<?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>S1984-59872021000100002</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.54161</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[I am keeping my cultural hat on: exploring a &#8216;culture-enabling&#8217; philosophy for/with children practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Me dejaré el sombrero cultural puesto: exploración de una práctica &#8220;culturalmente habilitadora&#8221; de la filosofía para/con niños]]></article-title>
<article-title xml:lang="pt"><![CDATA[Mantenho meu chapéu cultural: explorando uma filosofia "habilitadora da cultura" para / com a prática infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elicor]]></surname>
<given-names><![CDATA[Peter Paul]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ateneo de Davao University  ]]></institution>
<addr-line><![CDATA[Davao City ]]></addr-line>
<country>Philippines</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, I offer a preliminary sketch of aculture-enablingPhilosophy for/with Children practice. It is an approach to engaging philosophically with children that aims to encourage the exercise of critical reflection at the level of their respective cultures. This kind of P4wC practice hopes to address the challenges in facilitating philosophical dialogues with culturally/ethnically-diverse groups, especially when prejudice and negative stereotypes towards cultural/ethnic minorities are prevalent. Its focus is on helping children become cognizant of their cultural situatedness and its impact on their thinking and attitude towards dialogue. Underlying this practice is the assumption that Philosophy is fundamentally a worldview and a method that is embedded in the culture where it is created, validated, and used. Such a manner of doing philosophy recognizes that children are active bearers of culture and are entitled to educational opportunities, like P4wC, that can empower them to thinkforthemselves andwithothers while staying grounded in their cultural backgrounds. Thus, the community of inquiry functions as a caring space where intercultural understanding and critical affirmation of cultures are fostered and sustained. In connection, I suggest that a culture-enabling P4wC teacher should have three desired traits: a) openness to various cultural resources and frames, b) a sense of critical positionality, and c) partiality to the culturally marginalized.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen En este artículo, ofrezco un boceto preliminar de una práctica de la Filosofía para/con Niños culturalmente habilitadora. Es un enfoque sobre las relaciones filosóficas con niños que apunta a alentar el ejercicio de la reflexión crítica a nivel de sus respectivas culturas. Este tipo de práctica de Fp/cN espera abordar los desafíos que forman parte de facilitar diálogos filosóficos en grupos cultural o étnicamente diversos, especialmente cuando prevalecen los prejuicios y los estereotipos negativos sobre las minorías culturales o étnicas. Su foco central es ayudar a los niños a tomar conciencia de su estar situados culturalmente y del correspondiente impacto que ello tiene sobre su pensamiento y su actitud hacia el diálogo. Subyace a esta práctica el supuesto de que la Filosofía es fundamentalmente una cosmovisión y un método emplazado en la cultura en la cual es creado, validado y usado. Esta manera de hacer filosofía reconoce que los niños son portadores activos de cultura y tienen derecho a oportunidades educativas, como Fp/cN, que les habiliten la posibilidad de pensar por sí mismos y con otros al mismo tiempo que se mantienen enraizados en su trasfondo cultural. Por lo tanto, la Comunidad de Indagación funciona como un espacio de cuidado donde el entendimiento intercultural y la afirmación crítica de las culturas son fomentados y sostenidos. En relación a esto, sugiero que un profesor de Fp/cN culturalmente habilitador debería tener tres rasgos deseados: a) apertura a variados recursos y marcos culturales, b) un sentido de posicionamiento crítico, y c) parcialidad a favor de los marginados culturalmente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Neste artigo, apresento um esboço preliminar de uma prática de Filosofia para/com crianças que culturalmente habilitadora. É um enfoque sobre as relações filosóficas com crianças que visa encorajar o exercício da reflexão crítica no nível de suas respectivas culturas. Este tipo de prática de FpcC espera abordar os que formam parte de facilitar diálogos filosóficos em grupos culturalmente ou etnicamente diversos, especialmente quando prevalecem os prejuízos e os estereótipos negativos em relação às minorias culturais ou étnicas. Seu foco central é ajudar as crianças a tomar consciência de sua situação cultural e o correspondente impacto que isso tem em seu pensamento e atitude em relação ao diálogo. Subjacente a esta prática está o pressuposto de que a Filosofia é fundamentalmente uma visão de mundo e um método que está incorporado na cultura onde é criada, validada e usada. Tal maneira de fazer filosofia reconhece que as crianças são portadoras ativas de cultura e têm direito a oportunidades educativas, como o FpcC, que pode capacitá-las a pensar por si mesmas e com os outros enquanto permanecem enraizadas em suas origens culturais. Assim, a Comunidade de Investigação funciona como um espaço de cuidado onde a compreensão intercultural e a afirmação crítica das culturas são fomentadas e sustentadas. Em relação a isso, sugiro que um professor FpcC capacitador de cultura deve ter três características desejadas: a) abertura a vários recursos e perspectivas culturais, b) um senso de posição crítica e c) parcialidade para os marginalizados culturalmente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy for/with children]]></kwd>
<kwd lng="en"><![CDATA[culture]]></kwd>
<kwd lng="en"><![CDATA[marginalization]]></kwd>
<kwd lng="en"><![CDATA[culture-enabling practice]]></kwd>
<kwd lng="es"><![CDATA[filosofía para/con niños]]></kwd>
<kwd lng="es"><![CDATA[cultura]]></kwd>
<kwd lng="es"><![CDATA[marginalización]]></kwd>
<kwd lng="es"><![CDATA[práctica culturalmente habilitadora.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para/com crianças]]></kwd>
<kwd lng="pt"><![CDATA[cultura]]></kwd>
<kwd lng="pt"><![CDATA[marginalização]]></kwd>
<kwd lng="pt"><![CDATA[prática capacitadora de cultura.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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