<?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>S1984-59872015000200361</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2015.221111</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Just say what you really think about drugs: cultivating drug literacy through Engaged Philosophical Inquiry (EPI)]]></article-title>
<article-title xml:lang="es"><![CDATA[Sólo di qué piensas realmente acerca de las drogas: concientización acerca de las drogas a través de la indagación filosófica comprometida]]></article-title>
<article-title xml:lang="pt"><![CDATA[Apenas diga o que realmente você pensa sobre drogas: cultivando a educação sobre drogas através da Comunidade de Investigação Filosófica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Asgari]]></surname>
<given-names><![CDATA[Mahboubeh]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[Barbara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of British Columbia  ]]></institution>
<addr-line><![CDATA[British Columbia ]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<fpage>361</fpage>
<lpage>376</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872015000200361&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872015000200361&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872015000200361&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Research has shown that &#8220;no use&#8221; drug education programs, with the objective of scaring or shaming youth into abstinence, have not been effective in addressing problematic substance use. The ineffectiveness of such scare tactic approaches has led program developers to focus on prevention and harm reduction associated with drug use, or in general, health literacy promotion. While significant &#8216;discussion-based&#8217; drug education programs have been developed over the past decade and has encouraged students to be expressive and critical thinkers regarding drug use, their effective implementation has been a challenge. This paper introduces Engaged Philosophical Inquiry (EPI) as a pedagogical approach in order to promote drug literacy. The EPI approach is used both as the content and means of professional development for high school teachers to address the significant role of teachers in these programs. Its goal is to help teachers become aware of and re-evaluate their biases, beliefs and behaviors, before they are able to facilitate a non-stereotyped, open, and thoughtful discussion on drug use related topics. The overall idea of this paper is based on an in-progress research project sponsored by Mitacs organization. It discusses the significance of the project by first presenting the existing methods and theoretical approaches to drug education. On that basis, it shows how EPI can contribute to traditional drug education approaches. It then describes how the methodology and phases of the project are rooted in a dialogical process that aim for a close collaboration with teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigaci&#243;n ha mostrado que los programas educativos del tipo la droga &#8220;no sirve&#8221; cuyo objetivo es lograr la abstinencia, a trav&#233;s de asustar y avergonzar a los j&#243;venes, no ha sido efectivo en el tratamiento del uso de substancias peligrosas. La ineficacia de tal enfoque ha llevado a quienes desarrollan programas a centrarse en la prevenci&#243;n y reducci&#243;n de da&#241;os asociados al consumo de drogas o en la promoci&#243;n de la educaci&#243;n de la salud en general. Aunque los significativos programas educativos &#8220;basados en la discusi&#243;n&#8221; sobre drogas han sido desarrollados durante la pasada d&#233;cada y han estimulado a los estudiante a ser pensadores expresivos y cr&#237;ticos respecto del uso de drogas, su aplicaci&#243;n ha sido un desaf&#237;o. Este art&#237;culo presenta la Discusi&#243;n Filos&#243;fica Comprometida como un enfoque pedag&#243;gico que promueve el conocimiento sobre las drogas. Este enfoque es utilizado tanto como contenido cuanto como medio para el desarrollo profesional de los profesores del secundario que asumen el importante papel de profesores en estos programas. Su objetivo es ayudar a los profesores a que tomen conciencia de sus prejuicios, creencias, h&#225;bitos y puedan re evaluarlos antes de ser capaces de facilitar una discusi&#243;n no estereotipada, abierta y reflexiva sobre el tema en cuesti&#243;n. La idea general de este art&#237;culo se basa en un proyecto de investigaci&#243;n en curso patrocinado por la organizaci&#243;n MITACS. Se discute la importancia del proyecto presentando en primer ligar los m&#233;todos y enfoques te&#243;ricos existentes sobre el uso de drogas. Sobre esta base se muestra c&#243;mo la Discusi&#243;n Filos&#243;fica Comprometida puede contribuir a los enfoques tradicionales sobre la ense&#241;anza de drogas. A continuaci&#243;n se describe c&#243;mo la metodolog&#237;a y las fases del programa se basan en un proceso dial&#243;gico que apunta a una estrecha colaboraci&#243;n con los maestros. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Pesquisas mostram que o programa educativo de preven&#231;&#227;o ao uso de drogas, cujo objetivo &#233; assustar ou inibir os jovens a fim de mant&#234;-los na abstin&#234;ncia, n&#227;o foi efetivo no que tange ao problema da toxicodepend&#234;ncia. A inefic&#225;cia dessas t&#225;ticas assustadoras de aproxima&#231;&#227;o ao problema levou aos idealizadores do programa a focar na preven&#231;&#227;o e na diminui&#231;&#227;o do preju&#237;zo associados ao uso de drogas, ou, mais genericamente, na promo&#231;&#227;o de educa&#231;&#227;o em sa&#250;de. Embora significativos programas educativos desenvolvidos nas &#250;ltimas d&#233;cadas tenham utilizado a metodologia do debate e, assim, encorajado os estudantes a se expressarem e a serem pensadores cr&#237;ticos em rela&#231;&#227;o ao uso da droga, suas efetivas implementa&#231;&#245;es t&#234;m sido um desafio. Esse artigo apresenta a Comunidade de Investiga&#231;&#227;o Filos&#243;fica como uma aproxima&#231;&#227;o pedag&#243;gica a fim de promover uma educa&#231;&#227;o sobre drogas. Essa abordagem &#233; usada tanto como conte&#250;do quanto como meios para o desenvolvimento profissional de professores do ensino m&#233;dio a fim de que os professores assumam seus pap&#233;is significativos nesses programas. O objetivo central dessa abordagem &#233; ajudar os professores a tomarem ci&#234;ncia e reavaliar seus preconceitos, suas cren&#231;as e comportamentos para que estejam preparados para facilitar uma discuss&#227;o n&#227;o estereotipada, sen&#227;o aberta e reflexiva, sobre os temas relacionados ao uso de drogas. A ideia geral desse artigo est&#225; baseada num projeto de pesquisa em andamento financiado pela organiza&#231;&#227;o Mitacs. &#201; discutido, aqui, a import&#226;ncia desse projeto primeiramente apresentando os m&#233;todos e as abordagens te&#243;ricas existentes na &#225;rea. A partir de ent&#227;o, &#233; mostrado como a Comunidade de Investiga&#231;&#227;o Filos&#243;fica pode contribuir para a abordagem tradicional da educa&#231;&#227;o sobre drogas. Finalmente, o artigo descreve como a metodologia e as fases do projetos est&#227;o ancoradas num processo dial&#243;gico que aspira a uma estreita colabora&#231;&#227;o com os professores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Philosophical Inquiry]]></kwd>
<kwd lng="en"><![CDATA[Drug Education and Drug Literacy]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training and Professional Development]]></kwd>
<kwd lng="es"><![CDATA[Discusión Filosófica]]></kwd>
<kwd lng="es"><![CDATA[Educación Sobre Drogas]]></kwd>
<kwd lng="es"><![CDATA[Formación y Desarrollo Docente]]></kwd>
<kwd lng="pt"><![CDATA[Investigação Filosófica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Sobre Drogas]]></kwd>
<kwd lng="pt"><![CDATA[Formação e Desenvolvimento Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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