<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872013000100171</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26171</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tiempos y espacios en las nuevas subjetividades escolares]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tempos e espaços nas novas subjetividades escolares]]></article-title>
<article-title xml:lang="en"><![CDATA[The effects of times and spaces on new scholar subjectivities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hecker]]></surname>
<given-names><![CDATA[Arianne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Formación Docente Continua de El Bolsón  ]]></institution>
<addr-line><![CDATA[ Río Negro]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>171</fpage>
<lpage>213</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000100171&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000100171&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En la ciudad de El Bols&#243;n, provincia de R&#237;o Negro, Argentina, venimos realizando experiencias de filosofar con ni&#241;as, ni&#241;os y adolescentes desde el a&#241;o 2007. Durante el transcurso de 2011 y 2012, estuvimos trabajando de manera desigual en tres niveles del sistema educativo: inicial, primario y secundario. Considerando que deb&#237;amos cerrar una etapa, nos dedicamos a sostener reuniones ampliadas, con la participaci&#243;n de las docentes que implementaron la experiencia en sus aulas. Estos encuentros resultaron muy significativos, ya que pod&#237;amos comparar y evaluar nuestras acciones de manera personal, d&#225;ndole el rigor y la profundidad que merece nuestra tarea. Tambi&#233;n pudimos elaborar y discutir una lista de criterios para el an&#225;lisis de la experiencia. Fijamos estos criterios generales: 1. &#191;Qu&#233; es lo que quiere saber el adulto y qu&#233; desencadena la pregunta en el &#225;mbito interior del ni&#241;o? 2. &#191;Qu&#233; aprendemos sobre la evoluci&#243;n del pensamiento del ni&#241;o, cuando es confrontado a los grandes problemas de la vida, cuando se le propone dar su punto de vista? &#191;Qu&#233; diferencias hay de una edad a otra, de un ciclo a otro? Se trata de un acercamiento psicogen&#233;tico, de un estudio sobre las representaciones de los ni&#241;os y su evoluci&#243;n. 3. &#191;Cu&#225;les son los cambios que se operan en ellos, en su interior, al nivel de sus propias vivencias? Se trata del descubrimiento que hacen sobre s&#237; mismos en el curso de los talleres de filo, lo que corresponde a la pregunta fundamental en el coraz&#243;n de este trabajo: &#191;para qu&#233; sirven los talleres de filo? &#191;Para qu&#233; aspecto del desarrollo de los ni&#241;os sirven, para la imagen que se hacen ellos mismos de sus competencias y para la idea que se forma de la cultura? Luego, elaboramos criterios para cada uno de los niveles educativos. En este trabajo, exponemos los resultados de estos an&#225;lisis. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Na cidade de El Bols&#243;n, na prov&#237;ncia do Rio Negro, Argentina, v&#237;nhamos realizando experi&#234;ncias de filosofar com crian&#231;as e adolescentes desde o ano de 2007. Durante o transcurso de 2011 e 2012, estivemos trabalhando de maneira desigual em tr&#234;s n&#237;veis do sistema educativo: inicial, prim&#225;rio e secund&#225;rio. Considerando que dev&#237;amos encerrar uma etapa, nos dedicamos a organizar reuni&#245;es ampliadas, com a participa&#231;&#227;o das docentes que implementaram a experi&#234;ncia em suas aulas. Estes encontros se mostraram muito significativos, j&#225; que pod&#237;amos comparar e avaliar nossas a&#231;&#245;es de maneira pessoal, dando a elas o rigor e a profundidade que merece nossa tarefa. Tamb&#233;m pudemos elaborar e discutir uma lista de crit&#233;rios para a an&#225;lise da experi&#234;ncia. Fixamos esses crit&#233;rios gerais: 1. O que quer saber o adulto e que desencadeia a pergunta no &#226;mbito interior da crian&#231;a? 2. O que aprendemos sobre a evolu&#231;&#227;o do pensamento da crian&#231;a, quando &#233; confrontado com os grandes problemas da vida, quando se prop&#245;es a elas que deem seu ponto de vista? Que diferen&#231;as existem de uma idade para a outra, de um ciclo para o outro? Trata-se de uma aproxima&#231;&#227;o psicogen&#233;tica, de um estudo sobre as representa&#231;&#245;es das crian&#231;as e sua evolu&#231;&#227;o. 3. Quais s&#227;o as mudan&#231;as que operam nelas, no seu interior, no n&#237;vel de suas pr&#243;prias viv&#234;ncias? Trata-se do descobrimento que operam sobre si mesmas ao curso das oficinas de filosofia, o que corresponde &#224; pergunta fundamental no cora&#231;&#227;o deste trabalho: para que servem as oficinas de filosofia? Para que aspecto do desenvolvimento da crian&#231;a servem, para a imagem que elas se fazem de suas compet&#234;ncias e para a ideia que se fazem da cultura? Logo, elaboramos crit&#233;rios para cada um dos n&#237;veis educativos. Neste trabalho, expomos os resultados destas an&#225;lises. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The author and her colleagues have been conducting philosophical experiences with children and teenagers in the city of El Bolson, R&#237;o Negro, Argentina, since 2007. During 2011 and 2012, we worked on different levels--with kindergarten students, in primary and secondary schools and in colleges-and also held regular meetings with all the teachers involved in the experience. A rigorous, in-depth analysis of these meetings allowed us to establish a common list of criteria, so as to arrive at a systematic way of evaluating the quality of our own work with children. The general criteria were: 1) What does the facilitating adult want to know, and how are her questions related to the child's? 2) What can we learn about the evolution of the child's thinking when he is faced with the "big questions" about human life and gives us his point of view? How do these responses differ according to age? These criteria allow us to study children's representations and their evolution over time. 3) What internal changes do children experience as a result of the experience of doing philosophy? This question relates directly to the discoveries children make about themselves during the philosophy workshops, and it evokes the fundamental question at the heart of our research: what is the use of these workshops? What aspects of child development do they serve, how do they influence the images that children are able to make of their own capacities and of their own culture? The specific criteria designed for each grade level and some of the results of our analysis are also discussed in this paper. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Filosofar]]></kwd>
<kwd lng="es"><![CDATA[Infancias]]></kwd>
<kwd lng="es"><![CDATA[Adolescencias]]></kwd>
<kwd lng="es"><![CDATA[Educación.]]></kwd>
<kwd lng="pt"><![CDATA[Filosofar]]></kwd>
<kwd lng="pt"><![CDATA[Infâncias]]></kwd>
<kwd lng="pt"><![CDATA[Adolescências]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Philosophize]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Adolescence]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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