<?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>S1984-59872022000100013</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2022.66527</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[pedagogical immediacy, listening, and silent meaning: essayistic exercises in philosophy and literature for early childhood educators]]></article-title>
<article-title xml:lang="pt"><![CDATA[imediatez pedagógica, escuta e significado silencioso: ensaio de exercícios em filosofia e literatura para educadores da primeira infância]]></article-title>
<article-title xml:lang="es"><![CDATA[inmediatez pedagógica, escucha y sentido silencioso: ejercicios ensayísticos de filosofía y literatura para educadores de la primera infancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Johansson]]></surname>
<given-names><![CDATA[viktor magne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,södertörn university  ]]></institution>
<addr-line><![CDATA[stockholm ]]></addr-line>
<country>Sweden</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872022000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872022000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872022000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children&#8217;s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children&#8217;s philosophical explorations. What is the role of the adult in children&#8217;s philosophical questioning? How can we respond to children&#8217;s philosophizing? What does it mean to do so? The essay explores philosophical exercises for early childhood educators in a range of examples from literature - memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children&#8217;s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este ensaio se concentra no filosofar que acontece fora e além das discussões filosóficas planejadas, filosofar que ganha vida na prática, que se intensifica nos encontros das crianças com o mundo, com os outros, com a linguagem, em jogo. Ele contempla como adultos, educadores e pais encontram as crianças e são afetados pelas explorações filosóficas das crianças. Qual é o papel do adulto no questionamento filosófico das crianças? Como podemos responder ao questionamento filosófico das crianças? O que significa fazer isso? O ensaio explora exercícios filosóficos para educadores da primeira infância em uma série de exemplos da literatura - memórias, autobiografias, ficção e obras que brincam entre elas. Ao pensar através desses exemplos literários, ele investiga na forma como os educadores podem se preparar para encontros filosóficos com crianças através de exercícios de leitura e pensamento. Ao fazer isso, o ensaio experimenta uma forma de escrita que por si só se torna um exercício filosófico. Através dos exemplos e exercícios, o ensaio sugere como os educadores da primeira infância podem se preparar para uma imediatez pedagógica que envolve a escuta do questionamento filosófico e existencial nas brincadeiras, birras e silêncios das crianças. As investigações e leituras dos exemplos não pretendem levar a conclusões que possam ser aplicadas diretamente nas práticas pedagógicas; nem funcionam como argumentos para ouvir ou escutar de uma forma particular as crianças. O que obtemos, e o que estou procurando, é antes a experiência de trabalhar e pensar através destes exemplos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este ensayo se concentra en el filosofar que ocurre fuera y más allá de las discusiones filosóficas planificadas, el filosofar que cobra vida en la práctica, que se intensifica en los encuentros de las/os niñas/os con el mundo, con los demás, con el lenguaje, en el juego. Contempla cómo adultos, educadores y madres/padres se encuentran con niñas/os y se ven afectados por sus exploraciones filosóficas. ¿Cuál es el papel del adulto en el cuestionamiento filosófico de niñas/os? ¿Cómo podemos responder al filosofar de niñas/os? ¿Qué significa hacerlo? El ensayo explora ejercicios filosóficos para educadores de la primera infancia en una serie de ejemplos de la literatura: memorias, autobiografías, ficción y obras que se encuentran entre ellas. Al reflexionar sobre estos ejemplos literarios, se investiga cómo educadores pueden prepararse para encuentros filosóficos con niñas/os mediante ejercicios de lectura y pensamiento. Al hacerlo, el ensayo experimenta con una forma de escritura que se convierte en un ejercicio filosófico. A través de los ejemplos y ejercicios, el ensayo sugiere cómo educadores de la primera infancia pueden formarse para una inmediatez pedagógica que implique escuchar el cuestionamiento filosófico y existencial en el juego, las rabietas y los silencios de niñas/os. Las investigaciones y lecturas de los ejemplos no pretenden llevar a conclusiones que puedan aplicarse directamente en las prácticas pedagógicas; tampoco funcionan como argumentos para escuchar o atender de una manera determinada a niñas/os. Lo que obtenemos, y lo que busco, es más bien la experiencia de trabajar y pensar a través de estos ejemplos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy of childhood]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[literature]]></kwd>
<kwd lng="en"><![CDATA[silence]]></kwd>
<kwd lng="en"><![CDATA[immediacy.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da infância]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[literatura]]></kwd>
<kwd lng="pt"><![CDATA[silêncio]]></kwd>
<kwd lng="pt"><![CDATA[imediatez.]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la infancia]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[literatura]]></kwd>
<kwd lng="es"><![CDATA[silencio]]></kwd>
<kwd lng="es"><![CDATA[inmediatez.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wittgenstein]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophical Investigations]]></source>
<year>1953</year>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Blackwell Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wittgenstein]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Culture and Value]]></source>
<year>1980</year>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Basil Blackwell]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
