<?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>S1984-59872018000100307</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.30423</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Grounded theory. A research method for advancing the comprehension of philosophy for children's processes.]]></article-title>
<article-title xml:lang="pt"><![CDATA[Teoria fundamentada. Um método de pesquisa para avançar na compreensão dos processos de filosofia para crianças]]></article-title>
<article-title xml:lang="es"><![CDATA[Teoría fundamentada. Un método de investigación para avanzar en la comprensión de los procesos de p4c]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[Marie-France]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université De Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>29</numero>
<fpage>307</fpage>
<lpage>328</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract : The Philosophy for Children (P4C) approach was developed by Matthew Lipman in the 1970s to stimulate pupils' critical and complex thinking. Today, Lipman's P4C, and other programs based on it, are disseminated around the world in elementary and secondary schools. But does philosophical praxis have an impact on pupils' thinking? To answer this question, pupils' thinking must be evaluated in order to measure what is acquired, what is in the process of being integrated, and what needs to be stimulated. Many quantitative and qualitative methods of research exist; we chose the Grounded Theory (GT) method since our aim was to elaborate a rigorous and meaningful evaluation tool that would contribute to evaluation and comprehension of the cognitive processes of children who benefit from philosophical praxis. The GT method has the advantage of showing an "objectivized" portrait of pupils when they engage in dialogue within a philosophical community of inquiry, rather than attempting to verify or validate a particular theory. It comprises six steps in analysis, namely data collection, coding, grouping codes into categories, definition and variation of categories, final integration of theory, and researcher self-evaluation. In the first part of the article, we describe the rules and steps in analysis of the GT method as proposed by Charmaz, Glaser &amp; Strauss and Laperri&#232;re. Examples from our own research experience are used to illustrate each of the methodological elements, which led to the elaboration of the model of the developmental process of "dialogical critical thinking" (DCT). ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A abordagem de Filosofia para Crian&#231;as (fpc) foi desenvolvida por Matthew Lipman na d&#233;cada de 1970 para estimular o pensamento cr&#237;tico e complexo dos alunos. Hoje, a fpc de Lipman e outros programas baseados nela s&#227;o divulgados em todo o mundo em escolas prim&#225;rias e secund&#225;rias. Contudo, a praxis filos&#243;fica tem impacto no pensamento dos alunos? Para responder a esta quest&#227;o, o pensamento dos alunos deve ser avaliado para medir o que &#233; adquirido, o que est&#225; em processo de incorpora&#231;&#227;o e o que precisa ser estimulado. Existem muitos m&#233;todos quantitativos e qualitativos de pesquisa; escolhemos o m&#233;todo da teoria fundamentada (Grounded Theory, GT), pois nosso objetivo era elaborar uma ferramenta de avalia&#231;&#227;o rigorosa e significativa que contribu&#237;sse para a avalia&#231;&#227;o e compreens&#227;o dos processos cognitivos das crian&#231;as que se beneficiam da pr&#225;xis filos&#243;fica. O m&#233;todo GT tem a vantagem de mostrar um retrato "objetivizado" dos alunos quando eles se envolvem em di&#225;logo dentro de uma comunidade filos&#243;fica de investiga&#231;&#227;o, em vez de tentar verificar ou validar uma determinada teoria. Inclui seis etapas de an&#225;lise, a saber, coleta de dados, codifica&#231;&#227;o, agrupamento de c&#243;digos em categorias, defini&#231;&#227;o e varia&#231;&#227;o de categorias, integra&#231;&#227;o final de teoria e auto-avalia&#231;&#227;o do pesquisador. Na primeira parte do artigo, descrevemos as regras e etapas na an&#225;lise do m&#233;todo GT, conforme proposto por Charmaz, Glaser &amp; Strauss e Laperri&#232;re. Exemplos de nossa pr&#243;pria experi&#234;ncia de pesquisa s&#227;o utilizados para ilustrar cada um dos elementos metodol&#243;gicos, que levaram &#224; elabora&#231;&#227;o do modelo do processo de desenvolvimento do "pensamento cr&#237;tico dial&#243;gico" (DCT).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El enfoque de Filosof&#237;a para Ni&#241;os (FpN) fue desarrollado por Matthew Lipman en la d&#233;cada de 1970 para estimular el pensamiento cr&#237;tico y complejo de los alumnos. Hoy, la FpN de Lipman y otros programas basados &#8203;&#8203;en ella, se difunden en todo el mundo en las escuelas primarias y secundarias. Pero, &#191;influye la praxis filos&#243;fica en el pensamiento de los alumnos? Para responder esta pregunta, el pensamiento de los alumnos debe evaluarse para medir lo que se adquiere, lo que est&#225; en proceso de integraci&#243;n y lo que necesita ser estimulado. Existen muchos m&#233;todos cuantitativos y cualitativos de investigaci&#243;n; Elegimos el m&#233;todo Grounded Theory (GT) ya que nuestro objetivo era elaborar una herramienta de evaluaci&#243;n rigurosa y significativa que contribuyera a la evaluaci&#243;n y comprensi&#243;n de los procesos cognitivos de los ni&#241;os que se benefician de la praxis filos&#243;fica. El m&#233;todo GT tiene la ventaja de mostrar un retrato "objetivizado" de los alumnos cuando entablan un di&#225;logo dentro de una comunidad filos&#243;fica de investigaci&#243;n, en lugar de intentar verificar o validar una teor&#237;a particular. Comprende seis pasos en el an&#225;lisis, a saber, la recopilaci&#243;n de datos, la codificaci&#243;n, la agrupaci&#243;n de c&#243;digos en categor&#237;as, la definici&#243;n y la variaci&#243;n de categor&#237;as, la integraci&#243;n final de la teor&#237;a y la autoevaluaci&#243;n del investigador. En la primera parte del art&#237;culo, describimos las reglas y los pasos del an&#225;lisis del m&#233;todo GT propuesto por Charmaz, Glaser &amp; Strauss y Laperri&#232;re. Los ejemplos de nuestra propia experiencia de investigaci&#243;n se utilizan para ilustrar cada uno de los elementos metodol&#243;gicos, lo que condujo a la elaboraci&#243;n del modelo del proceso de desarrollo del "pensamiento cr&#237;tico dial&#243;gico" (DCT).]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[research method]]></kwd>
<kwd lng="en"><![CDATA[grounded theory]]></kwd>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[dialogical critical thinking]]></kwd>
<kwd lng="en"><![CDATA[epistemological progress]]></kwd>
<kwd lng="pt"><![CDATA[método de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[teoria fundamentada]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico dialógico]]></kwd>
<kwd lng="pt"><![CDATA[progresso epistemológico]]></kwd>
<kwd lng="es"><![CDATA[método de investigación]]></kwd>
<kwd lng="es"><![CDATA[teoría fundamentada]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico dialógico]]></kwd>
<kwd lng="es"><![CDATA[progreso epistemológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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