<?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>S1984-59872018000200471</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.30434</article-id>
<title-group>
<article-title xml:lang="it"><![CDATA[Fare filosofia con i bambini. Un percorso utopico da socrate ad hannah arendt]]></article-title>
<article-title xml:lang="en"><![CDATA[Doing philosophy with children. An utopian path from socrates to hannah arendt]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fazendo filosofia com crianças. Um caminho utópico desde sócrates até hannah arendt]]></article-title>
<article-title xml:lang="es"><![CDATA[Haciendo filosofía con niños y niñas. Un camino utópico desde sócrates hasta hannah arendt.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iiritano]]></surname>
<given-names><![CDATA[Massimo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Università di Napoli  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Italia</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>471</fpage>
<lpage>482</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000200471&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000200471&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000200471&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="it"><p><![CDATA[Sommario: La lettura del Socrate di Hannah Arendt, apre alla possibilit&#224; di ripensare in maniera feconda il senso e il modo del fare filosofia con i bambini. Una via che in questa proposta viene definita "utopica", in quanto intende riprendere, della lezione socratica, proprio quanto in essa rimane aperto, indefinito, capace di rinascere d'incanto nel vivo dell'oralit&#224; di un dialogo filosofico assolutamente inedito e imprevedibile, quale quello con i bambini. Lo spazio dato all'imprevisto, all'ascolto, alla libera divergenza, diviene quindi radicale, viene a porsi quale paradossale fondamento di una "metodologia" che non &#232; possibile catturare in schemi e percorsi strutturati, poich&#233;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The analysis of Hannah Arendt's Socrate opens up the possibility of a fruitful rethinking of the sense and way of conceiving philosophy with children. A way that in this proposal is defined as "Utopian", since it intends to resume, with the Socratic lesson, just how much remains in it open, undetermined, capable of reviving with enchantment in the living of the orality of a philosophical dialogue- absolutely unprecedented and unpredictable - such as that with children. The space given to the unexpected, to listening, to free divergence, then becomes radical, comes to be a paradoxical foundation of a "methodology" that cannot be captured in structured schemes and paths, since it remains open to the "utopian" space of philosophizing. The comparison with Arendt is therefore interleaved, through references to other readings that are contemporary of the Socratic lesson, with the experience lived of the author, who has been leading for years philosophy workshops with primary school children. Of course, Socrates has never been and never wanted to act as a "master": his conducting the dialogue, although always being asymmetric, is aimed at bringing the interlocutor on his line of reasoning and never the opposite (obvious and almost paradoxical in Plato), has never had as end the teaching of some doctrine. How much, rather, to lead the interlocutor from the presumed certainty to radical uncertainty, from opinion to doubt, from affirmation to aporia. Thiswe must authentically experiment, before anything else, when we place ourselves inlistening to children's questions, when we try to dialogue with them, to "do philosophy", to "think together".]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A an&#225;lise do S&#243;crates de Hannah Arendt abre a possibilidade de uma f&#233;rtil reinterpreta&#231;&#227;o do sentido e do modo de conceber a filosofia com crian&#231;as. Um modo que dentro da presente proposta &#233; definido como "ut&#243;pico", dado que pretende retomar, com a li&#231;&#227;o socr&#225;tica, o quanto permanece nele aberto, indeterminado, pass&#237;vel de renascimento do encanto na viva oralidade de um di&#225;logo filos&#243;fico - absolutamente sem precedentes e imprevis&#237;vel - como o que &#233; travado com uma crian&#231;a. O espa&#231;o dado ao inesperado, &#224; escuta, &#224; livre diverg&#234;ncia, se torna ent&#227;o radical, passa a se tornar uma funda&#231;&#227;o paradoxal de uma "metodologia" que n&#227;o pode ser captada por esquemas e caminhos estruturados, dado que permanece aberta ao espa&#231;o "ut&#243;pico" do filosofar. A compara&#231;&#227;o com Arendt &#233; ent&#227;o oferecida, por refer&#234;ncias &#224; outras leituras que s&#227;o contempor&#226;neas &#224; li&#231;&#227;o socr&#225;tica, com a experi&#234;ncia vivenciada pela autora, que liderou por anos laborat&#243;rios de filosofia com crian&#231;as de escolas prim&#225;rias. De fato, S&#243;crates nunca foi e nunca pretendeu atuar como "mestre": sua condu&#231;&#227;o do di&#225;logo, mesmo sendo sempre assim&#233;trica, teve sempre como objetivo explorar no interlocutor a sua pr&#243;pria linha de racioc&#237;nio, e nunca o oposto (evidente e quase que paradoxal em Plat&#227;o), nunca tendo como fim o ensinamento de uma doutrina. Mais vale, ao inv&#233;s, levar o interlocutor da suposta certeza at&#233; uma radical incerteza, da opini&#227;o at&#233; a d&#250;vida, da afirma&#231;&#227;o &#224; aporia. Disso temos que autenticamente experimentar, antes de tudo, quando nos colocamos a ouvir as quest&#245;es das crian&#231;as, quando tentamos dialogar com elas, "fazer filosofia", "pensar junto".]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El an&#225;lisis de S&#243;crates hecho por Hannah Arendt abre la posibilidad a una f&#233;rtil re-interpretaci&#243;n del sentido y del modo de concebir la filosof&#237;a con ni&#241;os y ni&#241;as. Un modo que dentro de la presente propuesta es definido como "ut&#243;pico", dado que pretende retomar, con la lecci&#243;n socr&#225;tica, lo que en &#233;l permanece abierto, indeterminado, capaz de renacer, con encanto, en la vida de la oralidad de un di&#225;logo filos&#243;fico -absolutamente sin precedentes e imprevisible - como lo es el di&#225;logo con una ni&#241;a y/o un ni&#241;o. El espacio dado a lo inesperado, a la escucha, a la libre divergencia, se hace entonces radical, pasa a ser una funci&#243;n paradojal de una "metodolog&#237;a" que no puede ser captada por esquemas y caminos estructurados, dado que permanece abierta al espacio "ut&#243;pico" del filosofar. La comparaci&#243;n con Arendt es entonces ofrecida, por referencias a otras lecturas que son contempor&#225;neas a la lecci&#243;n socr&#225;tica, con la experiencia vivenciada por la autora de este art&#237;culo, que lider&#243; por a&#241;os laboratorios de Filosof&#237;a con Ni&#241;os y Ni&#241;as en escuelas primarias. De hecho, S&#243;crates nunca fue y nunca pretendi&#243; actuar como "maestro": su conducci&#243;n del di&#225;logo, incluso siendo asim&#233;trica, tuvo siempre como objetivo explorar en el interlocutor su propia l&#237;nea de raciocinio, y nunca lo opuesto (evidente y casi que paradojal en Plat&#243;n), nunca tuvo como fin el ense&#241;amiento de una doctrina. M&#225;s bien, al rev&#233;s, llevar al interlocutor de la supuesta certeza hasta una radical incerteza, de la opini&#243;n hasta la duda, de la afirmaci&#243;n a la apor&#237;a. Eso que tenemos que experimentar aut&#233;nticamente, antes de todo, cuando nos disponemos a o&#237;r las preguntas de un ni&#241;o y/o ni&#241;a, cuando intentamos dialogar con ellas, "hacer filosof&#237;a", "pensar juntos". ]]></p></abstract>
<kwd-group>
<kwd lng="it"><![CDATA[utopia]]></kwd>
<kwd lng="it"><![CDATA[dialogo]]></kwd>
<kwd lng="it"><![CDATA[pensare insieme]]></kwd>
<kwd lng="en"><![CDATA[utopia]]></kwd>
<kwd lng="en"><![CDATA[dialogue]]></kwd>
<kwd lng="en"><![CDATA[thinking together]]></kwd>
<kwd lng="pt"><![CDATA[utopia]]></kwd>
<kwd lng="pt"><![CDATA[diálogo]]></kwd>
<kwd lng="pt"><![CDATA[pensamento em conjunto]]></kwd>
<kwd lng="es"><![CDATA[utopía]]></kwd>
<kwd lng="es"><![CDATA[diálogo]]></kwd>
<kwd lng="es"><![CDATA[pensando juntos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
