<?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>S1984-59872013000200345</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26707</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Metaphors of the teaching of philosophy]]></article-title>
<article-title xml:lang="es"><![CDATA[Metáforas de la enseñanza de la filosofia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Metáforas do ensino de filosofia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moriyón]]></surname>
<given-names><![CDATA[Félix García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Complutense  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</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>345</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000200345&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In order to theorize about the nature and scope of the philosophical reflection, philosophers have used a wide array of metaphors and analogies, from Plato's cave to Wittgenstein "family resemblances". This paper reviews some of those metaphors and discusses what they show about the nature of philosophy, and most importantly, about the teaching of philosophy. It is not enough to be in favour of the presence of philosophical dialogue or to demand a specific philosophical subject matter in the curriculum of formal or compulsory schooling. We need to offer a more precise description of the kind of philosophical learning we are proposing, and which educational goals we think that students can achieve if they are exposed to philosophical reflection during the course of their school life. Philosophical metaphors can help us to present the style of philosophical dialogue we want to implement in our classrooms in order to empower children in such a way that they can think for themselves in a critical, creative and cooperative way. The paper ends with Husserl&#180;s metaphor of philosophy as the freedom of absolute self-responsibility and the philosopher as the 'civil servant of humanity', that puts over the shoulders of philosophers and of teachers of philosophy, the huge task of keeping alive a Western tradition of love for freedom and critical reason.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con el fin de teorizar sobre la naturaleza y el alcance de la reflexi&#243;n filos&#243;fica, los fil&#243;sofos han utilizado una amplia gama de met&#225;foras y analog&#237;as, desde la caverna de Plat&#243;n a los "parecidos de familia" de Wittgenstein. Este art&#237;culo revisa algunas de esas met&#225;foras y discute lo que muestran acerca de la naturaleza de la filosof&#237;a, y m&#225;s importante , sobre la ense&#241;anza de la filosof&#237;a. No es suficiente estar a favor de la presencia del di&#225;logo filos&#243;fico o exigir una materia espec&#237;fica de contenido filos&#243;fico en el plan de estudios de la educaci&#243;n formal. Tenemos que ofrecer una descripci&#243;n m&#225;s precisa del tipo de aprendizaje filos&#243;fico que proponemos, y qu&#233; objetivos educativos pensamos que los estudiantes pueden lograr si se exponen a la reflexi&#243;n filos&#243;fica a lo largo de su vida escolar. Las met&#225;foras filos&#243;ficas nos pueden ayudar a destacar el estilo del di&#225;logo filos&#243;fico que queremos implementar en nuestras salas de clase con el fin de que la filosof&#237;a capacite a los ni&#241;os de tal manera que puedan pensar por s&#237; mismos de una manera cr&#237;tica, creativa y cooperativa. El texto termina con la met&#225;fora de Husserl de la filosof&#237;a como la libertad de la auto-responsabilidad absoluta y el fil&#243;sofo como el " funcionario de la humanidad" , lo que pone sobre los hombros de los fil&#243;sofos y de los profesores de filosof&#237;a la enorme tarea de mantener viva la tradici&#243;n occidental del amor por la libertad y la raz&#243;n cr&#237;tica. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Para teorizar sobre a natureza e o alcance da reflex&#227;o filos&#243;fica, os fil&#243;sofos t&#234;m utilizado uma ampla gama de met&#225;foras e analogias, a partir de caverna de Plat&#227;o "semelhan&#231;as de fam&#237;lia" de Wittgenstein. Este artigo revisa algumas dessas met&#225;foras e discute o que elas mostram sobre a natureza da filosofia, e mais importante, sobre o ensino da filosofia. N&#227;o basta ser a favor da presen&#231;a do di&#225;logo filos&#243;fico ou exigir um conte&#250;do espec&#237;fico de filosofia no curr&#237;culo do ensino formal obrigat&#243;rio. Precisamos oferecer uma descri&#231;&#227;o mais precisa do tipo de aprendizado filos&#243;fico que estamos propondo e que metas educacionais pensamos que os alunos possam alcan&#231;ar se eles s&#227;o expostos &#224; reflex&#227;o filos&#243;fica ao longo de toda a sua vida escolar. As met&#225;foras filos&#243;ficas podem nos ajudar a apresentar o estilo de di&#225;logo filos&#243;fico que queremos implementar em nossas salas de aula, a fim de que a filosofia capacite as crian&#231;as a poder pensar por si mesmas, de forma cr&#237;tica, criativa e cooperativa. O texto termina com a met&#225;fora de Husserl da filosofia como a liberdade da auto-responsabilidade absoluta e o fil&#243;sofo como o "funcion&#225;rio da humanidade", o que coloca sobre os ombros dos fil&#243;sofos e professores de filosofia, a enorme tarefa de manter viva a tradi&#231;&#227;o ocidental de amor &#224; liberdade e &#224; raz&#227;o cr&#237;tica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Metaphor]]></kwd>
<kwd lng="en"><![CDATA[Teaching of philosophy]]></kwd>
<kwd lng="en"><![CDATA[Wittgenstein.]]></kwd>
<kwd lng="es"><![CDATA[Metáfora]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la filosofía]]></kwd>
<kwd lng="es"><![CDATA[Wittgenstein.]]></kwd>
<kwd lng="pt"><![CDATA[Metáfora]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[Wittgenstein.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TOZZI]]></surname>
<given-names><![CDATA[Michel]]></given-names>
</name>
</person-group>
<source><![CDATA[Penser par soi même]]></source>
<year></year>
<publisher-loc><![CDATA[Lyon ]]></publisher-loc>
<publisher-name><![CDATA[Chronique Sociale]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<source><![CDATA[Philosophy a School of Freedom.Teaching philosophy and learning to philosophize. Status and proposals]]></source>
<year></year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[UNESCO]]></publisher-name>
</nlm-citation>
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<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WITTGENSTEIN]]></surname>
<given-names><![CDATA[Ludwig]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophical Investigations]]></source>
<year></year>
<publisher-loc><![CDATA[Oxford ]]></publisher-loc>
<publisher-name><![CDATA[Blackwell]]></publisher-name>
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</back>
</article>
