<?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>S1984-59872023000100001</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.69544</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aportes de la filosofía para niños y niñas a la educación ecosocial]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of philosophy for children to ecosocial education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Contribuições da filosofia para crianças à educação ecosocial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[rodriguez]]></surname>
<given-names><![CDATA[adolfo agundez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,université du québec à montréal  ]]></institution>
<addr-line><![CDATA[montréal ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Hoy en día, las personas cuentan con más información sobre la degradación ambiental que en ninguna otra época anterior. Esto no implica, sin embargo, que dicha cantidad de información tenga como consecuencia personas más comprometidas con las mejoras que, en términos de justicia ecológica, necesita el mundo contemporáneo. El ejemplo de la educación ambiental es paradigmático: la actual generación de jóvenes es, con creces y sin ningún género de dudas, la más conocedora y consciente de las problemáticas ambientales gracias, entre otras cosas, a la presencia desde finales del s.XX de la educación ambiental en la escuela primaria y secundaria; sin embargo, no se observan niveles de compromiso en temas ecológicos que sean significativamente mayores que los de antes, salvo cuando se trata de la práctica de los ecogestos. ¿Cómo ligar el conocimiento ambiental con un compromiso colectivo, político, ecosocial y ecociudadano? Para avanzar pistas de reflexión en torno a esta cuestión, en el marco del presente artículo presentamos, en primer lugar, los elementos que caracterizan la crisis ecosocial actual, para, en segundo lugar, abordar la crisis ecosocial como una crisis del saber y de la manera de entender el mundo. En tercer lugar, se presenta la crisis ecosocial como una crisis de un mundo que abre a la posibilidad de creación de nuevos mundos en el planeta. En cuarto lugar, se presenta la crisis ecosocial como una crisis de la educación contemporánea. En quinto lugar, resumimos los dos riesgos a considerar en el contexto de la práctica de la educación écosocial: el riesgo de dogmatizar y el de culpabilizar a los individuos de las consecuencias de problemas que son globales. Por último, en la última sección se proponen algunas pistas que apuntan al programa de Filosofía para niños como un programa que puede apoyar la práctica educativa que necesita la actual crisis educativa y ecosocial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Today, people are better informed about environmental degradation than ever before. However, this does not imply that people are more engaged toward ecological issues nor are they more committed to achieve greater ecological justice. In this respect, environmental education is paradigmatic: the current generation of young people is, by far and without any doubt, the most knowledgeable and aware of environmental problems thanks, among other things, to the presence since the end of the 20th century of environmental education in primary and secondary school. However, levels of commitment to ecological issues that are significantly higher than before are not observed, except when it comes to individual pro-environmental behavior. How to link environmental awareness with a collective, political, ecosocial and ecocitizen commitment? In order to advance avenues for reflection on this issue, firstly this article presents the elements that characterize the current ecosocial crisis. Secondly, it addresses the ecosocial crisis as a crisis of knowledge that ultimately points to the challenge of transforming the visions of the world. Thirdly, it considers the ecosocial crisis as an opportunity that opens up the possibility of creating new worlds on the planet. Fourthly, the ecosocial crisis is presented as a crisis of contemporary education. Fifthly, it summarizes the two risks to consider in the practice of ecosocial education: the risk of dogmatism and the risk of blaming individuals for global problems. Finally, some clues are proposed that point to the Philosophy for children program as a program that can support the educational practice needed by the current educational and ecosocial crisis, as well as limits recognized risks of ecosocial education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Hoje, as pessoas estão mais bem informadas sobre a degradação ambiental do que nunca. No entanto, isso não implica que as pessoas estejam mais engajadas em questões ecológicas nem mais comprometidas em alcançar uma maior justiça ecológica. O exemplo da educação ambiental é paradigmático: a atual geração de jovens é, de longe e sem dúvida, a mais conhecedora e consciente dos problemas ambientais, graças, entre outras coisas, à presença desde o final do século XX da educação ambiental no ensino fundamental e médio. No entanto, níveis de comprometimento com questões ecológicas significativamente maiores do que antes não são observados, exceto quando se trata de comportamento pró-ambiental individual. Como vincular a consciência ambiental a um compromisso coletivo, político, ecossocial e ecocidadão? A fim de avançar caminhos para a reflexão sobre esta questão, este artigo apresenta, em primeiro lugar, os elementos que caracterizam a atual crise ecossocial. Em segundo lugar, aborda a crise ecossocial como uma crise de conhecimento que, em última análise, aponta para o desafio de transformar as visões de mundo. Em terceiro lugar, considera a crise ecossocial como uma crise de um mundo que abre a possibilidade de criação de novos mundos no planeta. Em quarto lugar, a crise ecossocial é apresentada como uma crise da educação contemporânea. Em quinto lugar, resume os dois riscos a considerar na prática da educação ecossocial: o risco do dogmatismo e o risco de culpar os indivíduos pelos problemas globais. Finalmente, são propostas algumas pistas que apontam para o programa de Filosofia para crianças como um programa que pode apoiar a prática educativa necessária pela atual crise educacional e ecossocial, bem como limitar os riscos reconhecidos da educação ecossocial.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[écociudadanía]]></kwd>
<kwd lng="es"><![CDATA[educación ecosocial]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[crisis ecosocial]]></kwd>
<kwd lng="es"><![CDATA[crisis educativa.]]></kwd>
<kwd lng="en"><![CDATA[ecocitizenship]]></kwd>
<kwd lng="en"><![CDATA[ecosocial education]]></kwd>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[ecosocial crisis]]></kwd>
<kwd lng="en"><![CDATA[educational crisis]]></kwd>
<kwd lng="pt"><![CDATA[ecocidadania]]></kwd>
<kwd lng="pt"><![CDATA[educação ecossocial]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[crise ecossocial]]></kwd>
<kwd lng="pt"><![CDATA[crise educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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