<?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>S1984-59872020000100107</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.46710</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Philosophy (and argumentation) for children: Some reflection for primary school]]></article-title>
<article-title xml:lang="es"><![CDATA[Filosofía (y argumentación) para niños: algunas reflexiones para la escuela primaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Filosofia (e argumentação) para crianças: algumas reflexões para o ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scipione]]></surname>
<given-names><![CDATA[Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Modena and Reggio Emilia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Italy</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872020000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract the Philosophy for Children curriculum and other Philosophy with Children experiences all around the world have been active in promoting dialogical contexts in school with the aim of fostering higher-order thinking. Within a complex thinking model and a community of inquiry framework, Lipman (2003) upholds the idea that thinking does not consist merely in reasoning or logic itself, but is performed by different dimensions of thought - both intra- and inter-personal. The thinking space that might open in a philosophical discussion supports the exercise of reasoning in communities of inquiry, which, in turn, promotes cognitive, social and civic competence. Acknowledging the crucial role of the rational and social dimensions of thinking, current research on argumentation in childhood and in school settings is growing consistently. In this paper we will refer to &#8220;argumentation&#8221; as both a fundamental way of reasoning and a social practice, which finds its ideal context of development in the exercise of discussion (Muller-Mirza, Perret-Clermont, 2009). The aim of this paper is to highlight perspectives and criticisms on argumentation relevant to P4C and PWC in primary school. Arguing is more than just reasoning, justifying, negotiating, and explaining. Nevertheless, it can be all of these things, as is evident when children take part in dialogic interaction. Rational and social aspects of argumentative competence can be fostered in a philosophical context at primary school age. Philosophy appears to be a privileged tool in building a community of inquiry, in which children give and receive arguments as active participants in argumentative events. Between pre-school, when argumentation is manifested through communicative needs and argumentative reasoning, and high school, when argumentation is sought to develop argumentative discourse skills, there is primary school. It is at this stage that exercising one&#8217;s rational and social skills through philosophy and dialogic teaching becomes crucial to developing and nurturing a more complex experience of argumentation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El currículo de Filosofía para Niños y otras experiencias de Filosofía con Niños de todo el mundo han estado promoviendo contextos dialógicos en la escuela con el objetivo de fomentar un pensamiento de orden superior. Con un modelo de pensamiento complejo y un marco de comunidad de investigación, Lipman (2003) sostiene la idea de que el pensamiento no consiste simplemente en el razonamiento o la lógica en sí, sino que se realiza por medio de diferentes dimensiones de pensamiento, tanto intrapersonales como interpersonales. El espacio de pensamiento que puede abrirse en una discusión filosófica apoya el ejercicio del razonamiento en las comunidades de investigación; esto, a su vez, promueve la competencia cognitiva, social y cívica. Reconociendo el papel crucial de las dimensiones racional y social del pensamiento, la investigación actual sobre la argumentación en la infancia y en el entorno escolar está creciendo de forma coherente con los estudios en Educación. En este texto nos referiremos a la "argumentación" como una forma fundamental de razonamiento y una práctica social, que encuentra su contexto ideal de desarrollo en el ejercicio de la discusión (Muller-Mirza, Perret-Clermont, 2009). Con la intención de contribuir al campo de la educación, el objetivo de este texto es destacar las perspectivas y críticas sobre la argumentación relevante para FpN y FcN en la escuela primaria. Argumentar es más que razonar, justificar, negociar y explicar. Sin embargo, puede ser todas estas cosas, como es evidente cuando los niños participan en la interacción dialógica. Los aspectos racionales y sociales de la competencia argumentativa podrían fomentarse en un contexto filosófico en la edad de la escuela primaria. La filosofía parece ser una herramienta privilegiada para construir una comunidad de investigación en la que los niños dan y aceptan argumentos como participantes activos de eventos argumentativos. Entre el preescolar, cuando la argumentación se manifiesta a través de las necesidades comunicativas y el razonamiento argumentativo, y la escuela secundaria, cuando se busca la argumentación para desarrollar las habilidades del discurso argumentativo, está la escuela primaria. Es en esta etapa cuando el ejercicio de las habilidades racionales y sociales a través de la enseñanza de la filosofía y el diálogo se convierte en algo crucial para desarrollar y alimentar una experiencia más compleja de argumentación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O currículo de Filosofia para Crianças e outras experiências de Filosofia com Crianças de todo o mundo estão promovendo contextos dialógicos na escola com o objetivo de fomentar um pensamento de ordem superior. Com um modelo de pensamento complexo e um marco de comunidade de investigação, Lipman (2003) sustenta a ideia de que o pensamento não consiste simplesmente no raciocínio ou a lógica em si, mas que se realiza por meio de diferentes dimensões de pensamento, tanto intrapessoais como interpessoais. O espaço de pensamento que pode abrir-se em uma discussão filosófica apoia o exercício do raciocínio nas comunidades de investigação; isto, por sua vez, promove a competência cognitiva, social e cívica. Reconhecendo o papel crucial das dimensões racional e social do pensamento, a investigação atual sobre a argumentação na infância e no entorno escolar está crescendo de forma coerente com os estudos em Educação. Neste texto nos referiremos a "argumentação" como uma forma fundamental de raciocínio/pensamento e uma prática social, que encontra seu contexto ideal de desenvolvimento no exercício da discussão (Muller-Mirza, Perret-Clermont, 2009). Com a intenção de contribuir com o campo da educação, o objetivo deste texto é destacar as perspectivas e críticas sobre a argumentação relevante para FpC e FcC no ensino fundamental. Argumentar é mais que raciocinar, justificar, negociar e explicar. No entanto, pode ser todas estas coisas, como é evidente quando as crianças participam de uma interação dialógica. Os aspectos racionais e sociais da competência argumentativa poderiam fomentar-se em um contexto filosófico na idade da escola inicial. A filosofia parece ser uma ferramenta privilegiada para construir uma comunidade de investigação na qual as crianças dão e aceitam argumentos como participantes ativos de eventos argumentativos. Entre a pré-escola, quando a argumentação se manifesta através das necessidades comunicativas e raciocínio argumentativo, e o ensino médio, quando se busca a argumentação para desenvolver as habilidades do discurso argumentativo, está o ensino fundamental. É nesta etapa quando o exercício das habilidades racionais e sociais através do ensino da filosofia e o diálogo se converte em algo crucial para desenvolver e alimentar uma experiência mais complexa de argumentação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy for/with children, argumentation, discussion]]></kwd>
<kwd lng="en"><![CDATA[primary school.]]></kwd>
<kwd lng="es"><![CDATA[filosofía para/con niños]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[discusión]]></kwd>
<kwd lng="es"><![CDATA[escuela primaria.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para/com crianças]]></kwd>
<kwd lng="pt"><![CDATA[argumentação]]></kwd>
<kwd lng="pt"><![CDATA[discussão]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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