<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122021000100114</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v26.e021026</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação para o pensar: uma análise epistemológica do método dialético-socrático aplicado à pragmática filosófica de Lipman]]></article-title>
<article-title xml:lang="en"><![CDATA[Education for thinking: an epistemological analysis of the Socratic dialectical method applied to Lipman&#8217;s philosophical pragmatics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Edson Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122021000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122021000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122021000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente trabalho faz uma análise comparativa entre o pensamento dialético de Sócrates e a proposta pedagógica do filósofo Matthew Lipman, principalmente em suas obras: A Filosofia vai à escola (1990) e O pensar na educação (1995). Para tanto, identificamos que o pensamento dialético como método aparece em Sócrates através da maiêutica, em que, por meio do diálogo, busca-se chegar a um pensamento correto. Esse exercício conceitual acompanha a história da Filosofia e ganha um lugar central nas reflexões epistemológicas sobre o processo de conhecimento que pode, ou não, provir de um sujeito autônomo e engajado no mundo em que vive, como podemos identificar no livro VII de . República (1949) e no diálogo de Críton (1997). Lipman, com sua Filosofia pragmática, é um desses autores influenciados pela dialética socrática que encontra, no debate público, o caminho para pensar numa prática educacional engajada nos desenvolvimentos intelectual e social dos envolvidos no processo de ensino de Filosofia da infância. Destacamos que essa proposta de ensino endossa uma crítica ao modelo de educação conteudista e insere a educação para o pensar nos anos iniciais da Educação Básica como um processo reflexivo contextualizado e dialógico. Nesse sentido, destacamos o método socrático adaptado à Filosofia para crianças como resultado de uma visão pedagógica pautada pelo pensamento dialético que possibilita a formação de um sujeito epistemológico e moral. Pensar a Educação como ferramenta de evolução social ao formar indivíduos seguros de suas posições conceituais e abertos às diferenças, sejam elas epistemológicas, sejam elas ideológicas, parece ser uma das principais contribuições extraídas da abordagem dialético-pragmática da Filosofia para o pensar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present work seeks to make a comparative analysis between Socrates&#8217; dialectical thinking and the pedagogical proposal of the philosopher Matthew Lipman, mainly in his works Philosophy goes to school (1990) and Thinking in education (1995). Therefore, we identified that dialectical thinking as a method appears in Socrates through maieutics, which through dialogue seeks to arrive at a correct thought. This conceptual exercise follows the history of philosophy and gains a central place in epistemological reflections on the process of knowledge that may or may not come from an autonomous subject engaged in the world in which he lives, as we can identify in book VII of the Republic (1949) and in the dialogue by Críton (1997). Lipman, through his pragmatic philosophy, is one of those authors influenced by Socratic dialectics who finds in public debate the way to think about an educational practice engaged in the intellectual and social development of those involved in the process of teaching childhood philosophy. We emphasize that this teaching proposal endorses a critique of the content education model and inserts education to think about the initial years of Basic Education as a contextualized and dialogical reflective process. In this sense, we highlight the Socratic method as adapted to philosophy for children as the result of a pedagogical vision based on dialectical thinking that enables the formation of an epistemological and moral subject. Thinking about education as a tool for social evolution by forming individuals who are sure of their conceptual positions and open to differences, whether epistemological or ideological, seems to us to be one of the main contributions extracted from the pragmatic dialectical approach of philosophy to thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[Dialogue]]></kwd>
<kwd lng="en"><![CDATA[Thought]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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