<?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>S1984-59872013000200273</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26704</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[Psychomécanique du langage et philosophie pour les enfants]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychomecanics of language and philosophy for children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Psicomecânica da linguagem e filosofia para crianças]]></article-title>
<article-title xml:lang="es"><![CDATA[Psychomecánica de la lengua y filosofía para niños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sasseville]]></surname>
<given-names><![CDATA[Michel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université Laval  ]]></institution>
<addr-line><![CDATA[Quebec ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<volume>9</volume>
<numero>18</numero>
<fpage>273</fpage>
<lpage>295</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000200273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000200273&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000200273&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#233;sum&#233;: Dans son dernier livre th&#233;orique paru en 2003, Thinking in Education, Matthew Lipman indiquait qu'en philosophie pour les enfants, nous avons besoin d'une th&#233;orie des actes la pens&#233;e, car sans elle le travail, qui attend ceux et celles qui pratiquent cette discipline et qui ont &#224; coeur de mettre l'accent sur la formation de la pens&#233;e en action, risque d'&#234;tre sans effet appr&#233;ciable. Pour faire un pas dans cette direction, il semblait clair &#224; ses yeux qu'il serait appropri&#233; de tenir compte, notamment, des recherches qui ont accord&#233; une attention aux locutions performatives. Car, ajoutait-il, le langage est, en un sens, une carte de l'esprit. Dans cet article, je souhaite faire un pas de plus, m'engager dans le chemin trac&#233; par Lipman, mais en faisant appel cette fois &#224; un linguiste, Gustave Guillaume - et la science linguistique d&#233;nomm&#233;e psychom&#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In his last theoretical book published in 2003, Thinking in Education, Matthew Lipman stated that within the Philosophy for Children (P4C) program, we need a theory of thinking, because without it the work that awaits its practitioners and those who focus on the formation of thinking may have no recognized effects. To make progress in this direction, he thought it particularly appropriate to take into account research on performative sentences, since language is in a sense a mind map. In this article, I want to take a step further on the path Lipman paved by appealing to the field of linguistics known as the psychomechanics of language and to linguist Gustave Guillaume, who dedicated most of his research to understanding how thinking constructs language by constructing itself through language. First, I will outline the major points of Guillaume's theory of language, focusing on his important distinction between "tongue" (after "langue" as proposed by Saussure in 1916) and "discourse" (which, in the reconstruction of Saussure's theory, he substituted for the latter's "parole"), which oppose each other in many respects. For example, while tongue is something we use, discourse designates the space in which we use tongue. Further, while tongue is the result of a construction that spans a long period of time, discourse takes a relatively short amount of time to construct. Moreover, when a talking subject enters into language she has to construct discourse whereas she already possesses a constructed tongue. Thus tongue seems like something permanent within thought, while discourse has a superficial, discontinuous character that is alternately present and absent. In short, tongue has the character of something acquired and established deep in thought, in a sustainable and durable manner. In contrast, discourse is not established-it asserts freedom in the face of an instituted tongue. Second, I will examine how these distinctions take shape within the subtle game between the two French articles "un" and "le," demonstrating how these represent a variation of the concept rather than what logicians typically identify as the comprehension and extension of the concept. Third, I will invite readers to imagine how Lipman's first philosophical novel, Harry Stottlemeier's Discovery, might have been different had he known about Gustave Guillaume's linguistic theory concerning articles. By imagining how some of the book's key chapters may have differed, I will put myself in the shoes of its main character Harry and consider how he could have been driven, with the help of his peers, to envision the ways in which his questioning endeavour ultimately entailed a complete reversal in the world of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Em seu &#250;ltimo livro te&#243;rico publicado em 2003, Pensar na educa&#231;&#227;o, Matthew Lipman afirmou que filosofia para crian&#231;as precisa de uma teoria do pensar, porque sem ela o trabalho que alcan&#231;a aqueles que praticam esta disciplina e que devem se concentrar na forma&#231;&#227;o do pensamento em a&#231;&#227;o, corre o risco de n&#227;o ter efeito apreci&#225;vel. Para dar um passo nessa dire&#231;&#227;o, pareceria claro que, na vis&#227;o de Lipman, seria conveniente ter em conta, em especial, pesquisas que estejam interessadas nas locu&#231;&#245;es performativas. Isso porque ele acrescentou que a linguagem &#233;, em certo sentido, um mapa do esp&#237;rito. Neste artigo, eu quero fazer um passo a mais e me engajar no caminho tra&#231;ado por Lipman, mas desta vez chamando um ling&#252;ista, Gustave Guillaume - e a ci&#234;ncia ling&#252;&#237;stica chamada psychomec&#225;nica da l&#237;ngua - que dedicou seus esfor&#231;os mais importantes, como linguista, a entender como o pensamento constr&#243;i a linguagem ao se construir pela linguagem. Na primeira parte, vou descrever as principais articula&#231;&#245;es da teoria de Guillaume sobre a linguagem, concentrando-me nas distin&#231;&#245;es que estabeleceu entre l&#237;ngua (termo originalmente proposto por Saussure em 1916) e discurso (em sua reconstru&#231;&#227;o da teoria de Saussure, Guillaume substituiu o termo "palavra" por "discurso"). Estas duas realidades op&#245;em-se em mais de um aspecto. Por exemplo, enquanto a l&#237;ngua &#233; algo que usamos, o discurso &#233; o local do uso que se faz da l&#237;ngua. Al&#233;m disso, enquanto a l&#237;ngua &#233; o resultado de uma constru&#231;&#227;o que se estende por um espa&#231;o de tempo muito demorado, o discurso &#233; uma obra com um tempo de constru&#231;&#227;o relativamente muito curto. Al&#233;m disso, quando o sujeito falante se torna ativo na linguagem ele tem diante de si um discurso para construir enquanto ele possui uma l&#237;ngua j&#225; constru&#237;da. Em um segundo momento, com base nas distin&#231;&#245;es previamente estabelecidas, examinarei como essas diversas articula&#231;&#245;es ganham forma no jogo sutil dos artigos "un" (um) e "le" (o) em franc&#234;s, mostrando como esta categoria gramatical representa uma varia&#231;&#227;o do conceito que n&#227;o deve ser confundida com o que os l&#243;gicos geralmente reconhecem nos termos de compreens&#227;o e extens&#227;o do conceito. Em terceiro lugar, convidarei o leitor a imaginar o que teria sido o primeiro romance de Lipman - A descoberta de Ari St&#243;teles - se ele tivesse conhecido a teoria ling&#252;&#237;stica sobre os artigos de Gustave Guillaume. Isso poderia ter levado Lipman a escrever uma vers&#227;o completamente diferente do seu romance filos&#243;fico. Imaginando o que teria podido entregar a alguns dos cap&#237;tulos deste livro, tentamos nos colocar no lugar do personagem principal - Ari - e ver como ele poderia ter sido conduzido, auxiliado por seus pares, a perceber que sua tarefa de questionamento a respeito do pensamento prop&#245;e, afinal, uma invers&#227;o completa no mundo da educa&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En su &#250;ltimo libro te&#243;rico publicado en 2003, Pensar en Educaci&#243;n, Matthew Lipman se&#241;al&#243; que filosof&#237;a para ni&#241;os necesita de una teor&#237;a del pensar, porque sin ella el trabajo que les espera a aquellos que practican esta disciplina y que tiene como una cuesti&#243;n central la formaci&#243;n del pensamiento en acci&#243;n, corre el riesgo de no tener un efecto apreciable. Para dar un paso en esta direcci&#243;n, le parece claro que ser&#237;a conveniente tener en cuenta, en particular, las investigaciones dirigidas a las locuciones performativas. Pues, Lipman agrega, el lenguaje es, en cierto sentido, un mapa del esp&#237;ritu. En este art&#237;culo, quiero dar un paso m&#225;s, comprometi&#233;ndome en el camino trazado por Lipman, pero esta vez usando un ling&#252;ista, Gustave Guillaume - y la ciencia ling&#252;&#237;stica llamada psychomec&#225;nica del lenguaje -, que consagr&#243; la mayor parte de sus esfuerzos, como ling&#252;ista, a comprender c&#243;mo el pensamiento construye al construirse a trav&#233;s del lenguaje. En un primer momento, voy a exponer las principales articulaciones de la teor&#237;a de Guillaume relativas al lenguaje, centr&#225;ndome en las distinciones que ha establecido entre lengua (t&#233;rmino originalmente propuesto por Saussure en 1916) y discurso (en su reconstrucci&#243;n de la teor&#237;a de Saussure, Guillaume sustituy&#243; el t&#233;rmino "palabra" por "discurso").. Estas dos realidades se oponen en m&#225;s de un aspecto. Por ejemplo, mientras que la lengua es algo que se usa, el discurso es el lugar donde se usa la lengua. Adem&#225;s , mientras que la lengua es el resultado de una construcci&#243;n que se extiende por un per&#237;odo extenso de tiempo, el discurso es una obra cuyo tiempo de construcci&#243;n es relativamente corto. Por otra parte, cuando el hablante se torna activo en el lenguaje, tiene ante &#233;l un discurso para construir en tanto que posee en &#233;l una lengua ya construida. En un segundo paso, bas&#225;ndose en las distinciones establecidas anteriormente, examinar&#233; c&#243;mo estas articulaciones toman forma en el juego sutil de los art&#237;culos un (un) y le (el) en franc&#233;s, mostrando c&#243;mo esta categor&#237;a gramatical es una variaci&#243;n conceptual que no debe confundirse con la que los l&#243;gicos generalmente reconocen en t&#233;rminos de comprensi&#243;n y extensi&#243;n del concepto . En tercer lugar, invitar&#233; al lector a imaginar lo que hubiera sido la primera novela de Lipman - El descubrimiento de Ari St&#243;teles - si hubiera conocido la teor&#237;a ling&#252;&#237;stica de Gustave Guillaume sobre los art&#237;culos. Esto podr&#237;a haber llevado Lipman a escribir una versi&#243;n muy diferente de su novela filos&#243;fica. Imaginando lo que hubiera podido dar a algunos de los cap&#237;tulos de esta novela, trataremos de ponernos en los zapatos del personaje principal - Ari - y ver c&#243;mo podr&#237;a ser impulsado, con la ayuda de sus compa&#241;eros, a entrever que su empresa de cuestionamiento que toca al pensamiento propone, despu&#233;s de todo, una inversi&#243;n completa en el mundo de la educaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Pensée]]></kwd>
<kwd lng="fr"><![CDATA[Langage]]></kwd>
<kwd lng="fr"><![CDATA[Linguistique]]></kwd>
<kwd lng="fr"><![CDATA[Théorie de la pensée]]></kwd>
<kwd lng="fr"><![CDATA[Formation de la pensée.]]></kwd>
<kwd lng="en"><![CDATA[Thinking]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Linguistic]]></kwd>
<kwd lng="en"><![CDATA[Theory of thinking]]></kwd>
<kwd lng="en"><![CDATA[Training of thinking.]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Lingüística]]></kwd>
<kwd lng="pt"><![CDATA[Formação do pensamento.]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Lingüística]]></kwd>
<kwd lng="es"><![CDATA[Teoría del pensamiento]]></kwd>
<kwd lng="es"><![CDATA[Formar el pensamento.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Thinking in education]]></source>
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