Pub Date : 2021-02-28DOI: 10.12957/CHILDPHILO.2021.52905
Gonzalo Santiago Rodriguez
El siguiente trabajo forma parte de una experiencia de comunidad de indagacion en un taller de Filosofia con Ninos para estudiantes del profesorado de nivel primario provenientes de zonas rurales de la provincia de M…. La misma fue documentada bajo el formato de una narrativa pedagogica, una estrategia de investigacion-accion-formacion que permite reflexionar sobre la practica escolar a partir de la voz del docente. Nuestra narrativa plasma la experiencia del taller tal como se presenta en las clases valiendonos de las voces de las alumnas y confrontandolas con los marcos teoricos estudiados. La clase es narrada a partir de un registro de audio llevado a cabo entre agosto y octubre del 2018. El nudo critico de la narrativa versa sobre la cuestion del nombre. En tal sentido la sesion aqui presentada muestra de que manera el nombre no solo constituye un elemento fundamental para definir la identidad, sino ademas un nucleo problematico para la misma. La experiencia de las estudiantes y el contexto abren la posibilidad de presentar cuestiones relativas al rol docente y a la practica educativa en situacion de formacion. El trabajo tambien problematiza la idea de sujeto en el discurso pedagogico actual contraponiendolo al concepto de comunidad tematizado en el discurso filosofico contemporaneo.
{"title":"nomen omen. una narrativa pedagógica sobre una comunidad de indagación en contexto de formación docente","authors":"Gonzalo Santiago Rodriguez","doi":"10.12957/CHILDPHILO.2021.52905","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.52905","url":null,"abstract":"El siguiente trabajo forma parte de una experiencia de comunidad de indagacion en un taller de Filosofia con Ninos para estudiantes del profesorado de nivel primario provenientes de zonas rurales de la provincia de M…. La misma fue documentada bajo el formato de una narrativa pedagogica, una estrategia de investigacion-accion-formacion que permite reflexionar sobre la practica escolar a partir de la voz del docente. Nuestra narrativa plasma la experiencia del taller tal como se presenta en las clases valiendonos de las voces de las alumnas y confrontandolas con los marcos teoricos estudiados. La clase es narrada a partir de un registro de audio llevado a cabo entre agosto y octubre del 2018. El nudo critico de la narrativa versa sobre la cuestion del nombre. En tal sentido la sesion aqui presentada muestra de que manera el nombre no solo constituye un elemento fundamental para definir la identidad, sino ademas un nucleo problematico para la misma. La experiencia de las estudiantes y el contexto abren la posibilidad de presentar cuestiones relativas al rol docente y a la practica educativa en situacion de formacion. El trabajo tambien problematiza la idea de sujeto en el discurso pedagogico actual contraponiendolo al concepto de comunidad tematizado en el discurso filosofico contemporaneo.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"43 1","pages":"01-24"},"PeriodicalIF":0.3,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78317452","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 : 2021-02-28DOI: 10.12957/CHILDPHILO.2021.53904
zach dewitt, emi kingan
Este articulo introduce las practicas teatrales de Augusto Boal, especificamente las del teatro-foro, en el movimiento de Filosofia para/con Ninos [Fp/cN]. Al conectar la pedagogia de Boal con la Fp/cN, mostramos como las tecnicas del teatro-foro pueden dar a los ninos-participantes el poder de involucrarse en Comunidades de Investigacion Filosofica [CIFs] centradas en situaciones dificiles que experimentan. Para hacer esto, introducimos y compendiamos algunos aspectos de la pedagogia de Boal, incluyendo sus perspectivas teoricas y marcos metodologicos, con extensas referencias a su libro Teatro del Oprimido . Continuamos con una discusion de algunas de las conexiones entre el movimiento del Teatro del Oprimido y Fp/cN; especificamente, observamos las concepciones similares que ambos movimientos tienen respecto de la relacion entre uno mismo y la comunidad, y el rol metodologico similar que juegan estimulos y facilitadores. Cerramos con una presentacion de varias maneras en que practicantes teatrales y educadores han usado el teatro-foro con ninos y ninas, y sugerimos como los facilitadores de Fp/cN podrian utilizar los metodos de Boal en la CIF. Esperamos generar la impresion de que el trabajo de Boal ofrece herramientas metodologicas y perspectivas teoricas que pueden suplementar el movimiento de Fp/cN a los fines de crear espacios mas corporales, creativos e inclusivos para el trabajo filosofico. Por ultimo, alegamos que la unidad de estos dos movimientos tiene mucho mas para aportar al actual desarrollo de practicas pedagogicas en Fp/cN. Por lo tanto, hacemos una llamada a multiplicar las investigaciones acerca de los metodos de Boal y otras practicas teatrales participativas en la CIF.
{"title":"forum theatre meets philosophy for/with children: physically exploring challenging situations in the community of philosophical inquiry","authors":"zach dewitt, emi kingan","doi":"10.12957/CHILDPHILO.2021.53904","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.53904","url":null,"abstract":"Este articulo introduce las practicas teatrales de Augusto Boal, especificamente las del teatro-foro, en el movimiento de Filosofia para/con Ninos [Fp/cN]. Al conectar la pedagogia de Boal con la Fp/cN, mostramos como las tecnicas del teatro-foro pueden dar a los ninos-participantes el poder de involucrarse en Comunidades de Investigacion Filosofica [CIFs] centradas en situaciones dificiles que experimentan. Para hacer esto, introducimos y compendiamos algunos aspectos de la pedagogia de Boal, incluyendo sus perspectivas teoricas y marcos metodologicos, con extensas referencias a su libro Teatro del Oprimido . Continuamos con una discusion de algunas de las conexiones entre el movimiento del Teatro del Oprimido y Fp/cN; especificamente, observamos las concepciones similares que ambos movimientos tienen respecto de la relacion entre uno mismo y la comunidad, y el rol metodologico similar que juegan estimulos y facilitadores. Cerramos con una presentacion de varias maneras en que practicantes teatrales y educadores han usado el teatro-foro con ninos y ninas, y sugerimos como los facilitadores de Fp/cN podrian utilizar los metodos de Boal en la CIF. Esperamos generar la impresion de que el trabajo de Boal ofrece herramientas metodologicas y perspectivas teoricas que pueden suplementar el movimiento de Fp/cN a los fines de crear espacios mas corporales, creativos e inclusivos para el trabajo filosofico. Por ultimo, alegamos que la unidad de estos dos movimientos tiene mucho mas para aportar al actual desarrollo de practicas pedagogicas en Fp/cN. Por lo tanto, hacemos una llamada a multiplicar las investigaciones acerca de los metodos de Boal y otras practicas teatrales participativas en la CIF.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"29 1","pages":"01-25"},"PeriodicalIF":0.3,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83381618","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 : 2021-02-27DOI: 10.12957/childphilo.2021.56968
Tiago Almeida, L. Costa
This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other.
{"title":"cartografia infantil: enfoques metodológicos seguidos de experiências com crianças e jovens de portugal e brasil","authors":"Tiago Almeida, L. Costa","doi":"10.12957/childphilo.2021.56968","DOIUrl":"https://doi.org/10.12957/childphilo.2021.56968","url":null,"abstract":"This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"76 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79283328","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 : 2021-02-27DOI: 10.12957/childphilo.2021.56316
C. Skliar, Daniel Brailovsky
The following text aims to pose the question provoked by the of discrepancy between infancy as defined in the work of Jean-Francois Lyotard and childhood per se, and to do so in the epochal context of an educational temporality governed by the attributes of acceleration, “profitable,” knowledge, cognitivism, rampant inequalities, an ethos of “success” at any cost, a univocal relationship between knowledge and utilitarianism, and a severe conflict between egalitarian organization and experience and the demand for performance. The loss of infancy in childhood is perhaps the loss of infancy in humanity, depriving it of free time, the possibility of fiction, creation, play, and art. The question that permeates the article is, what does it mean to listen to the voices of infancy in childhood? What is being articulated there? How might we appreciate those voices as a starting point for the reinvention of a different form of education? Our fundamental objective is to construct a politics and a poetics of time that, in their aesthetic and ethical expression, indicate the possibility of a different educational journey for children and childhood, based on the sense of the existence of a time for which it is never too late.
{"title":"dar infancia a la niñez. notas para una política y poética del tiempo","authors":"C. Skliar, Daniel Brailovsky","doi":"10.12957/childphilo.2021.56316","DOIUrl":"https://doi.org/10.12957/childphilo.2021.56316","url":null,"abstract":"The following text aims to pose the question provoked by the of discrepancy between infancy as defined in the work of Jean-Francois Lyotard and childhood per se, and to do so in the epochal context of an educational temporality governed by the attributes of acceleration, “profitable,” knowledge, cognitivism, rampant inequalities, an ethos of “success” at any cost, a univocal relationship between knowledge and utilitarianism, and a severe conflict between egalitarian organization and experience and the demand for performance. The loss of infancy in childhood is perhaps the loss of infancy in humanity, depriving it of free time, the possibility of fiction, creation, play, and art. The question that permeates the article is, what does it mean to listen to the voices of infancy in childhood? What is being articulated there? How might we appreciate those voices as a starting point for the reinvention of a different form of education? Our fundamental objective is to construct a politics and a poetics of time that, in their aesthetic and ethical expression, indicate the possibility of a different educational journey for children and childhood, based on the sense of the existence of a time for which it is never too late.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"49 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79850099","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 : 2021-02-27DOI: 10.12957/childphilo.2021.54168
Vanise Dutra Gomes, Paula Alexandra Vieira
In the call from papers from childhood & philosophy we hear an invitation to philosophize. But what does such an invitation mean? In what ways does an invitation or (re) invitation to philosophize encourage us to suspension our accepted meanings and empower us to sustain this challenge? These are the questions of two teachers who have, first, accepted the prior invitation to philosophize with children, and have now accepted the invitation to think and write together about that experience. This essay was prompted by two questions posed by the children with whom we philosophize: In writing it, we have experienced other ways of thinking and living educational practice, and, through our encounters with our students, find ourselves challenged to live in more inventive and therefore more childlike ways within the framework of the public school, here understood in the sense of scholé (Masschelein; Simmons, 2013). In order to reflect on the two questions, we set off from the concept of consummation (Heidegger, 1987), and we engage in dialogue with both a pedagogy of the question (Freire; Faundez, 1985), and the concept of equality of intelligence (Rancière, 2005), in order to open a pathway of thought that addresses them.
{"title":"a que convida o convite ao filosofar?","authors":"Vanise Dutra Gomes, Paula Alexandra Vieira","doi":"10.12957/childphilo.2021.54168","DOIUrl":"https://doi.org/10.12957/childphilo.2021.54168","url":null,"abstract":"In the call from papers from childhood & philosophy we hear an invitation to philosophize. But what does such an invitation mean? In what ways does an invitation or (re) invitation to philosophize encourage us to suspension our accepted meanings and empower us to sustain this challenge? These are the questions of two teachers who have, first, accepted the prior invitation to philosophize with children, and have now accepted the invitation to think and write together about that experience. This essay was prompted by two questions posed by the children with whom we philosophize: In writing it, we have experienced other ways of thinking and living educational practice, and, through our encounters with our students, find ourselves challenged to live in more inventive and therefore more childlike ways within the framework of the public school, here understood in the sense of scholé (Masschelein; Simmons, 2013). In order to reflect on the two questions, we set off from the concept of consummation (Heidegger, 1987), and we engage in dialogue with both a pedagogy of the question (Freire; Faundez, 1985), and the concept of equality of intelligence (Rancière, 2005), in order to open a pathway of thought that addresses them.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"35 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81375712","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 : 2021-02-27DOI: 10.12957/CHILDPHILO.2021.55060
J. Haynes, K. Murris
Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works against child, in terms of political agency. This paper theorises practices of facilitation grounded in philosophies of childhood that assume listening to child/ren as equals, as already able to philosophise, and against sameness. We explore the political and ethical implications of the radical posthumanist reconfiguration of the ‘zipped’ body in the light of including the disciplinary, imaginative and enabling energies of chronological time through the concept now/ness. We shift from ethics to ethos, and from ‘zipped’ to ‘unzipped’ bodies, through the notion of affect to explore the temporal and spatial dimensions of facilitation in Philosophy with Children and children’s political agency. We re-turn to David McKee’s Not Now Bernard (1980), getting ‘inside the text’, and attending to the postponement of equality in Philosophy with Children.
应《童年与哲学》特刊的邀请，本文考虑了儿童哲学探究中的促进精神，以及探究共同体的时空秩序。在“与儿童一起的哲学”运动中，在哲学探究的社区中，对“促进”的思考和实践存在差异，我们认为这些对儿童的政治代理具有深远的影响。就政治机构而言，促进可以作为对儿童不利的进步和发展的按时间顺序进行的实践。本文将基于儿童哲学的促进实践理论化，该哲学假设倾听儿童/ren是平等的，因为已经能够进行哲学思考，并且反对千篇一律。我们通过现在/本质的概念，探索激进的后人类主义对“压缩”身体的重新配置的政治和伦理含义，包括时间顺序时间的纪律、想象力和使能能量。我们从伦理转向精神，从“拉链”身体转向“松开拉链”身体，通过情感的概念探索儿童哲学和儿童政治机构的时间和空间维度。我们回到大卫·麦基(David McKee)的《现在不是伯纳德》(Not Now Bernard, 1980)，进入“文本内部”，并在《与孩子的哲学》中关注平等的推迟。
{"title":"right under our noses: the postponement of children's political equality and the NOW","authors":"J. Haynes, K. Murris","doi":"10.12957/CHILDPHILO.2021.55060","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2021.55060","url":null,"abstract":"Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works against child, in terms of political agency. This paper theorises practices of facilitation grounded in philosophies of childhood that assume listening to child/ren as equals, as already able to philosophise, and against sameness. We explore the political and ethical implications of the radical posthumanist reconfiguration of the ‘zipped’ body in the light of including the disciplinary, imaginative and enabling energies of chronological time through the concept now/ness. We shift from ethics to ethos, and from ‘zipped’ to ‘unzipped’ bodies, through the notion of affect to explore the temporal and spatial dimensions of facilitation in Philosophy with Children and children’s political agency. We re-turn to David McKee’s Not Now Bernard (1980), getting ‘inside the text’, and attending to the postponement of equality in Philosophy with Children.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"76 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76213964","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 : 2021-02-24DOI: 10.12957/childphilo.2021.56126
Eduardo Rezende Melo, F. Schilling
The article, as part of a broader reflection on the criticism of the right to development and its impact on the modes of legal and political subjectivation of children and adolescents, questions the child's condition as a subject without speech, or a speech conditioned to criteria of maturation, dictated by the adult referential, in a field, moreover, limited to what is said to be pertinent to their manifestation. Guided by the thought of exteriority, we return to the Foucauldian debate on the relation between truth and justice, in light of the monstrous unspeakability of legal and judicial practices and the ubuesco of state power. We will analyze, through the contributions of classic cynicism (kynismos), supported by Foucault, and Sloterdijk, Nieheus-Pröbsting, the resistant practices - beyond language – available to children and adolescents, and rethink these power struggles in the context of human rights and the possibility of justice, through the thought of Derrida, Rancière, Butler and Foucault. Our text will develop along the following axes of analysis: 1. Contextualizing the Foucaultian debate on truth and justice and the place of the “sayable”; 2. Considering the (in)sayability at the heart of law, childhood and monstrosity; 3. Framing the struggle between ubuesco power and cynic resistance, and 4. Speculating on our notions of “child” and the possibility of justice.
{"title":"a infância e o (in)dizível: poder ubuesco, resistência e a possibilidade da justiça","authors":"Eduardo Rezende Melo, F. Schilling","doi":"10.12957/childphilo.2021.56126","DOIUrl":"https://doi.org/10.12957/childphilo.2021.56126","url":null,"abstract":"The article, as part of a broader reflection on the criticism of the right to development and its impact on the modes of legal and political subjectivation of children and adolescents, questions the child's condition as a subject without speech, or a speech conditioned to criteria of maturation, dictated by the adult referential, in a field, moreover, limited to what is said to be pertinent to their manifestation. Guided by the thought of exteriority, we return to the Foucauldian debate on the relation between truth and justice, in light of the monstrous unspeakability of legal and judicial practices and the ubuesco of state power. We will analyze, through the contributions of classic cynicism (kynismos), supported by Foucault, and Sloterdijk, Nieheus-Pröbsting, the resistant practices - beyond language – available to children and adolescents, and rethink these power struggles in the context of human rights and the possibility of justice, through the thought of Derrida, Rancière, Butler and Foucault. Our text will develop along the following axes of analysis: 1. Contextualizing the Foucaultian debate on truth and justice and the place of the “sayable”; 2. Considering the (in)sayability at the heart of law, childhood and monstrosity; 3. Framing the struggle between ubuesco power and cynic resistance, and 4. Speculating on our notions of “child” and the possibility of justice. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"84 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75910436","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 : 2020-12-21DOI: 10.12957/CHILDPHILO.2020.53797
G. Venturini, B. Schuler
This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, among others, to problematize thought as linked to individual interest. We notice how much thought has been regarded as a problem-resolution tool in these documents, following a neoliberal logic that has been increasingly displaced from collective to individualized interest. Furthermore, the whole functioning of a disciplinary society is evident in the documents, as the latter moves towards a performance society, with greater emphasis on assessment practices and records of children’s “production.” We consider, both in the concept of childhood and the concept of experience, the possibility of experiencing other relationships with childhoods and temporalities in schools, and the power of both free time and play as open breathing spaces among routines that are both full of compulsory activities and empty of meaning.
{"title":"pensamento, experiência e o tempo do ócio na educação infantil","authors":"G. Venturini, B. Schuler","doi":"10.12957/CHILDPHILO.2020.53797","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.53797","url":null,"abstract":"This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education – National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education – and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, among others, to problematize thought as linked to individual interest. We notice how much thought has been regarded as a problem-resolution tool in these documents, following a neoliberal logic that has been increasingly displaced from collective to individualized interest. Furthermore, the whole functioning of a disciplinary society is evident in the documents, as the latter moves towards a performance society, with greater emphasis on assessment practices and records of children’s “production.” We consider, both in the concept of childhood and the concept of experience, the possibility of experiencing other relationships with childhoods and temporalities in schools, and the power of both free time and play as open breathing spaces among routines that are both full of compulsory activities and empty of meaning.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87889497","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 : 2020-12-21DOI: 10.12957/childphilo.2020.53655
Sandra Dos santos Alves, D. Muraro
This research seeks to understand the relationship between philosophy and the formation of concepts in childhood from the perspective of Matthew Lipman. As our own research in the area of philosophy of education, we pose the following question as a problem to be analyzed: how can philosophy contribute to the concept formation process in childhood according to Lipman? The development of this problem was organized in five stages. A first seeks to understand and deepen Lipman's conception of Philosophy for Children, especially the idea of thinking skills and philosophical dialogue in the research community; the second stage consisted of planning philosophical practice with the children at school, in a class with 32 students from the 3rd year of elementary school in a public school in the city of Londrina / PR, in the period of one semester; the third was to carry out the classroom experience with the students and the teacher from the previous stages; the fourth step was the evaluation of the practice and the planning of the following classes after each meeting; and the fifth stage was concerned with the registration, analysis and systematization of the observed. In order to investigate the contribution of philosophy to the concept formation process in childhood, according to Lipman, part of the research methodology was qualitative, analyzing the concepts of philosophy, thinking and the research community of this philosopher. For this, his main works and those of his commentators were consulted. Action research procedures were also employed through the practice of students from Elementary School I, in order to carry out an experience of the analyzed concepts. As a result of the research, it is possible to highlight the fundamental role of Lipman’s Philosophy for Children in the formation of concepts, because, through philosophical practices, the children were more reflective in approaching concepts that in their daily lives could go unnoticed. The work of questioning and dialogue in the research community made it possible to highlight the difficulty of conceptualizing at the beginning of the work, the progress along their approach and the need to seek more in-depth answers. With that, it can be highlighted that the Philosophy classes contributed to such advances and that without them the skills would remain stagnant. This study is added to the philosophical educational movement of teaching philosophy from childhood, which is considered essential for the formation of more reasonable subjects, and most importantly, with the acquisition of skills that will facilitate life in and out of school.
{"title":"a experiência de pensar conceitos e o filosofar na infância na perspectiva de matthew lipman","authors":"Sandra Dos santos Alves, D. Muraro","doi":"10.12957/childphilo.2020.53655","DOIUrl":"https://doi.org/10.12957/childphilo.2020.53655","url":null,"abstract":"This research seeks to understand the relationship between philosophy and the formation of concepts in childhood from the perspective of Matthew Lipman. As our own research in the area of philosophy of education, we pose the following question as a problem to be analyzed: how can philosophy contribute to the concept formation process in childhood according to Lipman? The development of this problem was organized in five stages. A first seeks to understand and deepen Lipman's conception of Philosophy for Children, especially the idea of thinking skills and philosophical dialogue in the research community; the second stage consisted of planning philosophical practice with the children at school, in a class with 32 students from the 3rd year of elementary school in a public school in the city of Londrina / PR, in the period of one semester; the third was to carry out the classroom experience with the students and the teacher from the previous stages; the fourth step was the evaluation of the practice and the planning of the following classes after each meeting; and the fifth stage was concerned with the registration, analysis and systematization of the observed. In order to investigate the contribution of philosophy to the concept formation process in childhood, according to Lipman, part of the research methodology was qualitative, analyzing the concepts of philosophy, thinking and the research community of this philosopher. For this, his main works and those of his commentators were consulted. Action research procedures were also employed through the practice of students from Elementary School I, in order to carry out an experience of the analyzed concepts. As a result of the research, it is possible to highlight the fundamental role of Lipman’s Philosophy for Children in the formation of concepts, because, through philosophical practices, the children were more reflective in approaching concepts that in their daily lives could go unnoticed. The work of questioning and dialogue in the research community made it possible to highlight the difficulty of conceptualizing at the beginning of the work, the progress along their approach and the need to seek more in-depth answers. With that, it can be highlighted that the Philosophy classes contributed to such advances and that without them the skills would remain stagnant. This study is added to the philosophical educational movement of teaching philosophy from childhood, which is considered essential for the formation of more reasonable subjects, and most importantly, with the acquisition of skills that will facilitate life in and out of school.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77550767","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 : 2020-12-06DOI: 10.12957/childphilo.2020.53130
Dominic Effiong Abakedi, E. K. Iwuagwu, M. Egbai
Observamos que, a pesar de las declaraciones internacionales sobre los derechos de los ninos y ninas, todavia persiste el trabajo infantil domestico subcontratado. Planteando la cuestion de si el trabajo domestico subcontratado de ninas constituye una injusticia hermeneutica, respondemos afirmativamente. Basandonos en dos relatos de victimas indigenas que son informes periodisticos, exponemos algunos de los horrores que sufren las victimas del trabajo domestico de las ninas subcontratado. Comparando estos informes con otros relatos de victimas de injusticia hermeneutica como los de Miranda Fricker y Hilkje Hanel, argumentamos que las victimas del trabajo domestico subcontratado de ninas sufren una brecha hermeneutica y una interferencia hermeneutica; y que los perpetuadores de esta practica ayudan a fomentar lo que llamamos "obstruccion hermeneutica". Recomendamos diferentes medidas para contrarrestarla, tales como: una feminizacion radical de los programas educativos, que permita introducir en las aulas y otros lugares de aprendizaje los recursos hermeneuticos pertinentes que las ninas necesitan para dar sentido a sus experiencias; el establecimiento de organismos de liberacion feminista en todas las escuelas, instituciones religiosas y hospitales, como formas de aumentar el nivel de conciencia sobre los derechos de la infancia en ninas, ninos y adultos; la feminizacion de la legislacion y los procesos legislativos, para permitir la promulgacion de leyes que protejan los derechos de las ninas; y la realizacion de campanas para lograr una aplicacion mas rigurosa de las leyes sobre los derechos de los ninos y ninas.
{"title":"hermeneutical injustice and outsourced domestic girl-child labour","authors":"Dominic Effiong Abakedi, E. K. Iwuagwu, M. Egbai","doi":"10.12957/childphilo.2020.53130","DOIUrl":"https://doi.org/10.12957/childphilo.2020.53130","url":null,"abstract":"Observamos que, a pesar de las declaraciones internacionales sobre los derechos de los ninos y ninas, todavia persiste el trabajo infantil domestico subcontratado. Planteando la cuestion de si el trabajo domestico subcontratado de ninas constituye una injusticia hermeneutica, respondemos afirmativamente. Basandonos en dos relatos de victimas indigenas que son informes periodisticos, exponemos algunos de los horrores que sufren las victimas del trabajo domestico de las ninas subcontratado. Comparando estos informes con otros relatos de victimas de injusticia hermeneutica como los de Miranda Fricker y Hilkje Hanel, argumentamos que las victimas del trabajo domestico subcontratado de ninas sufren una brecha hermeneutica y una interferencia hermeneutica; y que los perpetuadores de esta practica ayudan a fomentar lo que llamamos \"obstruccion hermeneutica\". Recomendamos diferentes medidas para contrarrestarla, tales como: una feminizacion radical de los programas educativos, que permita introducir en las aulas y otros lugares de aprendizaje los recursos hermeneuticos pertinentes que las ninas necesitan para dar sentido a sus experiencias; el establecimiento de organismos de liberacion feminista en todas las escuelas, instituciones religiosas y hospitales, como formas de aumentar el nivel de conciencia sobre los derechos de la infancia en ninas, ninos y adultos; la feminizacion de la legislacion y los procesos legislativos, para permitir la promulgacion de leyes que protejan los derechos de las ninas; y la realizacion de campanas para lograr una aplicacion mas rigurosa de las leyes sobre los derechos de los ninos y ninas.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"61 1","pages":"01-24"},"PeriodicalIF":0.3,"publicationDate":"2020-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73851702","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}
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