<?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>S1984-59872021000100007</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.54415</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[sobre partos y nacimientos: derivas ético-políticas de la figura del &#8220;maestro-partero&#8221; en filosofía con/para niñxs]]></article-title>
<article-title xml:lang="pt"><![CDATA[sobre nascimentos e partos: derivas ético-política da figura do &#8220;proffesor-parteiro" na filosofia com/ para crianças.]]></article-title>
<article-title xml:lang="en"><![CDATA[on childbirths and births: ethical-political derivations of the figure of the "teacher-midwife" in philosophy with/for children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[macías]]></surname>
<given-names><![CDATA[julián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidad de buenos aires  ]]></institution>
<addr-line><![CDATA[buenos aires ]]></addr-line>
<country>argentina</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=S1984-59872021000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen En este trabajo pretende hacer una revisión de las consecuencias ético-políticas de la metáfora de &#8220;maestro-partero&#8221; adjudicada a Sócrates en Teeteto y revalorizada por diferentes estudiosos para describir la función y el rol docente en Filosofía con/para niños. Para ello, el trabajo es dividido en tres secciones: en (1) se realiza un abordaje de la figura socrática en el diálogo Menón y se retoma la crítica de Jacques Rancière en El maestro ignorante y de la cual se hace eco Walter Kohan en el campo específico de Filosofía con/para niños. A continuación, (2) se recorren diferentes descripciones del rol docente en Filosofía con/para niños haciendo hincapié en los elementos que son revalorizados de la figura socrática. Para Matthew Lipman una de las claves para convertir las aulas en comunidades de investigación filosófica, era modificar sustancialmente el rol docente. En virtud de esto, y de que en sentido estricto lx docentx no debería enseñar en sentido tradicional, se han buscado diferentes metáforas para describir su rol. Hecho esto, en la sección (3), y sobre la hipótesis de que la descripción del docente como &#8220;guía&#8221; es asimilable a muchos rasgo que caracterizan a Sócrates, analizo en profundidad la metáfora del &#8220;maestro-partero&#8221; estableciendo los nexos con los desarollado en (1) y (2). Resulta interesante reflexionar en torno a las consecuencias ético-políticas al equiparar a quien enseña con un &#8220;maestro-partero&#8221;, sobre todo si se tiene en cuenta la descripción completa que realiza Platón en Teeteto y los rasgos que son tomados explícitamente en el corpus de Filosofía con/para niños. Finalmente, se sugiere una imagen diferente para describir el rol docente tomando como clave el concepto de natalidad de Hannah Arendt. De acuerdo al análisis realizado en el presente trabajo, espero poder mostrar la radical diferencia que implica tomar al nacimiento desde la perspectiva socrático-platónica respecto a la de Arendt.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Neste trabalho, se pretende rever as conseqüências ético-políticas da metáfora de "professor-parteiro" atribuída a Sócrates em Teeteto e revalorizada por diferentes estudiosos para descrever a função e o papel dos professores na Filosofia com/para crianças. Para este fim, o trabalho é dividido em três seções: em (1), é feita uma abordagem da figura socrática no diálogo Menón e as críticas de Jacques Rancière em O Maestro Ignorante são retomadas, ecoadas por Walter Kohan no campo específico da Filosofia com/para crianças. Em seguida, (2) são revisadas diferentes descrições do papel do professor na Filosofia com/para crianças, enfatizando os elementos que são reavaliados da figura socrática. Para Matthew Lipman, uma das chaves para transformar as salas de aula em comunidades de pesquisa filosófica era modificar substancialmente o papel dos professores. Por causa disso, e porque a o professor não deve ensinar no sentido tradicional, diferentes metáforas têm sido buscadas para descrever seu papel. Tendo feito isto, na seção (3), e na hipótese de que a descrição do professor como "guia" é assimilável a muitos dos traços que caracterizam Sócrates, analiso em profundidade a metáfora do "professor-parteiro", estabelecendo as ligações com aqueles desenvolvidos em (1) e (2). É interessante refletir sobre as conseqüências ético-políticas de equiparar um professor a um "professor-parteiro", especialmente se levarmos em conta a descrição completa de Platão em Teeteto e as características que são explicitamente retomadas no corpus de Filosofia com/para crianças. Finalmente, uma imagem diferente é sugerida para descrever a função docente tomando como chave o conceito de nascimento de Hannah Arendt. De acordo com a análise feita no presente trabalho, espero mostrar a diferença radical implícita ao nascer da perspectiva socrático-platônica com respeito à Arendt.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract In this paper, I endeavor to evaluate the ethical-political consequences of the metaphor of "teacher-midwife" awarded to Plato&#8217;s Socrates in Theaetetus and its use by different scholars to describe the role of teacher in a Philosophy with/for children (Pf/wC) context. The paper is divided into three sections: first (1) an approach is made to the figure of Socrates in Meno, to the critique of his method as expressed by Jacques Rancière in The Ignorant Schoolmaster, and to the echoing of that critique by Walter Kohan in his evaluation of the pedagogy of Pf/wC. Next, (2) different descriptions of the teacher&#8217;s role in Pf/wC are reviewed, emphasizing the elements that emphasize the Socratic figure. For Matthew Lipman, one of the keys to turning classrooms into communities of philosophical inquiry was to substantially modify the teaching role. Because, on Lipman&#8217;s account, the teacher should not teach in the traditional sense, different metaphors have been sought to describe her role. In section (3), I argue that a description of the teacher as "guide" can be applied to many features that characterize Socrates. I analyze in depth the metaphor of the "teacher-midwife" establishing the links with those developed in (1) and (2). Emphasis is placed on the ethical-political consequences of equating the teacher with a "teacher-midwife", especially if we take into account Plato's complete description of pedagogical maiusis in Theaetetus, and the centrality of the metaphor in Pf/wC pedagogical practice. Finally, I consider the very different image of the &#8220;birth&#8221; metaphor that is suggested by Hannah Arendt&#8217;s concept of &#8220;natality,&#8221; and explore its implications for a pedagogical alternative to the Socratic.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[natalidad]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[parto]]></kwd>
<kwd lng="es"><![CDATA[arendt]]></kwd>
<kwd lng="es"><![CDATA[sócrates.]]></kwd>
<kwd lng="pt"><![CDATA[natalidade]]></kwd>
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<kwd lng="pt"><![CDATA[parto]]></kwd>
<kwd lng="pt"><![CDATA[arendt]]></kwd>
<kwd lng="pt"><![CDATA[sócrates.]]></kwd>
<kwd lng="en"><![CDATA[natility]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[childbirth]]></kwd>
<kwd lng="en"><![CDATA[arendt]]></kwd>
<kwd lng="en"><![CDATA[socrates]]></kwd>
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</article-meta>
</front><back>
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</nlm-citation>
</ref>
</ref-list>
</back>
</article>
