Pub Date : 2020-11-03DOI: 10.12957/childphilo.2020.48351
B. Pérez
brazil has gone through a long process of colonization that still leaves violent marks in the ways of relating to quilombola communities, producing the devaluation of their cultures and knowledge. Through colonization, the lives of quilombola children and young people have become invisible in the face of scientific knowledge that uses European authors as a reference and the urban middle classes as a model. In this text, we present the results of an interventional research carried out between 2017 and 2019, with about 30 children and young people living in a quilombola community in Cafuringa, in Campos dos Goytacazes-RJ. We seek to understand how the experiences of childhood and youth are constituted from the relationships that children and young people establish with the territory, their uses and appropriations, and the modes of subjectification in the face of conflicts experienced in the community. Children take ownership of the territory through collective games held outdoors, in which they explore community spaces, and interact with the land, animals, plants and trees. For these children, these spaces can be "bewitched", "haunted", "sacred", and while fascinating, also generate fear. These ways of relating to the territory are in conflict with the agricultural produce and horse breeding farms, which consider the land as a business, and animals and plants as goods. The children's estrangement in encountering of the electric fence placed by the farm, which symbolizes the private use of the land, social inequalities, and the racial discrimination experienced in their daily lives, leads us to question the project of the overall “civilizing” project built into modernity
{"title":"entre cercas, brincadeiras e feitiços: os conflitos e as apropriações do território por crianças e jovens quilombolas","authors":"B. Pérez","doi":"10.12957/childphilo.2020.48351","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48351","url":null,"abstract":"brazil has gone through a long process of colonization that still leaves violent marks in the ways of relating to quilombola communities, producing the devaluation of their cultures and knowledge. Through colonization, the lives of quilombola children and young people have become invisible in the face of scientific knowledge that uses European authors as a reference and the urban middle classes as a model. In this text, we present the results of an interventional research carried out between 2017 and 2019, with about 30 children and young people living in a quilombola community in Cafuringa, in Campos dos Goytacazes-RJ. We seek to understand how the experiences of childhood and youth are constituted from the relationships that children and young people establish with the territory, their uses and appropriations, and the modes of subjectification in the face of conflicts experienced in the community. Children take ownership of the territory through collective games held outdoors, in which they explore community spaces, and interact with the land, animals, plants and trees. For these children, these spaces can be \"bewitched\", \"haunted\", \"sacred\", and while fascinating, also generate fear. These ways of relating to the territory are in conflict with the agricultural produce and horse breeding farms, which consider the land as a business, and animals and plants as goods. The children's estrangement in encountering of the electric fence placed by the farm, which symbolizes the private use of the land, social inequalities, and the racial discrimination experienced in their daily lives, leads us to question the project of the overall “civilizing” project built into modernity","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"150 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75678039","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 : 2020-08-25DOI: 10.12957/childphilo.2020.48344
A. Mattos, R. Cavalheiro
This article discusses how some childhood senses have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education, considering the contemporary scenario in the country. For this, we aim to analyze two practical-discursive pitfalls that have been consolidated. The first, forged by the actors of the anti-gender offensive, consists of the narrative construction of vulnerable children, to be protected, and triggers moral panic against discussions about gender and sexuality in schools. The second, more subtle trap, concerns the place of the passivity of students in the school context, which are the subject of instruction by teachers - including when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner of the “gender ideologues”, passive and in danger, populates the statements analyzed in the first session, and allows us to discuss the political uses mitigated by the hyperinflation of this idea of child vulnerability. However, even in educational practices that focus on working with issues of gender and sexuality in school contexts, we observe that minority can be thought of in conservative perspectives and without agency, as discussed in the second session. To tension these logics, we point out the dimension of playfulness and play as conceptual and methodological tools that can contribute to a non-pedagogical approach to sexuality and gender in the field of education.
{"title":"da proteção à instrução: mobilizações prático-discursivas em torno da infância nos debates sobre gênero e sexualidade na educação","authors":"A. Mattos, R. Cavalheiro","doi":"10.12957/childphilo.2020.48344","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48344","url":null,"abstract":"This article discusses how some childhood senses have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education, considering the contemporary scenario in the country. For this, we aim to analyze two practical-discursive pitfalls that have been consolidated. The first, forged by the actors of the anti-gender offensive, consists of the narrative construction of vulnerable children, to be protected, and triggers moral panic against discussions about gender and sexuality in schools. The second, more subtle trap, concerns the place of the passivity of students in the school context, which are the subject of instruction by teachers - including when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner of the “gender ideologues”, passive and in danger, populates the statements analyzed in the first session, and allows us to discuss the political uses mitigated by the hyperinflation of this idea of child vulnerability. However, even in educational practices that focus on working with issues of gender and sexuality in school contexts, we observe that minority can be thought of in conservative perspectives and without agency, as discussed in the second session. To tension these logics, we point out the dimension of playfulness and play as conceptual and methodological tools that can contribute to a non-pedagogical approach to sexuality and gender in the field of education.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"39 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77227083","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 : 2020-08-25DOI: 10.12957/CHILDPHILO.2020.48488
daniela fossaluza
The purpose of this text is to think about how the handmade presents itself in the language of a tridimensional storytelling tapestry created and sewn into books--a technique and enterprise for the promotion of reading that originated on France and has developed in Brazil as of 1997--thinking over its survival in technological and accelerated times. For a better study of such the question, an experiment was made in the specific context of the “Solar Meninos de Luz” (a philanthropic educational institution) with children between 9 and 11 years old. The objective was to observe how the children would appropriate the given materials and the language of the story through elaborating on the given, original narrative. Our research led to the formulation of the methodological concept of research-atelier, and the hand-crafted practice of creating and sewing tapestry as a vehicle for the identity-development of the self-storyteller. It also led to reflection on how children relate to dimensions of the handmade through the experience of storytelling with tapestry. The research suggests specific practical applications, and helps us in thinking about the exercise of expression, the elaboration of speech/narrative, and the process of communication in the educational medium.
这篇文章的目的是思考手工制作是如何以一种三维叙事挂毯的语言呈现自己的，这种挂毯是一种促进阅读的技术和企业，起源于法国，并于1997年在巴西发展起来，思考它在技术和加速时代的生存。为了更好地研究这个问题，在“太阳Meninos de Luz”(一个慈善教育机构)的特定背景下进行了一项实验，其中有9至11岁的儿童。目的是观察孩子们如何通过阐述给定的、原始的叙述来运用给定的材料和故事的语言。我们的研究导致了研究工作室方法论概念的形成，以及手工制作和缝制挂毯的实践，作为自我故事讲述者身份发展的工具。它还引发了对儿童如何通过与挂毯讲故事的体验与手工制作的维度相关联的思考。该研究提出了具体的实际应用，并帮助我们思考表达的练习，演讲/叙述的阐述，以及教育媒介中的交流过程。
{"title":"sewing a storytelling tapestry - when children take over the plot, a handmade art","authors":"daniela fossaluza","doi":"10.12957/CHILDPHILO.2020.48488","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.48488","url":null,"abstract":"The purpose of this text is to think about how the handmade presents itself in the language of a tridimensional storytelling tapestry created and sewn into books--a technique and enterprise for the promotion of reading that originated on France and has developed in Brazil as of 1997--thinking over its survival in technological and accelerated times. For a better study of such the question, an experiment was made in the specific context of the “Solar Meninos de Luz” (a philanthropic educational institution) with children between 9 and 11 years old. The objective was to observe how the children would appropriate the given materials and the language of the story through elaborating on the given, original narrative. Our research led to the formulation of the methodological concept of research-atelier, and the hand-crafted practice of creating and sewing tapestry as a vehicle for the identity-development of the self-storyteller. It also led to reflection on how children relate to dimensions of the handmade through the experience of storytelling with tapestry. The research suggests specific practical applications, and helps us in thinking about the exercise of expression, the elaboration of speech/narrative, and the process of communication in the educational medium.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"78 1","pages":"01-23"},"PeriodicalIF":0.3,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80632655","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 : 2020-08-25DOI: 10.12957/childphilo.2020.48335
R. Noguera
This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a philosophical concept - is the existential and political key to the promotion of afrotopia, which the Senegalese economist Felwine Sarr understands as a real historical possibility. We argue that the Western project promotes adulthood, which implies the colonization of life and the world. Our hypothesis is that through the promotion of childhood we can create the necessary conditions for anti-racist societies, and offer an afro-perspectivist understanding of childhood as a proactive indicator of the possibility other realities.
{"title":"denúncias e pronúncias: estudos afroperspectivistas sobre infâncias e educação das relações étnico-raciais","authors":"R. Noguera","doi":"10.12957/childphilo.2020.48335","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48335","url":null,"abstract":"This brief Afroperspectivist study explores the articulation between the education of ethnic-racial relations and childhood studies. The generational issues of childhood are not dissociated from racialization. Therefore, racism is a phenomenon that needs to be tackled in children's contexts. This essay makes some complaints about situations of racism that afflict children in Brazil, and offers what we call pronouncements. We postulate that it is important to propose anti-racist paths. Afro-perspectivist philosophy operates on the assumption that childhood – approached as a philosophical concept - is the existential and political key to the promotion of afrotopia, which the Senegalese economist Felwine Sarr understands as a real historical possibility. We argue that the Western project promotes adulthood, which implies the colonization of life and the world. Our hypothesis is that through the promotion of childhood we can create the necessary conditions for anti-racist societies, and offer an afro-perspectivist understanding of childhood as a proactive indicator of the possibility other realities.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"28 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81906286","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 : 2020-08-24DOI: 10.12957/CHILDPHILO.2020.53101
Silvia Demozzi, Luca Zanetti
A concern with children doing philosophy is inseparable from a preoccupation with childhood and asks for a redefinition of childhood itself. T his exploration is at least one fundamental dimension of the group of philosophers and educators who presented their work and experience at the Conference “Philosophy and Childhood: Theory and Practice. A Conference on the Pedagogical and Philosophical Foundations of Philosophical Practices with Children” that took place at Bologna University, from December 3 to 5, 2018. This present dossier was born from the need to foster and deepen the theoretical and practical value of the philosophy for children (P4C) movement, which includes the more classical philosophy for children program and many other forms inspired by it. We could affirm that for these educators and philosophers it is at least as important to bring children to philosophy as it is to bring philosophical thinking to children and childhood.
{"title":"philosophy and childhood: theory and practice: presentation","authors":"Silvia Demozzi, Luca Zanetti","doi":"10.12957/CHILDPHILO.2020.53101","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.53101","url":null,"abstract":"A concern with children doing philosophy is inseparable from a preoccupation with childhood and asks for a redefinition of childhood itself. T his exploration is at least one fundamental dimension of the group of philosophers and educators who presented their work and experience at the Conference “Philosophy and Childhood: Theory and Practice. A Conference on the Pedagogical and Philosophical Foundations of Philosophical Practices with Children” that took place at Bologna University, from December 3 to 5, 2018. This present dossier was born from the need to foster and deepen the theoretical and practical value of the philosophy for children (P4C) movement, which includes the more classical philosophy for children program and many other forms inspired by it. We could affirm that for these educators and philosophers it is at least as important to bring children to philosophy as it is to bring philosophical thinking to children and childhood.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"19 1","pages":"01-05"},"PeriodicalIF":0.3,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75430014","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}
Este editorial apresenta ideias e discussoes que se limitaram ao II Congresso de Estudos da Infância: politizacao e estesias, em correlacao com o momento atual, iniciado por uma crise de saude, que afetou fortemente a infância. Esperamos que o debate proposto neste dossie inspire e permita boas e outras reflexoes.
{"title":"presentation - childhood, politicization and stasis: children's experiences and places that occupy the current world","authors":"Beatriz Fabiana Olarieta, Conceição Firmina Seixas Silva, Lisandra Ogg Gomes","doi":"10.12957/CHILDPHILO.2020.53037","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.53037","url":null,"abstract":"Este editorial apresenta ideias e discussoes que se limitaram ao II Congresso de Estudos da Infância: politizacao e estesias, em correlacao com o momento atual, iniciado por uma crise de saude, que afetou fortemente a infância. Esperamos que o debate proposto neste dossie inspire e permita boas e outras reflexoes.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"1 1","pages":"01-06"},"PeriodicalIF":0.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83720875","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 : 2020-08-01DOI: 10.12957/CHILDPHILO.2020.48363
P. Oliveira, Denis Domeneghetti Badia
Partindo das elaboracoes de Paul Ricoeur sobre o projeto fenomenologico, o texto pretende situar e problematizar a leitura da suspeita (praticada pelas hermeneuticas explicativas ou redutivas) e a leitura da acolhida (praticada pelas hermeneuticas compreensivas ou instauradoras), entendendo-as como atitudes epistemicas que possibilitam conceber as infâncias e as criancas de modos radicalmente distintos. O caminho aqui escolhido faz uma defesa da leitura da acolhida em contraposicao a leitura da suspeita, pois as hermeneuticas explicativas ou redutivas olhariam as infâncias e as criancas de um ponto de vista exterior, superior, objetivo, objetificando-as com as explicacoes produzidas; enquanto as hermeneuticas compreensivas ou instauradoras se colocam em relacao com as infâncias e as criancas – ha alguem que olha, mas que tambem e olhado -, numa atitude epistemica de compreensao e de acolhida a alteridade. O outro e todo aquele que tambem e um outro de nos. E cada um de nos nao e um bloco monolitico, linear, evolutivo, cronologico. Habitamos o mundo com complexidade, profundidade, intensidade e ambivalencia. Assim, discutiremos as visoes de infâncias e criancas que estas hermeneuticas instauram e apresentaremos algumas contribuicoes advindas de Jorge Larrosa e dos estudos antropologicos, sobretudo no âmbito da antropologia das criancas que, ao elaborarem um inventario das alternativas possiveis de existir no mundo, evidenciam a pluralidade de infâncias, bem como as diferencas nas relacoes estabelecidas entre adultos e criancas em diversos contextos socioculturais.
{"title":"an epistemic attitude: welcome childhood","authors":"P. Oliveira, Denis Domeneghetti Badia","doi":"10.12957/CHILDPHILO.2020.48363","DOIUrl":"https://doi.org/10.12957/CHILDPHILO.2020.48363","url":null,"abstract":"Partindo das elaboracoes de Paul Ricoeur sobre o projeto fenomenologico, o texto pretende situar e problematizar a leitura da suspeita (praticada pelas hermeneuticas explicativas ou redutivas) e a leitura da acolhida (praticada pelas hermeneuticas compreensivas ou instauradoras), entendendo-as como atitudes epistemicas que possibilitam conceber as infâncias e as criancas de modos radicalmente distintos. O caminho aqui escolhido faz uma defesa da leitura da acolhida em contraposicao a leitura da suspeita, pois as hermeneuticas explicativas ou redutivas olhariam as infâncias e as criancas de um ponto de vista exterior, superior, objetivo, objetificando-as com as explicacoes produzidas; enquanto as hermeneuticas compreensivas ou instauradoras se colocam em relacao com as infâncias e as criancas – ha alguem que olha, mas que tambem e olhado -, numa atitude epistemica de compreensao e de acolhida a alteridade. O outro e todo aquele que tambem e um outro de nos. E cada um de nos nao e um bloco monolitico, linear, evolutivo, cronologico. Habitamos o mundo com complexidade, profundidade, intensidade e ambivalencia. Assim, discutiremos as visoes de infâncias e criancas que estas hermeneuticas instauram e apresentaremos algumas contribuicoes advindas de Jorge Larrosa e dos estudos antropologicos, sobretudo no âmbito da antropologia das criancas que, ao elaborarem um inventario das alternativas possiveis de existir no mundo, evidenciam a pluralidade de infâncias, bem como as diferencas nas relacoes estabelecidas entre adultos e criancas em diversos contextos socioculturais.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"284 1","pages":"01-12"},"PeriodicalIF":0.3,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77339033","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 : 2020-07-21DOI: 10.12957/childphilo.2020.48342
Juan pablo Alvarez coronado
In Nietzschean thought there is a permanent tension between culture and life; both move, many times, in contradictory directions. According to Nietzsche, culture always wins, because it has the Apollonian dimension on its part, that is, that defined, clear, refined way in which it is expressed, understands and transmits what is narrated. The beautiful form is just a way of appearing from the deeply transcendental; it is the tip of a gigantic iceberg called life. Nietzsche is a vitalist thinker, committed to human expression, consisting of wanting, for love of oneself, the same thing that life wants, that is, directing its actions toward the suspension of judgments about the most convenient, most appropriate, politically correct, forms of cutural life. Childhood has an abundance of life pushing to get out--it is the Dionysian latency that does not want to succumb to the Apollonian commitment; it is life without a name, the force that devastates the encystment of form. It is life and childhood in tension, a childhood we think we know and at the same time a childhood that will never match those names we give it. Frequently the impulse for capture and closure mobilizes our adult interest, we approach childhood by naming and assigning roles, we are shaping the account we give of it. The impulse is converted into a pulse, a cadence, a recording, a ticking; Cronos appears, being acquires a permanent form, becoming gradually fades away.
{"title":"infancia, impulso y devenir creativo. aproximaciones nietzscheanas","authors":"Juan pablo Alvarez coronado","doi":"10.12957/childphilo.2020.48342","DOIUrl":"https://doi.org/10.12957/childphilo.2020.48342","url":null,"abstract":"In Nietzschean thought there is a permanent tension between culture and life; both move, many times, in contradictory directions. According to Nietzsche, culture always wins, because it has the Apollonian dimension on its part, that is, that defined, clear, refined way in which it is expressed, understands and transmits what is narrated. The beautiful form is just a way of appearing from the deeply transcendental; it is the tip of a gigantic iceberg called life. Nietzsche is a vitalist thinker, committed to human expression, consisting of wanting, for love of oneself, the same thing that life wants, that is, directing its actions toward the suspension of judgments about the most convenient, most appropriate, politically correct, forms of cutural life. Childhood has an abundance of life pushing to get out--it is the Dionysian latency that does not want to succumb to the Apollonian commitment; it is life without a name, the force that devastates the encystment of form. It is life and childhood in tension, a childhood we think we know and at the same time a childhood that will never match those names we give it. Frequently the impulse for capture and closure mobilizes our adult interest, we approach childhood by naming and assigning roles, we are shaping the account we give of it. The impulse is converted into a pulse, a cadence, a recording, a ticking; Cronos appears, being acquires a permanent form, becoming gradually fades away.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73100616","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 : 2020-07-21DOI: 10.12957/childphilo.2020.51240
Vania Alarcon castillo
In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of “second generation” (counter)proposals –as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)–, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC’s critique of the P4C programme is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy to the school space. Particularly, PwC’s proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, since philosophical experience with children is particularly questioning, defying, and, therefore, it has the possibility of bringing about important transformations, both at a personal-individual level, as well as a collective one.
{"title":"filosofía y niños: ¿para o con?","authors":"Vania Alarcon castillo","doi":"10.12957/childphilo.2020.51240","DOIUrl":"https://doi.org/10.12957/childphilo.2020.51240","url":null,"abstract":"In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of “second generation” (counter)proposals –as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)–, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC’s critique of the P4C programme is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy to the school space. Particularly, PwC’s proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, since philosophical experience with children is particularly questioning, defying, and, therefore, it has the possibility of bringing about important transformations, both at a personal-individual level, as well as a collective one.","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"26 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78718377","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 : 2020-07-21DOI: 10.12957/childphilo.2020.37827
Steve Williams
En este articulo describo mi perspectiva de un dialogo intelectual que tuvieron dos expertos de Filosofia Para Ninos, Karin Murris y Darren Chetty. La parte del discurso de ellos en la cual me voy a concentrar en este articulo se basa en su discusion del libro Tusk Tusk , de David McKee. Las opiniones que expresan me hacen especular sobre la relacion que existe entre el estimulo que uno elige para empezar los dialogos filosoficos y temas de importancia relacionados al mundo en que vivimos. Chetty aprecia que existe valor en usar libros de ninos ilustrados para empezar el dialogo filosofico pero al mismo tiempo explica que los maestros usan fabulas y historias magicas en forma excesiva y les recomienda que busquen otras alternativas cuando uno quiere explorar temas sociales e historicos. Murris, en contraste, es consciente que los libros que ella prefiere usar, aunque no den la oportunidad de considerar perspectivas basadas en la historia del mundo, sirven para promover al maximo los dialogos rizomaticos, espontaneos y sin jerarquia. En este articulo analizo lo que para mi son las opiniones principales de Murris y Chetty. Este analisis me deja ofrecer en este articulo varias ideas practicas que se pueden considerar al elegir un texto como estimulo del dialogo filosofico y tambien de como este texto se debe leer con los alumnos. Tambien propongo y contesto la pregunta: ?En sesiones de dialogos filosoficos es importante o no que los adultos pongan al frente de la discusion temas que ellos mismos consideran importantes para discutir?
{"title":"philosophical dialogue with children about complex social issues: a debate about texts and practices","authors":"Steve Williams","doi":"10.12957/childphilo.2020.37827","DOIUrl":"https://doi.org/10.12957/childphilo.2020.37827","url":null,"abstract":"En este articulo describo mi perspectiva de un dialogo intelectual que tuvieron dos expertos de Filosofia Para Ninos, Karin Murris y Darren Chetty. La parte del discurso de ellos en la cual me voy a concentrar en este articulo se basa en su discusion del libro Tusk Tusk , de David McKee. Las opiniones que expresan me hacen especular sobre la relacion que existe entre el estimulo que uno elige para empezar los dialogos filosoficos y temas de importancia relacionados al mundo en que vivimos. Chetty aprecia que existe valor en usar libros de ninos ilustrados para empezar el dialogo filosofico pero al mismo tiempo explica que los maestros usan fabulas y historias magicas en forma excesiva y les recomienda que busquen otras alternativas cuando uno quiere explorar temas sociales e historicos. Murris, en contraste, es consciente que los libros que ella prefiere usar, aunque no den la oportunidad de considerar perspectivas basadas en la historia del mundo, sirven para promover al maximo los dialogos rizomaticos, espontaneos y sin jerarquia. En este articulo analizo lo que para mi son las opiniones principales de Murris y Chetty. Este analisis me deja ofrecer en este articulo varias ideas practicas que se pueden considerar al elegir un texto como estimulo del dialogo filosofico y tambien de como este texto se debe leer con los alumnos. Tambien propongo y contesto la pregunta: ?En sesiones de dialogos filosoficos es importante o no que los adultos pongan al frente de la discusion temas que ellos mismos consideran importantes para discutir?","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"101 1","pages":"01-28"},"PeriodicalIF":0.3,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76872688","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：