<?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>S1984-59872013000100043</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26743</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Relativism: a threshold for pupils to cross in order to become dialogical critical thinkers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relativismo: um limiar a ser ultrapassado pelos alunos para que se tornem pensadores dialógicos e críticos]]></article-title>
<article-title xml:lang="fr"><![CDATA[Relativisme: un seuil à dépasser par les élèves pour qu'ils deviennent des penseurs Dialogiques et critiques]]></article-title>
<article-title xml:lang="es"><![CDATA[Relativismo: un umbral que los alumnos ultrapasan para llegar a ser pensadores críticos y Dialógicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[Marie-France]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université de Montréal  ]]></institution>
<addr-line><![CDATA[ Québec]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>43</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent analyses of exchanges among pupils who benefited from philosophical praxis showed that dialogical critical thinking comprises four thinking modes (logical, creative, responsible and metacognitive) and six epistemological perspectives that range from the simplest (egocentricity) increasing in complexity (passing through relativism) to the most complex (intersubjectivity). Relativism merits special focus in that a majority of the pupils' interventions that we analyzed are situated within this perspective, and in that relativism is charged with both positive and negative meanings. In its positive meaning, it is associated with reflection, plurality and open-mindedness, but in its negative (absolute) sense, relativism refers to arbitrary decisions, to indifference and the status quo. This is why we maintain that relativism must be transcended. In this respect, we suggest two series of open-ended questions that are designed to provoke a disequilibrium in pupils' certainties and, by so doing, stimulate their reflection towards inter-subjectivity. These questions are associated with the diversification of thinking modes (logical, creative, responsible, metacognitive) and the increasing complexity of these modes (transition from egocentricity to relativism and then to inter-subjectivity).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Segundo v&#225;rias inst&#226;ncias internacionais como a UNESCO, o desenvolvimento de um pensamento critico (PC) &#233; fundamental na educa&#231;&#227;o das jovens gera&#231;&#245;es. De modo geral, o pensamento cr&#237;tico &#233; reconhecido como sendo um pensamento que duvida e que avalia os princ&#237;pios e os fatos. N&#243;s o definimos como um pensamento essencialmente dial&#243;gico , quer dizer construtivo e respons&#225;vel. E n&#243;s estimamos que o seu desenvolvimento &#233; essencial para ajudar os jovens a tomar decis&#245;es esclarecidas e a enfrentar adequadamente os desafios que constituem seu cotidiano. Nossas an&#225;lises recentes das trocas entre alunos que beneficiam de uma praxis filos&#243;fica mostraram que o pensamento cr&#237;tico dial&#243;gico (PCD) compreende quatro modos de pensamento (l&#243;gico, criativo, respons&#225;vel e metacognitivo) e seis perspectivas epistemol&#243;gicas que se escalam da mais simples (egocentrismo) &#224; mais complicada (intersubjetividade), passando pelo relativismo. O relativismo &#233; uma perspectiva sobre a qual conv&#233;m demorar, pelo fato que uma maioria de interven&#231;&#245;es de alunos se encontram nela. Ainda mais porque o relativismo carrega ao mesmo tempo um sentido positivo e um sentido negativo. Em sua acep&#231;&#227;o positiva, &#233; associado &#224; reflex&#227;o, &#224; pluralidade, &#224; toler&#226;ncia mas, em seu sentido negativo (absoluto), ele remete &#224;s decis&#245;es arbitr&#225;rias, &#224; indiferen&#231;a e ao status quo. &#201; por isso que n&#243;s sustentamos a ideia que o relativismo deve ser ultrapassado. Nessa &#243;tica, propomos duas s&#233;ries de quest&#245;es abertas que visam provocar um desequil&#237;brio nas certezas dos alunos e, fazendo isso, a estimular sua reflex&#227;o em dire&#231;&#227;o &#224; intersubjetividade. Estas quest&#245;es s&#227;o associadas &#224; diversifica&#231;&#227;o dos modos de pensamento (l&#243;gico, criativo, respons&#225;vel, metacognitivo) e &#224;s suas complexifica&#231;&#245;es (passagem do egocentrismo ao relativismo e enfim &#224; intersubjetividade).]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233; : Selon plusieurs instances internationales comme l'UNESCO, le d&#233;veloppement d'une pens&#233;e critique (PC) est fondamental dans l'&#233;ducation des jeunes g&#233;n&#233;rations. De mani&#232;re g&#233;n&#233;rale, la pens&#233;e critique est reconnue comme &#233;tant une pens&#233;e qui doute et qui &#233;value les principes et les faits. Nous la d&#233;finissons comme une pens&#233;e essentiellement dialogique, c'est-&#224;-dire constructive et responsable. Et nous estimons que son d&#233;veloppement est essentiel afin d'aider les jeunes &#224; prendre des d&#233;cisions &#233;clair&#233;es et &#224; relever ad&#233;quatement les d&#233;fis qui composent leur quotidien. Nos analyses r&#233;centes des &#233;changes entre &#233;l&#232;ves qui b&#233;n&#233;ficiaient d'une praxis philosophique ont montr&#233; que la pens&#233;e critique dialogique (PCD) comprend quatre modes de pens&#233;e (logique, cr&#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: De acuerdo con una serie de organizaciones internacionales como la UNESCO, el desarrollo del pensamiento cr&#237;tico es fundamental en la educaci&#243;n de la juventud. En general, el pensamiento cr&#237;tico es reconocido como el pensamiento que duda y eval&#250;a los principios y hechos. Lo definimos como esencialmente dial&#243;gico, es decir constructiva y responsable. Y sostenemos que su desarrollo es esencial para ayudar a los j&#243;venes a tomar decisiones iluminadas y adecuadas frente a los desaf&#237;os de la vida cotidiana. Los an&#225;lisis recientes de los intercambios entre los alumnos que se beneficiaron de la praxis filos&#243;fica muestran que el pensamiento cr&#237;tico dial&#243;gico comprende cuatro modos de pensamiento (l&#243;gico, creativo, responsable y metacognitivo) y seis perspectivas epistemol&#243;gicas que van desde los m&#225;s simples (egocentrismo), aumentando en complejidad (pasando por el relativismo) hasta las m&#225;s complejas (intersubjetividad). El relativismo merece atenci&#243;n especial porque la mayor&#237;a de las intervenciones de los alumnos que se analizaron se encuentra dentro de esta perspectiva, y porque el relativismo recibe significados positivos y negativos. En su sentido positivo, se asocia con la reflexi&#243;n, la pluralidad y apertura mental, pero en su sentido negativo (absoluto), el relativismo se refiere a decisiones arbitrarias, a la indiferencia y el status quo. Por eso sostenemos que el relativismo debe ser trascendido. En este sentido, sugerimos dos series de preguntas abiertas que est&#225;n dise&#241;adas para provocar un desequilibrio en las certezas de los alumnos y, al hacerlo, estimulan su reflexi&#243;n hacia la intersubjetividad. Estas preguntas est&#225;n relacionadas con la diversificaci&#243;n de los modos de pensamiento (l&#243;gico, creativo, responsable, metacognitivo) y la creciente complejidad de estos modos (transici&#243;n del egocentrismo al relativismo y luego a la intersubjetividad).]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Dialogical Critical Thinking]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Relativism]]></kwd>
<kwd lng="en"><![CDATA[Inter-subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Philosophy for children.]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento dialógico e crítico]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Relativismo]]></kwd>
<kwd lng="pt"><![CDATA[Intersubjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia para crianças.]]></kwd>
<kwd lng="fr"><![CDATA[Pensée critique dialogique]]></kwd>
<kwd lng="fr"><![CDATA[Épistémologie]]></kwd>
<kwd lng="fr"><![CDATA[Relativisme]]></kwd>
<kwd lng="fr"><![CDATA[Intersubjectivité]]></kwd>
<kwd lng="fr"><![CDATA[Philosophie pour enfants.]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico-dialógico]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Relativismo]]></kwd>
<kwd lng="es"><![CDATA[Intersubjetividad]]></kwd>
<kwd lng="es"><![CDATA[Filosofía para niños.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vygotsky]]></surname>
<given-names><![CDATA[L. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensée et langage]]></source>
<year></year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Éditions Sociales]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
