<?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>S1984-59872018000200427</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.28144</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Developing children's reasoning and inquiry, concept analysis, and meaning-making skills through the community of inquiry]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolver o raciocínio e a investigação de crianças, a análise de conceitos e as habilidades de criação de significado por meio da comunidade de investigação]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollar el razonamiento y la investigación de los niños, el análisis de conceptos y las habilidades de creación de significados a través de la comunidad de investigación.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canuto]]></surname>
<given-names><![CDATA[Abigail Thea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of the Philippines  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Philippines</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>30</numero>
<fpage>427</fpage>
<lpage>452</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000200427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000200427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000200427&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents the results of a research done to investigate the effectiveness of Philosophy for Children (P4C), a pedagogy employing philosophical dialogue in a community of inquiry, in a Philippine primary school. Quantitative analysis of critical thinking skills identified by Sharp and Splitter (1995) as (1) reasoning; (2) concept analysis; and (3) meaning-making revealed that there was a considerable increase in the frequency of the children's use of such critical thinking skills over the course of fifteen (15) sessions of dialogical inquiry. Moreover, qualitative analysis of excerpts from the dialogue transcripts accounted for the refinement of the children's use of the critical thinking skills. This pioneering work thus calls for further research that will implement P4C in other grade levels and to explore other indicators of development in children's thinking. Further, it recommends that primary schools adopt P4C in Philippine basic education curriculum and that teacher education institutions provide teacher training and include P4C for pre-service training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta os resultados de uma pesquisa feita com vistas &#224; investigar a efic&#225;cia da Filosofia para Crian&#231;as (FpC), uma pedagogia que emprega o di&#225;logo filos&#243;fico em uma comunidade de investiga&#231;&#227;o, em uma escola prim&#225;ria das Filipinas. A an&#225;lise quantitativa das habilidades de pensamento cr&#237;tico identificadas por Sharp e Splitter (1995) como (1) racioc&#237;nio; (2) an&#225;lise conceitual e (3) cria&#231;&#227;o de significado revelaram que houve um aumento consider&#225;vel na frequ&#234;ncia do uso de tais habilidades de pensamento cr&#237;tico pelas crian&#231;as atrav&#233;s do curso de quinze (15) sess&#245;es de investiga&#231;&#227;o dialogada. Al&#233;m disso, a an&#225;lise quantitativa dos excertos dos di&#225;logos transcritos colaboraram ao refinamento do uso pelas crian&#231;as das habilidades de pensamento cr&#237;tico. Assim, este estudo pioneiro clama por uma investiga&#231;&#227;o adicional, que implemente a FpC em outros n&#237;veis de classe e que explore outros indicadores de desenvolvimento no pensamento infantil. Ademais, ele recomenda que as escolas prim&#225;rias adotem a FpC no curr&#237;culo da educa&#231;&#227;o b&#225;sica das Filipinas, e que os institui&#231;&#245;es de forma&#231;&#227;o continuada ofere&#231;am treinamento aos professores e incluam a FpC tamb&#233;m para o treinamento de forma&#231;&#227;o dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo presenta los resultados de una investigaci&#243;n realizada en una escuela primaria de Filipinas, con el objetivo de estudiar la eficacia de la Filosof&#237;a para Ni&#241;os y Ni&#241;as (FpN), pedagog&#237;a que emplea el di&#225;logo filos&#243;fico en una comunidad de investigaci&#243;n. El an&#225;lisis cualitativo de las habilidades de pensamiento cr&#237;tico identificadas por Sharp y Splitter (1995): (1) raciocinio, (2) an&#225;lisis conceptual y (3) creaci&#243;n de significado, revelaron que hubo un aumento considerable en la frecuencia del uso de tales habilidades de pensamiento cr&#237;tico por parte de los ni&#241;os y ni&#241;as a trav&#233;s del curso de quince (15) sesiones de investigaci&#243;n. Adem&#225;s de eso, el an&#225;lisis cuantitativo de fragmentos de los di&#225;logos transcritos colaboraron con el refinamiento del uso por parte de ni&#241;os y ni&#241;as de las habilidades de pensamiento cr&#237;tico. As&#237;, este estudio pionero clama por una investigaci&#243;n adicional, que implemente la FpN en otros niveles y que explore otros indicadores de desarrollo en el pensamiento infantil. Adem&#225;s, recomienda que las escuelas primarias adopten la FpN en el curr&#237;culo de la educaci&#243;n b&#225;sica de Filipinas y que las instituciones de formaci&#243;n continuada ofrezcan capacitaci&#243;n a los profesores y profesoras e incluyan la FpN tambi&#233;n en la formaci&#243;n de los profesores y profesoras]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[philosophical dialogue]]></kwd>
<kwd lng="en"><![CDATA[community of inquiry]]></kwd>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="pt"><![CDATA[pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[diálogo filosófico]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[diálogo filosófico]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños y niñas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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