<?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>S1984-59872013000200363</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26708</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O perguntar filosófico das crianças]]></article-title>
<article-title xml:lang="en"><![CDATA[The philosophical questioning of children]]></article-title>
<article-title xml:lang="es"><![CDATA[El preguntar filosófico de los niños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Junot Cornélio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>363</fpage>
<lpage>379</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000200363&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000200363&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo se ampara na perspectiva da filosofia socr&#225;tica de di&#225;logo permanente na busca do conhecimento que a ningu&#233;m pertence e n&#227;o se oferece de maneira plena e definitiva. A partir da&#237;, tenta discutir uma possibilidade de compreens&#227;o da categoria crian&#231;a partindo do pressuposto que os contextos sociopol&#237;ticos diversos n&#227;o permitem uma compreens&#227;o un&#237;voca e, por isso, utiliza o termo inf&#226;ncias. Faz, inicialmente, uma abordagem antropol&#243;gica com a premissa da inconclus&#227;o do ser humano e seu perene processo de constru&#231;&#227;o chegando a, assim, definir as crian&#231;as; ou seja, como um ser humano inconcluso e em movimento. Para tanto defende que a concep&#231;&#227;o da inf&#226;ncia &#233; uma constru&#231;&#227;o social, indicando que a tentativa de definir inf&#226;ncias e crian&#231;a deve conceber valor &#224; crian&#231;a como um ser social que &#233;, e n&#227;o somente como uma possibilidade. Tal esfor&#231;o significa: considerar que ela tem uma hist&#243;ria, que pertence a uma classe social determinada, que estabelece rela&#231;&#245;es definidas segundo seu contexto de origem, que apresenta uma linguagem decorrente dessas rela&#231;&#245;es sociais e culturais estabelecidas, que ocupa um espa&#231;o que n&#227;o &#233; s&#243; geogr&#225;fico, mas tamb&#233;m &#233; de valor, ou seja, ela &#233; valorizada de acordo com os padr&#245;es de seu contexto familiar e de acordo tamb&#233;m com sua pr&#243;pria inser&#231;&#227;o nesse contexto. Finalmente, advogando que perguntas n&#227;o nascem ao acaso, s&#227;o produzidas no mesmo processo de produ&#231;&#227;o da vida, prop&#245;e o perguntar como experi&#234;ncia primordial do filosofar nas crian&#231;as, entendendo que tal atitude &#233; produzida, dialeticamente, no processo de leitura/interpreta&#231;&#227;o/rea&#231;&#227;o aos fen&#244;menos emergentes da rela&#231;&#227;o homem/mundo. Ao encerrar prop&#245;e que a rela&#231;&#227;o entre crian&#231;a e filosofia parece clara quando assumimos que ambas s&#227;o movidas pela curiosidade que as conduz ao perguntar. Pois, defende o autor, a filosofia nasce da ousadia livre e, por vezes, irreverente de inquirir os fen&#244;menos que chamamos mundo. As crian&#231;as produzem conhecimentos sobre o mundo indagando sobre o que est&#225; ao seu entorno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article is based on the Socratic philosophy of permanent dialogue in the pursuit of a knowledge that belongs to no one and does not offer full and definitive certainty. I discuss the possibility of understanding the category "childhood," starting with the assumption that the fact of different socio-political contexts does not allow a univocal understanding of the category, and therefore obliges us to use the term "childhoods." I begin with an anthropological approach assuming the unfinishedness of human beings as an ontological given, and thereby arrive at the same definition for adults and children: unfinished beings in a process of constant construction and reconstruction. I also argue that adults' concept of childhood is a socially constructed one, and that the attempt to define childhoods and children must ascribe value to children as the social beings that they are, and not only as a possibility. Children have histories and they belong to a certain social class, which defines their relationships, distributes to them a social and cultural origin, determines their use of language, and confers value in accordance with the standards of their family context, as well as their own individual insertion in this context. Finally, I argue that questions are not born at random, but are produced by life itself. Philosophizing is a primordial experience for children as well as adults: it is produced as a dialectical emergence from the reading/interpretation/reaction process to the emerging phenomena of the relation between person and world. As such, the relationship between child and philosophy seems clear when we assume that both are driven by the curiosity that leads them to ask questions. Philosophy is born of the free and at times irreverent audacity of inquiring into the phenomena that we call world, and the most valuable knowledge is produced through this inquiry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo se ampara en la perspectiva de la filosof&#237;a socr&#225;tica de di&#225;logo permanente en la b&#250;squeda del conocimiento que a nadie pertenece y no se ofrece de manera plena y definitiva. A partir de ah&#237;, intenta discutir una posibilidad de comprender la categor&#237;a "ni&#241;o" partiendo del presupuesto de que los diversos contextos sociopol&#237;ticos no permiten una comprensi&#243;n un&#237;voca y, por eso, utiliza el t&#233;rmino infancias. Hace, inicialmente, un abordaje antropol&#243;gico con la premisa de la inconclusi&#243;n del ser humano y su perene proceso de construcci&#243;n llegando a definir as&#237; a los ni&#241;os; esto es, como un ser humano inconcluso y en movimiento. Para ello, defiende que la concepci&#243;n de la infancia es una construcci&#243;n social, indicando que el intento de definir infancias y ni&#241;o debe valorar al ni&#241;o como el ser social que es, y no solo como una posibilidad. Tal esfuerzo significa: considerar que ella tiene una historia, que pertenece a una clase social determinada, que establece relaciones definidas seg&#250;n su contexto de origen, que presenta un lenguaje derivado de esas relaciones sociales y culturales establecidas, que ocupa un espacio que no es solo geogr&#225;fico, sino tambi&#233;n de valor, o sea, ella es valorizada de acuerdo con los padrones de su contexto familiar y de acuerdo tambi&#233;n con su propia inserci&#243;n en ese contexto. Finalmente, defendiendo que las preguntas no nacen por azar, sino que son producidas en el mismo proceso de producci&#243;n de la vida, propone el preguntar como experiencia primordial del filosofar en los ni&#241;os, entendiendo que tal actitud es producida, dial&#233;cticamente, en el proceso de lectura/interpretaci&#243;n/reacci&#243;n a los fen&#243;menos emergentes dela relaci&#243;n hombre/mundo. Para terminar, propone que la relaci&#243;n entre ni&#241;o y filosof&#237;a parece clara cuando asumimos que ambos son movidos por la curiosidad que los conduce al preguntar. Porque, defiende el autor, la filosof&#237;a nace de la libre osad&#237;a y, por momentos, irreverente de indagar los fen&#243;menos que llamamos mundo. Los ni&#241;os producen conocimientos sobre el mundo indagando sobre lo que est&#225; a su alrededor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infâncias]]></kwd>
<kwd lng="pt"><![CDATA[Perguntar]]></kwd>
<kwd lng="pt"><![CDATA[Filosofar.]]></kwd>
<kwd lng="en"><![CDATA[Childhoods]]></kwd>
<kwd lng="en"><![CDATA[Questioning]]></kwd>
<kwd lng="en"><![CDATA[Philosophizing]]></kwd>
<kwd lng="es"><![CDATA[Infancias]]></kwd>
<kwd lng="es"><![CDATA[Preguntar]]></kwd>
<kwd lng="es"><![CDATA[Filosofar.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[RICOEUR]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[História e Verdade]]></source>
<year></year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Companhia Editora Forense]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VASCONCELLOS]]></surname>
<given-names><![CDATA[Tânia de]]></given-names>
</name>
</person-group>
<source><![CDATA[Criança do lugar e lugar de criança]]></source>
<year></year>
<conf-name><![CDATA[ Anped, 29]]></conf-name>
<conf-date>2006</conf-date>
<conf-loc>Caxambu </conf-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
