<?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>S1984-59872020000100205</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.51240</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Filosofía y niños: ¿para o con?]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy and children: for or with?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Filosofia e crianças: para ou com?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Vania Alarcón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Perú Colegio Jean le Boulch ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El presente artículo traza una comparación entre dos propuestas para introducir y ejercer la filosofía en espacios escolares que incluyan la participación de niños y niñas, estas son Filosofía para Niños (FpN), programa diseñado principalmente por Matthew Lipman y Ann Sharp, y Filosofía con Niños (FcN), la cual, de hecho, engloba un conjunto de (contra)propuestas de &#8220;segunda generación&#8221; -como las describen Vansieleghem y Kennedy (2011), en base a Reed y Johnson (1999)-, entre las que destacan las de Walter Kohan y Karin Murris, por mencionar algunas. El texto parte de algunos de los puntos de encuentro entre ambas para luego compararlas en cada una de sus dimensiones. Primero, se trata la propuesta de FpN. Segundo, la de FcN. Los puntos a discutir son sus ideas sobre la educación, la escuela y la educación filosófica, sus conceptos de infancia, el papel otorgado a los docentes y el vínculo establecido entre educación y política. Tercero, se detalla la crítica de FcN a FpN en relación con estos temas. Finalmente, el texto concluye con algunas ideas sobre la problemática de la introducción de la filosofía al espacio escolar. Particularmente, se apoya la propuesta de FcN, fundamentalmente, debido a su coherente reconocimiento de la autonomía de los docentes y el elemento político de la educación, ya que la experiencia filosófica con niños es esencialmente cuestionadora, desafiante, y, por lo tanto, tiene la posibilidad de gestar transformaciones importantes, a nivel individual-personal y también colectivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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 &#8220;second generation&#8221; (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&#8217;s critique of the P4C program is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy in the school space. Particularly, PwC&#8217;s proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, and since philosophical experience with children is characterized in particular by questioning and critiquing, and, therefore offers the possibility of bringing about important transformations, at both the personal-individual and the collective levels.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Neste artigo, são comparadas duas diferentes propostas filosóficas para introduzir e manter a filosofia em espaços escolares que incluem a participação de crianças. São elas: Filosofia para Crianças (FpC), desenvolvida principalmente por Matthew Lipman e Ann Sharp, e Filosofia com Crianças (FcC), que é na verdade um conjunto de (contra)propostas de uma &#8220;segunda geração&#8221; - como descrevem Vansieleghem e Kennedy (2011), baseados em Reed e Johnson (1999) -, entre as quais, aquelas criadas por Walter Kohan e Karin Murris, para mencionar algumas. O texto parte de alguns pontos de encontro entre as duas propostas, antes de compará-las em cada uma de suas dimensões. Primeiro, trata da proposta de FpC. Depois, da FcC. Os pontos de discussão são suas ideias sobre a educação, a escola e a educação filosófica, seus conceitos de infância, o papel outorgado aos professores e professoras e o vínculo estabelecido por cada uma dessas propostas entre educação e política. Então, detalha a crítica da FcC à FpC concernente a estes temas. Finalmente, o texto conclui com algumas ideias sobre a problemática da introdução da filosofia no espaço escolar. Particularmente, se apoia a proposta de FcC, fundamentalmente, devido a seu coerente reconhecimento da autonomia dos professores e o elemento político da educação, já que a experiência filosófica com crianças é essencialmente questionadora, desafiante e, por isso, tem a possibilidade de gerar transformações importantes, num nível individual-pessoal e também no nível coletivo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[filosofía]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[fpn]]></kwd>
<kwd lng="es"><![CDATA[fcn.]]></kwd>
<kwd lng="en"><![CDATA[philosophy]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[p4c]]></kwd>
<kwd lng="en"><![CDATA[pwc.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[fpc]]></kwd>
<kwd lng="pt"><![CDATA[fcc.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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