<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052025000100308</article-id>
<article-id pub-id-type="doi">10.12957/teias.2025.82133</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FILOSOFIA PARA CRIANÇAS OU FILOSOFIA COM CRIANÇAS? proposições de Mattew Lipman e Walter Kohan]]></article-title>
<article-title xml:lang="en"><![CDATA[PHILOSOPHY FOR CHILDREN OR PHILOSOPHY WITH CHILDREN? propositions by Matthew Lipman and Walter Kohan]]></article-title>
<article-title xml:lang="es"><![CDATA[FILOSOFÍA PARA NIÑOS O FILOSOFÍA CON NIÑOS? proposiciones de Matthew Lipman y Walter Kohan]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Alexsandro da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>80</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052025000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052025000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052025000100308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo apresentar as contribuições do pensamento de Matthew Lipman e Walter Kohan para a compreensão da relação entre educação, filosofia, infância e criança. A pesquisa adota uma abordagem teórico-bibliográfica, com método qualitativo e analítico-hermenêutico. As questões norteadoras do estudo são: Quais os principais pontos de convergência e divergência entre as propostas de Lipman e Kohan no que diz respeito à filosofia para/com crianças, considerando tanto a teoria quanto a prática educacional? De que forma as críticas de Walter Kohan à proposta de Matthew Lipman contribuem para uma compreensão mais ampla sobre os desafios e possibilidades da filosofia voltada para as crianças na educação contemporânea? Tendo em vista estas questões, a estrutura do texto divide-se em três partes: a primeira contextualiza os dilemas e avanços da expressão filosofia para/com crianças, seguida pela apresentação do percurso e influências teóricas de Lipman em seu projeto de filosofia para crianças e, por fim, a exposição do pensamento de Kohan e suas contribuições para a filosofia com crianças. Nas considerações finais, retoma-se a problemática realizada e aponta os desafios tanto em Lipman ao desenvolver uma proposta estruturada e padronizada, quanto em Kohan ao defender uma composição mais flexível, adaptável a diferentes contextos. Assim, essas abordagens oferecem distintos caminhos para fomentar o pensamento crítico e reflexivo na infância, ressaltando a diversidade de enfoques e seus efeitos na prática educacional contemporânea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to present the contributions of the thoughts of Matthew Lipman and Walter Kohan to the understanding of the relationship between education, philosophy, childhood, and children. The research adopts a theoretical-bibliographical approach, with a qualitative and analytical-hermeneutic method. The guiding questions of the study are: What are the main points of convergence and divergence between the proposals of Lipman and Kohan regarding philosophy for/with children, considering both theory and educational practice? How do Walter Kohan's criticisms of Matthew Lipman's proposal contribute to a broader understanding of the challenges and possibilities of philosophy focused on children in contemporary education? Considering these questions, the structure of the text is divided into three parts: the first contextualizes the dilemmas and advancements of the expression philosophy for/with children, followed by the presentation of Lipman's theoretical influences and trajectory in his philosophy for children project, and finally, the exposition of Kohan's thoughts and his contributions to philosophy with children. In the final considerations, the issues addressed are revisited, highlighting the challenges faced by both Lipman in developing a structured and standardized proposal, and Kohan in advocating for a more flexible composition adaptable to different contexts. Thus, these approaches offer different paths to foster critical and reflective thinking in childhood, emphasizing the diversity of perspectives and their effects on contemporary educational practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo presentar las contribuciones del pensamiento de Matthew Lipman y Walter Kohan para comprender la relación entre educación, filosofía, infancia y niñez. La investigación adopta un enfoque teórico-bibliográfico, con un método cualitativo y analítico-hermenéutico. Las preguntas orientadoras del estudio son: ¿Cuáles son los principales puntos de convergencia y divergencia entre las propuestas de Lipman y Kohan con respecto a la filosofía para/con niños, considerando tanto la teoría como la práctica educativa? ¿De qué manera las críticas de Walter Kohan a la propuesta de Matthew Lipman contribuyen a una comprensión más amplia de los desafíos y posibilidades de la filosofía dirigida a los niños en la educación contemporánea? Considerando estas preguntas, la estructura del texto se divide en tres partes: la primera contextualiza los dilemas y avances de la expresión filosofía para/con niños, seguida por la presentación de la trayectoria e influencias teóricas de Lipman en su proyecto de filosofía para niños, y finalmente, la exposición del pensamiento de Kohan y sus contribuciones a la filosofía con niños. En las consideraciones finales, se retoman los problemas abordados, destacando los desafíos enfrentados tanto por Lipman al desarrollar una propuesta estructurada y estandarizada, como por Kohan al abogar por una composición más flexible adaptable a diferentes contextos. Así, estos enfoques ofrecen diferentes caminos para fomentar el pensamiento crítico y reflexivo en la infancia, enfatizando la diversidad de perspectivas y sus efectos en la práctica educativa contemporánea.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy teaching]]></kwd>
<kwd lng="en"><![CDATA[child]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[Matthew Lipman]]></kwd>
<kwd lng="en"><![CDATA[Walter Kohan]]></kwd>
<kwd lng="pt"><![CDATA[ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[criança]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[Mattew Lipman]]></kwd>
<kwd lng="pt"><![CDATA[Walter Kohan]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de filosofía]]></kwd>
<kwd lng="es"><![CDATA[niño]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[Matthew Lipman]]></kwd>
<kwd lng="es"><![CDATA[Walter Kohan]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
