<?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>S1984-59872011000200221</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2011.14221</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El encuentro de la filosofía con la infancia en la experiencia de enseñar a enseñar filosofía como cuestión de fundamento]]></article-title>
<article-title xml:lang="pt"><![CDATA[O encontro da filosofia com a infância na experiência do ensinar e aprender filosofia como uma questão de fundamento]]></article-title>
<article-title xml:lang="en"><![CDATA[The encounter of philosophy and childhood in the experience of teaching and learning philosophy as an issue of foundation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agratti]]></surname>
<given-names><![CDATA[Laura V.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de La Plata Facultad de Humanidades y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<fpage>221</fpage>
<lpage>232</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872011000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872011000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872011000200221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este texto afirma que la ense&#241;anza de la filosof&#237;a es un problema filos&#243;fico, lo que conlleva un concepto de filosof&#237;a: aqu&#237; ella es entendida como una actividad que desnaturaliza lo obvio, que lejos de estabilizar sentidos, los disloca. Y de este modo, indaga y cuestiona aquellos que parecen m&#225;s asentados, m&#225;s cristalizados como, en el caso de la ense&#241;anza de la filosof&#237;a, 'ense&#241;ar', 'aprender', 'dar a leer', 'evaluar', 'problema', 'pregunta', 'experiencia', `saber', `ignorancia', 'verdad', 'conocimiento', 'examen', 'texto', 'escribir'. En este trabajo, presentamos algunas de las tensiones que conlleva y afirma esta concepci&#243;n. Tambi&#233;n proponemos un espacio para el profesor: alguien capaz de permitirse la distancia que habilite la aparici&#243;n de la pregunta y, de este modo, haga efectiva la acci&#243;n del filosofar y se constituya en un intelectual cr&#237;tico del propio saber que cre&#237;a detentar: se trata de un profesor creador del espacio para que pueda surgir la diferencia en la repetici&#243;n. Es un profesor de actitud filos&#243;fica que no escapa a las antinomias (Derrida, 1986) constitutivas de tu quehacer. Finalmente, consideramos el impacto que ha tenido en nuestro trabajo la obra de un profesorproductor: Matthew Lipman, en especial la contribuci&#243;n que surge de considerar su obra una filosof&#237;a en la educaci&#243;n. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este texto afirma que o ensino de filosofia &#233; um problema filos&#243;fico, o que implica em uma concep&#231;&#227;o de filosofia: aqui ela &#233; entendida como uma atividade que desnaturaliza o &#243;bvio, que longe de estabilizar sentidos, os desloca. E desse modo, indaga e questiona aqueles que parecem mais solidificados, cristalizados, como o caso do ensino de filosofia, "ensinar", "aprender", "dar a ler", "avaliar", "problema", "pergunta", "experi&#234;ncia", "saber", "ignor&#226;ncia", "verdade", "conhecimento", "exame", "texto", "escrever". Neste trabalho, apresentamos algumas das tens&#245;es que esta concep&#231;&#227;o carrega consigo e afirma. Propomos, tamb&#233;m, um espa&#231;o para o professor: algu&#233;m capaz de se permitir uma dist&#226;ncia que possibilite a apari&#231;&#227;o da pergunta e, deste modo, fa&#231;a efetiva a a&#231;&#227;o de filosofar e de se constituir como um intelectual cr&#237;tico do pr&#243;prio saber que acreditava deter: trata-se de um professor criador de espa&#231;o para que possa surgir a diferen&#231;a na repeti&#231;&#227;o. &#201; um professor com atitude filos&#243;fica, algu&#233;m que n&#227;o escapa das antinomias (Derrida, 1986) constitutivas de seu fazer. Finalmente, consideramos o impacto que teve em nosso trabalho a obra de um professor-produtor: Matthew-Lipman, em especial a contribui&#231;&#227;o que nasce de considerar sua obra uma filosofia na educa&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper asserts that teaching philosophy is a philosophical problem, one which entails a concept of philosophy as an activity that denaturalizes the obvious, and far from stabilizing meanings, displaces them. In this way it inquires into and queries those meanings that seem settled and crystallized, and in this way it questions the concept of teaching philosophy itself: 'teach', 'learn', 'give to read', 'evaluation', 'problem', 'question', 'experience', 'knowledge', 'ignorance', 'truth', &#180;knowledge&#180;, 'examination', 'text', 'write'. All of these concepts are denaturalized. In this article we present some tensions ensued by this conception of philosophy. We also propose a space for the teacher: she becomes someone who is able to allow herself a distance that enables the emergence of questions; in this way she actually philosophizes and becomes a critical intellectual about her own knowledge: a teacher that creates a space in which difference can spring from repetition. She is someone who teaches a philosophical attitude and doesn't elude the constitutive antinomies of her task (Derrida, 1986). Finally we consider the impact on our work that one teacher- creator, Matthew Lipman, has had. In particular we look at the contribution that his work has made as a philosophy in education. ]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de la filosofía]]></kwd>
<kwd lng="es"><![CDATA[metodologías filosóficas]]></kwd>
<kwd lng="es"><![CDATA[J. Derrida]]></kwd>
<kwd lng="es"><![CDATA[M. Lipman]]></kwd>
<kwd lng="es"><![CDATA[actitud filosófica.]]></kwd>
<kwd lng="pt"><![CDATA[ensino de filosofía]]></kwd>
<kwd lng="pt"><![CDATA[metodología filosófica]]></kwd>
<kwd lng="pt"><![CDATA[J. Derrida]]></kwd>
<kwd lng="pt"><![CDATA[M. Lipman]]></kwd>
<kwd lng="pt"><![CDATA[atitude filosófica]]></kwd>
<kwd lng="en"><![CDATA[Teaching philosophy]]></kwd>
<kwd lng="en"><![CDATA[philosophical methodologies]]></kwd>
<kwd lng="en"><![CDATA[J. Derrida]]></kwd>
<kwd lng="en"><![CDATA[M. Lipman]]></kwd>
<kwd lng="en"><![CDATA[philosophical attitude.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
