<?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>S1984-59872013000100107</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26107</article-id>
<title-group>
<article-title xml:lang="it"><![CDATA[Filosofare e giocare. La dimensione ludica nella e della philosophy for children]]></article-title>
<article-title xml:lang="en"><![CDATA[Practice philosophy and play. The ludic dimension in and of philosophy for children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Filosofar e brincar. A dimensão lúdica de e na filosofia para crianças (fpc)]]></article-title>
<article-title xml:lang="es"><![CDATA[Filosofar y jugar. La dimension lúdica de y en filosofía para niños (fpn)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santi]]></surname>
<given-names><![CDATA[Marina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianco]]></surname>
<given-names><![CDATA[Andrea Dal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Università degli studi di Padova  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Italia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Università degli studi di Padova  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Italia</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>107</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="it"><p><![CDATA[Sintesi: Quando pensiamo ad attivit&#224; rivolte ai bambini siamo inevitabilmente portati a prendere in considerazione il gioco. Il gioco &#232; infatti una delle attivit&#224; pi&#249; spontanee per un bambino, ci&#242; che pi&#249; gli &#232; familiare. Tuttavia esso non &#232; solo un passatempo o un modo come un altro per divertirsi. Il giocare &#232; soprattutto una delle sue principali forme di apprendimento. In sostanza possiamo dire che il gioco diventa lo strumento privilegiato di cui dispone il bambino per esplorare il mondo. Cosa accade allora quando ci proponiamo di fare filosofia con i bambini? Quale ruolo assume la dimensione ludica? Possiamo fare filosofia giocando? Prendendo in analisi il caso specifico della Philosophy for Children, Lipman non ha teorizzato e messo a tema il ruolo del gioco all'interno del suo curricolo, ma lo si pu&#242;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: When we think about activities for children we inevitably take playing into account. Playing is in fact one of the most spontaneous and familiar activities of childhood. But play for children is not just a pastime, or a way simply to "have fun." Playing is, above all, one of the main forms of children's learning-in fact the major instrument available to the child for exploring the world. If this is so, what happens when we do philosophy with children? What does philosophy have to do with play? What is the role of the ludic dimension in philosophizing? Can we "play philosophy"? This paper addresses these issues, taking as a case in point an analysis of the Philosophy for Children program. P4C founder Matthew Lipman did not theorize or directly question the role of play within the curriculum he developed, but a careful reading of the program's novels and manuals shows it to be saturated by a playful approach to philosophizing. The same applies to the secondary literature on P4C, where the element of play is almost universally implicitly understood as a basic dimension of doing philosophy together. This paper is an attempt to make the importance of playing in the progream explicit, and to show how playful children's philosophizing can be, if it starts from an expression of wonder, shared in a community of inquiry. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Quando pensamos em atividades para crian&#231;as precisamos inevitavelmente levar em conta que elas brincam. O jogo &#233;, de fato, uma das atividades mais espont&#226;neas para uma crian&#231;a, &#224; qual as crian&#231;as est&#227;o mais familiarizadas. No entanto, n&#227;o &#233; s&#243; um passatempo ou uma maneira como qualquer outra para se divertir. O jogo &#233;, acima de tudo, uma das principais formas de aprendizagem das crian&#231;as. Basicamente, podemos izer que o jogo se converte no principal instrumento &#224; disposi&#231;&#227;o da crian&#231;a para explorar o mundo. Se &#233; assim, o que acontece ent&#227;o quando queremos fazer filosofia com as crian&#231;as? O que a filosofia tem a ver com o jogo? Qual &#233; o papel da dimens&#227;o l&#250;dica do filosofar? Podemos brincar de filosofar? Vamos tratar de responder a essas perguntas, levando em conta o caso concreto da Filosofia para Crian&#231;as. Lipmann n&#227;o teorizou nem considerou diretamente a quest&#227;o do papel do jogo dentro de seu curr&#237;culo, mas pode-se ver claramente a partir de uma leitura cuidadosa de seus materiais, que as novelas e manuais dirigidos &#224;s crian&#231;as apontavam a aprendizagem e a divers&#227;o. O mesmo se aplica &#224; leitura literatura secund&#225;ria sobre P4C: parece que o elemento "jogo" est&#225; presente de maneira impl&#237;cita, tomando suas dimens&#245;es b&#225;sicas, apesar de n&#227;o ser um tema expl&#237;cito de estudo. Este trabalho &#233; uma tentativa de fazer expl&#237;cita a import&#226;ncia do brincar na Filosofia para Crian&#231;as e de mostrar qu&#227;o divertido &#233; o filosofar se ele se fizer a partir das crian&#231;as compartilhando sua admira&#231;&#227;o na comunidade de inversiga&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Cuando pensamos en actividades para ni&#241;os necesitamos inevitablemente tener en cuenta que juegan. El juego es, de hecho, una de las actividades m&#225;s espont&#225;neas para un ni&#241;o, lo que los ni&#241;os est&#225;n m&#225;s familiarizados. Sin embargo, no es s&#243;lo un pasatiempo o una manera como cualquier otra para divertirse. El juego es, por encima de todo, una de las principales formas de aprendizaje de los ni&#241;os. B&#225;sicamente, podemos decir que el juego se convierte en el principal instrumento a disposici&#243;n del ni&#241;o para explorar el mundo. Si es as&#237;, &#191;qu&#233; sucede entonces cuando queremos hacer filosof&#237;a con ni&#241;os? &#191;Qu&#233; tiene la filosof&#237;a que ver con el juego? &#191;Cu&#225;l es el papel de la dimensi&#243;n l&#250;dica del filosofar? &#191;Podemos jugar a filosofar? Vamos a tratar de responder a estas preguntas, teniendo en cuenta el caso concreto de Filosof&#237;a para Ni&#241;os. Lipman no teoriz&#243; ni consider&#243; directamente la cuesti&#243;n del papel del juego dentro de su curr&#237;culo, pero se puede ver claramente a partir de una lectura cuidadosa de sus materiales, que las novelas y manuales dirigidos a los ni&#241;os, apuntaban al aprendizaje y la diversi&#243;n. Lo mismo se aplica a la literatura secundaria sobre P4C: parece que el elemento "juego" est&#225; presente de manera impl&#237;cita, tomando sus dimensiones b&#225;sicas, a pesar de ser un tema expl&#237;cito de estudio. Este trabajo es un intento de hacer expl&#237;cita la importancia del jugar en Filosof&#237;a para Ni&#241;os y de mostrar cuan divertido es el filosofar si se hace a partir de los ni&#241;os compartidos su admiraci&#243;n en la comunidad de investigaci&#243;n ]]></p></abstract>
<kwd-group>
<kwd lng="it"><![CDATA[Gioco]]></kwd>
<kwd lng="it"><![CDATA[Filosofare]]></kwd>
<kwd lng="it"><![CDATA[Filosofia per bambini]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Philosophizing]]></kwd>
<kwd lng="en"><![CDATA[Philosophy for children]]></kwd>
<kwd lng="pt"><![CDATA[jogo]]></kwd>
<kwd lng="pt"><![CDATA[filosofar]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças.]]></kwd>
<kwd lng="es"><![CDATA[Juego]]></kwd>
<kwd lng="es"><![CDATA[Filosofar]]></kwd>
<kwd lng="es"><![CDATA[Filosofía para niños.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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