<?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>S1984-59872016000300611</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2016.24994</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Introducing a philosophical discussion in your classroom: an example of a community of enquiry in a greek primary school]]></article-title>
<article-title xml:lang="es"><![CDATA[Introduciendo la discusión filosófica en su aula: un ejemplo de comunidad de investigación en una escuela primaria griega]]></article-title>
<article-title xml:lang="pt"><![CDATA[Introduzindo a discussão filosófica na sua sala de aula: um exemplo de comunidade de investigação em uma escola primária grega]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ventista]]></surname>
<given-names><![CDATA[Ourania Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paparoussi]]></surname>
<given-names><![CDATA[Marita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Durham University  ]]></institution>
<addr-line><![CDATA[Durham ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Thessaly  ]]></institution>
<addr-line><![CDATA[Volos ]]></addr-line>
<country>Greece</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>12</volume>
<numero>25</numero>
<fpage>611</fpage>
<lpage>629</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872016000300611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872016000300611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872016000300611&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Philosophy for Children (P4C) is implemented in different countries, but there are not many studies which examine P4C in Greek primary schools. This research examines a P4C intervention in a primary school in northern Greece. This study can be used as a guide for educators who are interested in starting implementing P4C, because it describes the structure of the initial P4C session in an untrained classroom and it provides an analysis of easily implemented formative assessment practices. The research questions are similar to the questions that educators could set when they initially implement P4C: Do the students raise philosophical questions? Are the students engaged in the dialogue? Do students provide concrete reasons to support their opinions? Are students willing to listen to the different opinions of their classmates? Do they enjoy participating in the sessions? Does P4C intervention have an impact on the students&#8217; opinion concerning the discussed topic after the intervention? The conducted research used Shel Silverstein&#8217;s, The Missing Piece Meets the Big O (1976/ 2006) as an introductory stimulus. The participants were twenty Year 6 students. The research design is experimental with pre-testing and post-testing of the students&#8217; opinion about fulfilment before and after the sessions. The findings cannot be generalized, but they clearly demonstrate that the participating students wonder about philosophical issues and they developed a dialogue on fulfilment. All the students in our sample were engaged in this dialogue and the post-tests showed a modification in the expressed opinion after P4C sessions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Filosof&#237;a para Ni&#241;os (FpN) est&#225; implementada en distintos pa&#237;ses, pero no hay muchos estudios que examinan FpN en las escuelas primarias de Grecia. Esta investigaci&#243;n examina una intervenci&#243;n de FpN en una escuela primaria del norte de Grecia. Este estudio puede ser usado como una gu&#237;a para educadores que est&#225;n interesados en comenzar a implementar FpN, porque describe la estructura del inicio de una sesi&#243;n de FpN en una clase sin experiencia y provee un an&#225;lisis de las pr&#225;cticas de evaluaci&#243;n formativa f&#225;cilmente implementadas. Las preguntas de esta investigaci&#243;n son similares a las preguntas que los educadores pueden hacerse cuando inician la implementaci&#243;n de FpN: &#191;Los estudiantes plantean preguntas filos&#243;ficas? &#191;Los estudiantes est&#225;n involucrados en el di&#225;logo? &#191;Los estudiantes dan razones concretas para sostener sus opiniones? &#191;Los estudiantes est&#225;n dispuestos a escuchar a las diferentes opiniones de sus compa&#241;eros de clase? &#191;Disfrutan de participar en las sesiones? &#191;La intervenci&#243;n de FpN tiene impacto en la opini&#243;n de los estudiantes sobre el tema discutido despu&#233;s de la intervenci&#243;n? Dicha investigaci&#243;n utiliz&#243; la obra de Shel Silverstein, The Missing Piece Meets the Big O (1976/2006) como est&#237;mulo introductorio. Eran veinte participantes de 6 a&#241;os de edad. El proyecto de investigaci&#243;n es experimental con pruebas de opini&#243;n de los alumnos, realizados antes y despu&#233;s de las sesiones. Los resultados no pueden ser generalizados, pero demuestran claramente que los alumnos participantes se preguntan sobre cuestiones filos&#243;ficas y desarrollan un di&#225;logo satisfactoriamente. Todos los alumnos de nuestra muestra participaron de dicho di&#225;logo y las pruebas posteriores evidencian un cambio en la opini&#243;n expresada despu&#233;s de las sesiones de FpN. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Filosofia para Crian&#231;as (FpC) foi implementado em diferentes pa&#237;ses, mas n&#227;o h&#225; muitos estudos que examinam FpC nas escolas prim&#225;rias gregas. Essa pesquisa investiga a interven&#231;&#227;o de FpC em uma escola prim&#225;ria no norte da Gr&#233;cia. Esse estudo pode ser usado como um roteiro para educadores interessados em come&#231;ar a implementar FpC, porque descreve a estrutura de uma sess&#227;o inicial de FpC em uma sala de aula inexperiente e proporciona uma an&#225;lise de pr&#225;ticas de avalia&#231;&#227;o formativa facilmente implementadas. As perguntas da pesquisa s&#227;o similares &#224;s perguntas que os educadores podem fazer quando est&#227;o iniciando a implementa&#231;&#227;o da FpC: Os estudantes levantam quest&#245;es filos&#243;ficas? Os estudantes est&#227;o envolvidos no di&#225;logo? Os estudantes fornecem raz&#245;es concretas para apoiar suas opini&#245;es? Os estudantes est&#227;o dispostos a ouvir as opini&#245;es diferentes de seus colegas de classe? Eles gostam de participar das sess&#245;es? A interven&#231;&#227;o da FpC tem impacto na opini&#227;o dos alunos sobre o tema discutido ap&#243;s a interven&#231;&#227;o? A pesquisa conduzida utilizou Shel Silverstein, The Missing Piece Meets the Big O (1976/2006) como est&#237;mulo introdut&#243;rio. Os participantes eram vinte estudantes de 6 anos. O projeto de pesquisa &#233; experimental com testes de opini&#227;o dos alunos realizados antes e ap&#243;s as sess&#245;es. Os resultados n&#227;o podem ser generalizados, mas eles demonstram claramente que os alunos participantes se fazem perguntas filos&#243;ficas e desenvolveram satisfatoriamente um di&#225;logo. Todos os alunos da nossa amostra participaram deste di&#225;logo e os testes posteriores mostraram uma modifica&#231;&#227;o na opini&#227;o expressa ap&#243;s as sess&#245;es FpC. ]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Philosophy For Children]]></kwd>
<kwd lng="en"><![CDATA[Primary School]]></kwd>
<kwd lng="en"><![CDATA[Greece]]></kwd>
<kwd lng="en"><![CDATA[Formative Assessment]]></kwd>
<kwd lng="es"><![CDATA[Filosofía Para Niños]]></kwd>
<kwd lng="es"><![CDATA[Escuela Primaria]]></kwd>
<kwd lng="es"><![CDATA[Grecia]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Formativa]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia para Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Escola Primária]]></kwd>
<kwd lng="pt"><![CDATA[Grécia]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Formativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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