<?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>S1984-59872013000200381</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26709</article-id>
<title-group>
<article-title xml:lang="it"><![CDATA[Philosophy for children e laboratori di educativa territoriale: un esperimento riuscito]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy for children and territorial educational laboratories: a succesfull experimente]]></article-title>
<article-title xml:lang="es"><![CDATA[Filosofía para niños y los laboratorios territoriales educativos: un experimento exitoso.]]></article-title>
<article-title xml:lang="pt"><![CDATA[Filosofia para crianças e os laboratórios territoriais educacionais: um experimento fracassado.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miraglia]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Università Federico II  ]]></institution>
<addr-line><![CDATA[Napoli ]]></addr-line>
</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>381</fpage>
<lpage>400</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000200381&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000200381&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000200381&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="it"><p><![CDATA[Abstract: L'articolo prende in esame la necessit&#224; di incrementare un'educazione volta allo sviluppo del pensiero complesso nelle aree urbane in cui vi &#232; una consistente presenza di disagio sociale. La scuola spesso non riesce a colmare il divario esistente tra educatore/educazione e discente e ci&#242; capita in particolare quando essa tratta con bambini e ragazzi 'svantaggiati'. La P4C &#232; una metodologia pedagogica che pu&#242; sanare tale divario, tra l'altro, anche attraverso la sua pratica dialogica. La pratica filosofica pu&#242; diventare un mezzo per colmare il senso di frammentazione che il discente avverte durante il suo percorso scolastico, quando si trova ad avere a che fare con una serie di saperi parcellizzati, facilitandone l'accesso cognitivo. Il rischio a cui l'educando va incontro con l'educazione tradizionale, come afferma Freire, &#232;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article examines the need to orient education toward the development of complex thinking in urban areas where there is a considerable amount of social unrest. The school often fails to bridge the gap between educator/education and learner, and this happens in particular when it comes to 'disadvantaged' children. Philosophy for Children is a pedagogical method that can heal this divide through dialogic practice. The practice of philosophy represents a way to bridge the sense of fragmentation that the learner experiences in having to deal with a series of separately parceled knowledge units, because it facilitates cognitive access across their differences. The risk to the student in the traditional education, as Freire says, is that it undermines her ability to become aware of and to problematize her learning process. Building complex thinking opens the possibility of a broad, inclusive access to the real world, and increases the development of critical, creative and caring cognitive dimensions. P4C methodology should be widespread in as many school settings possible, but not only schools. The article continues with a brief description of some non-formal educational services offered to minors in situations of social disadvantage in Naples, focusing in particular on the Territorial Educational Laboratories. In one of these, L'Officina dei Sogni, an organization working in the territory of the 1st Municipality of the city, I conducted a P4C laboratory from October 2010 to June 2011 with children between 8 and 12 years old. I was motivated by the conviction that this educational methodology can improve cognitive skills in children and adolescents, and especially those who are living in socially problematic situations and who are experiencing difficulties at school and are at risk of social exclusion. The success of the laboratory has also had a positive effect on other daily Territorial Educational Laboratories' activities. The aim of this article is to demonstrate that the use of this particular philosophical practice is not only possible but necessary in schools located in those urban areas in which there are pronounced social problems. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El art&#237;culo examina la necesidad de aumentar la educaci&#243;n orientada al desarrollo de pensamiento complejo de las zonas urbanas donde hay una importante presencia de agitaci&#243;n social. La escuela a menudo no logra cerrar la brecha entre el educador / educaci&#243;n y aprendizaje y esto sucede en particular cuando se trata de ni&#241;os y j&#243;venes "desfavorecidos". FpN es un m&#233;todo pedag&#243;gico que puede remediar esta carencia, entre otras, tambi&#233;n a trav&#233;s de su pr&#225;ctica dial&#243;gica. La pr&#225;ctica filos&#243;fica puede convertirse en un medio para reducir la sensaci&#243;n de fragmentaci&#243;n que el alumno siente durante su escolaridad, cuando tiene que lidiar con una serie de conocimientos aislados, facilitando el acceso cognitivo a ellos. El riesgo al que el estudiante se somete con la educaci&#243;n tradicional, como dice Freire, es socavar la 'concientizaci&#243;n' y 'problematizaci&#243;n' de su propio proceso cognitivo. La construcci&#243;n del pensamiento complejo abre la posibilidad de acceso a la realidad de 360 grados y el desarrollo de las esferas cognoscitiva, cr&#237;tica, creativa y del 'cuidado'. La aplicaci&#243;n de la metodolog&#237;a de FpN debe extenderse al mayor n&#250;mero de contextos escolares que sea posible, pero no s&#243;lo a ellos. El art&#237;culo contiene una breve descripci&#243;n de algunos de los servicios educativos que se ofrecen a ni&#241;os en situaci&#243;n de desventaja social en N&#225;poles, centr&#225;ndose en particular en los Laboratorios Educativos Territoriales. En uno de ellos, el Taller de Sue&#241;os, una organizaci&#243;n en el territorio de la Municipalidad de la ciudad ofreci&#243; entre octubre de 2010 y junio de 2011, un taller de FpN a ni&#241;os de edades comprendidas entre 8 y 12 a&#241;os, impulsado por la reflexi&#243;n que esta metodolog&#237;a educativa puede proporcionar una mejora en las capacidades cognitivas de los ni&#241;os y adolescentes que viven en situaciones de gran conflictividad social y dificultades en la escuela, y con ello reduce al riesgo de exclusi&#243;n social. El laboratorio ha tenido un impacto positivo en las otras actividades llevadas a cabo en la Educaci&#243;n Territorial. Con este art&#237;culo se pretende mostrar que el uso de esta pr&#225;ctica filos&#243;fica no s&#243;lo es posible sino necesario en los territorios educacionales en zonas donde hay una fuerte agitaci&#243;n social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo examina a necessidade de aumentar a educa&#231;&#227;o voltada para o desenvolvimento de um pensamento complexo em &#225;reas urbanas , onde h&#225; uma presen&#231;a substancial de agita&#231;&#227;o social. A escola muitas vezes n&#227;o consegue preencher a lacuna entre educador / educa&#231;&#227;o e aluno, o que acontece em especial quando se trata de crian&#231;as e jovens "desfavorecidos" . FpC &#233; um m&#233;todo pedag&#243;gico que pode remediar esta lacuna, entre outras, tamb&#233;m por meio de sua pr&#225;tica dial&#243;gica. A pr&#225;tica filos&#243;fica pode se tornar um meio de superar a sensa&#231;&#227;o de fragmenta&#231;&#227;o que o aluno sente durante a sua escolaridade, quando tem que lidar com uma gama de conhecimentos parcelados, facilitando o seu acesso cognitivo. O risco que o aluno enfrenta na educa&#231;&#227;o tradicional, como diz Freire, &#233; minar a 'consci&#234;ncia' e 'problematiza&#231;&#227;o' do seu pr&#243;prio processo cognitivo. Construir pensamento complexo abre a possibilidade de um acesso de 360 graus sobre a realidade e do desenvolvimento das esferas cognitivas cr&#237;tica, criativa e do 'cuidado '. A aplica&#231;&#227;o da metodologia de P4C deve se espalhar para o maior n&#250;mero de contextos escolares poss&#237;veis, mas n&#227;o s&#243; a eles. O artigo cont&#233;m uma breve descri&#231;&#227;o de alguns dos servi&#231;os educacionais oferecidos &#224;s crian&#231;as em situa&#231;&#227;o de desvantagem social, em N&#225;poles, focando particularmente nos Laborat&#243;rios Regionais de Educa&#231;&#227;o. Em um deles, a Oficina dos Sonhos, uma organiza&#231;&#227;o no territ&#243;rio do munic&#237;pio da cidade, trabalhei entre Outubro de 2010 e Junho de 2011, uma oficina de FpC com crian&#231;as de idades entre 8 e 12 anos, impulsionado pela reflex&#227;o de que esta metodologia de ensino pode proporcionar uma melhora nas habilidades cognitivas de crian&#231;as e adolescentes que vivem em situa&#231;&#245;es de grande agita&#231;&#227;o social e dificuldades na escola, e por isso reduz o risco de exclus&#227;o social. O laborat&#243;rio teve um impacto positivo sobre as outras atividades realizadas diariamente nos territ&#243;rios educativos. Pretende-se com este artigo monstra que o uso desta pr&#225;tica filos&#243;fica n&#227;o &#233; apenas poss&#237;vel, mas necess&#225;rio em &#226;mbitos educativos onde h&#225; uma forte agita&#231;&#227;o social. ]]></p></abstract>
<kwd-group>
<kwd lng="it"><![CDATA[Disagio sociale]]></kwd>
<kwd lng="it"><![CDATA[Pensiero complesso]]></kwd>
<kwd lng="it"><![CDATA[Philosophy for Children]]></kwd>
<kwd lng="en"><![CDATA[Social disadvantage]]></kwd>
<kwd lng="en"><![CDATA[Complex thinking]]></kwd>
<kwd lng="en"><![CDATA[Philosophy for children]]></kwd>
<kwd lng="es"><![CDATA[Diálogo social]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento complejo]]></kwd>
<kwd lng="es"><![CDATA[Filosofía para niños]]></kwd>
<kwd lng="pt"><![CDATA[Diálogo social]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento complexo]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia para crianças]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
