<?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>S1984-59872011000200233</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2011.14233</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[À procura de (nossas próprias) palavras: filosofia e subjetividade]]></article-title>
<article-title xml:lang="en"><![CDATA[Searching for (our own) words: philosophy and subjectivity]]></article-title>
<article-title xml:lang="es"><![CDATA[A la búsqueda de (nuestras propias) palabras: filosofía y subjetividad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Paula Ramos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Ciências e Letras de Araraquara ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>233</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872011000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872011000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872011000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Escrever sobre a pr&#225;tica filos&#243;fica com crian&#231;as requer uma mem&#243;ria do corpo, de um corpo que guarda o que &#233; importante a si mesmo. Minha mem&#243;ria come&#231;a com meu contato com as ideias de Matthew Lipman e as novidades que traziam as suas palavras, mas continua com a necessidade de trocar algumas delas e/ou de atribuir diferentes significados a outras. A partir de minhas leituras dos frankfurtianos, algumas palavras ganharam, para mim, outros sentidos que compuseram o que entendo atualmente sobre a pr&#225;tica de filosofia com crian&#231;as e suas rela&#231;&#245;es com a quest&#227;o da forma&#231;&#227;o, bem como de outras quest&#245;es que orbitam em torno delas. A pr&#225;tica filos&#243;fica &#233; uma experi&#234;ncia singular, intransfer&#237;vel que precisa ser pensada, sentida, vivida; tem seu pr&#243;prio tempo e envolve, constr&#243;i e transforma nossa subjetividade. Sair &#224; procura das nossas palavras em filosofia significa, assim, eleger aquelas que podem nos ajudar a compor os sentidos daquilo que fazemos e pensamos, permitindo-nos um trabalho com o pensamento e suas formas expressivas, para al&#233;m de sua dimens&#227;o t&#233;cnica. Quando esta &#250;ltima &#233; enfatizada h&#225; um empobrecimento da experi&#234;ncia formativa, uma vez que tal &#234;nfase relega a um segundo plano outras dimens&#245;es fundamentais de nossas vidas. No caso da pr&#225;tica filos&#243;fica com crian&#231;as traz ainda implica&#231;&#245;es para a rela&#231;&#227;o entre adultos e crian&#231;as. Os professores acabam por colocar os alunos em condi&#231;&#245;es de menoridade e, portanto de algum modo, tamb&#233;m a si mesmos, quando reduzem a filosofia a uma capacidade formal de pensar. Neste texto, a atividade de escrita - como uma das formas de express&#227;o do pensamento - permite-me um passeio pela minha pr&#243;pria subjetividade e tamb&#233;m o encontro com as palavras que elejo para expressar os sentidos do que fa&#231;o e penso em rela&#231;&#227;o &#224;s novelas filos&#243;ficas e ao valor e sentido da elabora&#231;&#227;o de textos em rela&#231;&#227;o com a pr&#225;tica filos&#243;fica, a forma&#231;&#227;o e a avalia&#231;&#227;o em filosofia. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Writing about philosophical practice with children requires a memory of the body, a body that holds on to what is important to itself. My memory begins with my contact with the ideas of Matthew Lipman and the new ideas brought by his words, and continues with the need to change some of them and assign different meanings to others. Since my reading of the thinkers of the so called "Frankfurt School," some words have taken new meanings to me, and have informed the way I now understand the practice of philosophy with children and its relationship to issues like educational "formation," as well as others. Philosophical practice is unique, and needs to be thought, felt, and experienced; it has its own time and involves the construction and transformation of subjectivity itself. As such, to search for words in philosophy means to chose those words that can help us make sense and give meaning of what we do and think, allowing us to work with our thinking and with its forms of expression, beyond its technical dimension. In this sense, the usual emphasis of philosophy in its more technical dimension leads to an impoverishment of formation as experience, for the latter, which is a fundamental dimension of our lives, is rendered secondary. This has implications for the relationship between adults and children. When they reduce philosophy to a study of the formal capacity of thinking, teachers put students in the condition of a minority, and therefore in some way also put themselves in such a condition. In this paper, the activity of writing - as a way of expressing thought - allows me to conduct a tour my own subjectivity, and to encounter the words that express the meanings that inform what I think and do about my practice with philosophical novels, and about the value of generating texts related to philosophical practice, formation and assessment. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Escribir acerca de la pr&#225;ctica filos&#243;fica con ni&#241;os requiere una memoria del cuerpo, un cuerpo que guarda lo que es importante para s&#237; mismo. Mi memoria se inicia con el contacto con las ideas de Matthew Lipman y las novedades que tra&#237;an sus palabras, contin&#250;a con la necesidad de cambiar algunos de ellas y / o asignarles otros significados diferentes. A partir de mi lectura de los Frankfurtianos, algunas palabras ganaron nuevos sentidos, para m&#237;, y constituyeron, de otra manera, lo que ahora entiendo acerca de la pr&#225;ctica de la filosof&#237;a con ni&#241;os y su relaci&#243;n con el tema de la formaci&#243;n y otras cuestiones. La pr&#225;ctica de la filosof&#237;a es una experiencia singular e intransferible que necesita ser pensada, sentida y vivida. Tiene su propio tiempo e implica, construye y transforma nuestra subjetividad. Salir a buscar nuestras palabras en filosof&#237;a significa, pues, elegir las que nos pueden ayudar a dar sentido a lo que hacemos y pensamos, lo que nos permite trabajar con el pensamiento y sus formas de expresi&#243;n, m&#225;s all&#225; de su dimensi&#243;n t&#233;cnica. Cuando &#233;sta &#250;ltima se pone de relieve hay un empobrecimiento de la experiencia formativa, ya que tal &#233;nfasis relega a un segundo plano otras dimensiones fundamentales de nuestras vidas. En el caso de la pr&#225;ctica filos&#243;fica con ni&#241;os trae aun implicaciones para la relaci&#243;n entre adultos y ni&#241;os. Los maestros ponen a los estudiantes en condiciones de minoridad y, por tanto, de alguna manera tambi&#233;n se ponen en ella a s&#237; mismos, cuando reducen la filosof&#237;a a una capacidad formal de pensar. En este trabajo, la actividad de la escritura - como una de las formas de expresi&#243;n del pensamiento - me permite un recorrido por mi propia subjetividad y tambi&#233;n el encuentro con las palabras que elijo para expresar los sentidos de lo que hago y pienso en relaci&#243;n con las novelas filos&#243;ficas y el valor de la elaboraci&#243;n de textos en relaci&#243;n con la pr&#225;ctica filos&#243;fica, la formaci&#243;n y evaluaci&#243;n en filosof&#237;a. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Matthew Lipman]]></kwd>
<kwd lng="pt"><![CDATA[Escola de Frankfurt]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[prática filosófica]]></kwd>
<kwd lng="pt"><![CDATA[pensamento]]></kwd>
<kwd lng="en"><![CDATA[philosophical novel]]></kwd>
<kwd lng="en"><![CDATA[Matthew Lipman]]></kwd>
<kwd lng="en"><![CDATA[the Frankfurt School]]></kwd>
<kwd lng="en"><![CDATA[formation]]></kwd>
<kwd lng="en"><![CDATA[Thinking]]></kwd>
<kwd lng="es"><![CDATA[Matthew Lipman]]></kwd>
<kwd lng="es"><![CDATA[Escuela de Frankfurt]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[práctica filosófica]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
