 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89473372","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 : 2021-07-18DOI: 10.12957/CHILDPHILO.2021.61025
D. Kennedy, W. Kohan
This paper acts as an introduction to a dossier centered on the ethical implications of Practicing Philosophy with Children and Adults. It identifies ethical themes in the P4C movement over three generations of theorists and practitioners, and argues that, historically and materially, the transition to a “new” hermeneutics of childhood that has occurred within the P4C movement may be said to have emerged as a response to the ever-increasing pressure of neoliberalism and a weaponized capitalism to construct public policies in education on an over-regulated, prescribed, state-monitored, model. Could a new relationship to childhood provide the ethical and political agenda that our times require for doing philosophy with children with integrity? Could a radical listening and openness to childhood—which has been an intrinsic confessional characteristic of P4C pedagogy from the beginning--sustain the movement through these dark times? Finally, the paper presents a set of articles written in response to these questions: What, if any, should the ethical commitments of the P4C facilitator be? Is political/ideological neutrality required of the P4C facilitator? Is political neutrality possible? What constitutes indoctrination in educational settings? Are children more vulnerable to indoctrination than adults, and if so, what are the implications of that fact for the practice of P4C? What are the uses of P4C in the dramatically polarized ideological landscape we currently inhabit? What, if any, are the ethical responsibilities of a teacher engaging in philosophical practice? Are the philosophical practitioner’s ethical responsibilities similar or different when the subjects are children or adults? Does every methodology have a “hidden curriculum”? If so, what is the hidden curriculum of P4C? What distinguishes dialogical from monological practice? May one have the appearance of the other? Is the “Socratic method” (Elenchus) as we conceive it dialogical? What, if any, are the uses of irony in philosophical practice? Should Socrates (or any other philosopher) be considered a model for P4C practitioners?
{"title":"some ethical implications of practicing philosophy with children and adults","authors":"D. Kennedy, W. Kohan","doi":"10.12957/CHILDPHILO.2021.61025","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.61025","url":null,"abstract":"This paper acts as an introduction to a dossier centered on the ethical implications of Practicing Philosophy with Children and Adults. It identifies ethical themes in the P4C movement over three generations of theorists and practitioners, and argues that, historically and materially, the transition to a “new” hermeneutics of childhood that has occurred within the P4C movement may be said to have emerged as a response to the ever-increasing pressure of neoliberalism and a weaponized capitalism to construct public policies in education on an over-regulated, prescribed, state-monitored, model. Could a new relationship to childhood provide the ethical and political agenda that our times require for doing philosophy with children with integrity? Could a radical listening and openness to childhood—which has been an intrinsic confessional characteristic of P4C pedagogy from the beginning--sustain the movement through these dark times? Finally, the paper presents a set of articles written in response to these questions: What, if any, should the ethical commitments of the P4C facilitator be? Is political/ideological neutrality required of the P4C facilitator? Is political neutrality possible? What constitutes indoctrination in educational settings? Are children more vulnerable to indoctrination than adults, and if so, what are the implications of that fact for the practice of P4C? What are the uses of P4C in the dramatically polarized ideological landscape we currently inhabit? What, if any, are the ethical responsibilities of a teacher engaging in philosophical practice? Are the philosophical practitioner’s ethical responsibilities similar or different when the subjects are children or adults? Does every methodology have a “hidden curriculum”? If so, what is the hidden curriculum of P4C? What distinguishes dialogical from monological practice? May one have the appearance of the other? Is the “Socratic method” (Elenchus) as we conceive it dialogical? What, if any, are the uses of irony in philosophical practice? Should Socrates (or any other philosopher) be considered a model for P4C practitioners?","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"33 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77679713","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 : 2021-06-30DOI: 10.12957/childphilo.2021.56906
S. Roseiro
This essay discusses the possibility of turning what Henri Bergson, Gilles Deleuze and Felix Guattari called “fabulating” into a collective research method, insomuch as Deleuze and Guattari identified it as the invention of a collectivity that does not yet exist, a people to come. Given our current situation, in which the vital force of contemporary collectivities is undermined by the capitalist machine, this text inquires into the possibilities of an insurrection that begins with life in schools. If, as Bergson claimed, fabulating has a dark side that is inclined to the regulation of life, a philosophy of difference, on the other hand, conceptualizes the possibilities inherent in lived immanence. To fabulate would be, then, a question of creating possible existences. As such, this text proposes to fabulate, together with students from a suburban school in the municipality of Cariacica-ES, possible conditions of collective life in the school itself. Faced as it is by the market imperatives that govern the school and its curriculum, fabulation offers an approach and a methodology that promises to overcome this negative educational climate by fashioning larger than life images that transform and metamorphose conventional representations and concepts of collectivities, thereby enabling the invention of a people to come, and the creation of a commons and of a collective body capable of creating cognitive and affective domains that expand the limits of life.
{"title":"fabulate ergo sum: a criação, o currículo e o cuidado com a vida","authors":"S. Roseiro","doi":"10.12957/childphilo.2021.56906","DOIUrl":"https://doi.org/10.12957/childphilo.2021.56906","url":null,"abstract":"This essay discusses the possibility of turning what Henri Bergson, Gilles Deleuze and Felix Guattari called “fabulating” into a collective research method, insomuch as Deleuze and Guattari identified it as the invention of a collectivity that does not yet exist, a people to come. Given our current situation, in which the vital force of contemporary collectivities is undermined by the capitalist machine, this text inquires into the possibilities of an insurrection that begins with life in schools. If, as Bergson claimed, fabulating has a dark side that is inclined to the regulation of life, a philosophy of difference, on the other hand, conceptualizes the possibilities inherent in lived immanence. To fabulate would be, then, a question of creating possible existences. As such, this text proposes to fabulate, together with students from a suburban school in the municipality of Cariacica-ES, possible conditions of collective life in the school itself. Faced as it is by the market imperatives that govern the school and its curriculum, fabulation offers an approach and a methodology that promises to overcome this negative educational climate by fashioning larger than life images that transform and metamorphose conventional representations and concepts of collectivities, thereby enabling the invention of a people to come, and the creation of a commons and of a collective body capable of creating cognitive and affective domains that expand the limits of life.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"17 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77257398","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 : 2021-05-31DOI: 10.12957/CHILDPHILO.2021.56076
Vanessa Martins
Studies point out challenges for the acquisition of the Brazilian sign language (Libras) by deaf children. Most deaf people are children of hearing parents who do not know Libras and the first contact with this language can occur only in the school environment. With the situation of social isolation and the impossibility of opening schools due to the "New Coronavirus" pandemic, these problems have worsened. The project called #CasaLibras of virtual attention in Libras for deaf children aimed to produce videos with children's storytelling directly in Libras. The actions are justified as a way of informing, entertaining, as well as, stimulating the contact of this language by deaf children in their homes. This article intends to analyze this political scenario, problematizing: 1) the philosophical-social conceptions about deafness, 2) the struggle for deaf survival, given the lack of public, social and educational policies, in a necropolitics that is affirmed in the production of death (symbolic and real for the deaf, due to the guidelines for the adaptation of deaf bodies to the oral language and the lack of information, exposing them to the risk) of deaf differences; and, finally, 3) the analysis of the results of the #CasaLibras project aimed at deaf children. The data suggest a widespread use of the media and some viralization of Libras, in the pandemic, through the action of the people. It highlights the positivity of the project in promoting accessibility for deaf children and the urgency of expanding inclusive bilingual policies that strengthen the singularities of these lives, leaving them less vulnerable, physically and symbolically.
{"title":"survival of deaf childhood in a society centered in the oral language: the covid-19 case and the viralization of libras","authors":"Vanessa Martins","doi":"10.12957/CHILDPHILO.2021.56076","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.56076","url":null,"abstract":"Studies point out challenges for the acquisition of the Brazilian sign language (Libras) by deaf children. Most deaf people are children of hearing parents who do not know Libras and the first contact with this language can occur only in the school environment. With the situation of social isolation and the impossibility of opening schools due to the \"New Coronavirus\" pandemic, these problems have worsened. The project called #CasaLibras of virtual attention in Libras for deaf children aimed to produce videos with children's storytelling directly in Libras. The actions are justified as a way of informing, entertaining, as well as, stimulating the contact of this language by deaf children in their homes. This article intends to analyze this political scenario, problematizing: 1) the philosophical-social conceptions about deafness, 2) the struggle for deaf survival, given the lack of public, social and educational policies, in a necropolitics that is affirmed in the production of death (symbolic and real for the deaf, due to the guidelines for the adaptation of deaf bodies to the oral language and the lack of information, exposing them to the risk) of deaf differences; and, finally, 3) the analysis of the results of the #CasaLibras project aimed at deaf children. The data suggest a widespread use of the media and some viralization of Libras, in the pandemic, through the action of the people. It highlights the positivity of the project in promoting accessibility for deaf children and the urgency of expanding inclusive bilingual policies that strengthen the singularities of these lives, leaving them less vulnerable, physically and symbolically.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"487 1","pages":"01-26"},"PeriodicalIF":0.3,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75133872","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 : 2021-05-31DOI: 10.12957/CHILDPHILO.2021.54181
Félix García-Moriyón
The practice of philosophical dialogue as proposed by the Philosophy for Children program requires that this dialogue begin in primary school, and even earlier. Philosophical dialogue, based on the model of the Socratic dialogues, requires the development of critical thinking, cognitively very demanding, FpN, from its origins, insists that such thinking must be linked to creative and caring thinking, understood as thinking that takes into account the ethical dimension of rigorous dialogue. For this very reason, the program stresses that education is an ethical endeavor, it is intrinsically moral. This is expressed in the effort to turn the classroom into a community of philosophical inquiry, with the ethical commitments that any community of inquiry demands. But the community of inquiry is applied in a context in which there is an asymmetrical relationship between students and teachers, which requires special attention on the part of teachers in how they facilitate dialogue. The use of fundamental resources in dialogue such as radical questioning and irony must be governed by this claim of equality. The philosophical community of inquiry must prefigure from the outset a genuine community of dialogue among equals, governed by critical, creative and careful thinking.
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Pub Date : 2021-05-30DOI: 10.12957/childphilo.2021.56340
N. Gomes, Cristina Teodoro
The article discusses how the emergence of the term "minor" in Brazilian society, from the mid-nineteenth century, forged mainly by the practice of legal and medical discourse, outlined a path of institutionalization for poor children; first, in the post-abolition period of enslavement until the thirties of the last century and, later, until the period of democratization of Brazil, considering the promulgation of the Federal Constitution of 1988. The analysis for the proposed periods was based on the concept of disciplinary power and biopower, both coined by Foucault. Furthermore, the emergence of the black child was discussed, based on its status as a citizen child, contained in the Federal Constitution of 1988, and in the Statute of the Child and Adolescent created in the 1990s. From this period up to the present day, the text deals with the new devices created by the Brazilian State, which have ensured unequal conditions for black children and mainly promoted the increase of homicides among them.The analysis of the last period presented was based on the concept of “necropolitics,” developed by Achille Mbembe. Finally, we defend the principle that another childhood for black child will only be possible through a becoming-other, a new opening of the world and, above all, a decolonization of childhood for children belonging to the black ethnic-racial group.
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