<?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>S1984-59872018000300671</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.34305</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programa de filosofía para niños como propuesta de educación moral: análisis comparado con otros enfoques de la educación moral]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programa de filosofia para crianças como proposta de educação moral: análises comparadas com outros enfoques de educação moral.]]></article-title>
<article-title xml:lang="en"><![CDATA[Philosophy for children program as a proposal of moral education: analysis compared with other approaches to moral education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agundez-Rodriguez]]></surname>
<given-names><![CDATA[Adolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Université du Québec à Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>31</numero>
<fpage>671</fpage>
<lpage>695</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000300671&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000300671&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000300671&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Lo que trataremos de demostrar en el presente artículo es que la propuesta de Filosofía para niños (FpN), pensada holísticamente y, en particular, en su dimensión ética, puede ser concebida como un programa de educación moral. Para ello, después de hacer un breve repaso de los fundamentos epistemológicos que se encuentran en la base del programa Filosofía para niños con respecto a la educación moral, pasaremos a comparar la vertiente ética de dicho programa con otros enfoques de la educación moral (el enfoque de la Clarificación de valores, el de la solicitud, el narrativo y el de las éticas discursiva, cordial y de la reconstrucción). A fin de completar nuestro análisis, en la parte final de nuestro trabajo, presentamos una crítica a la propuesta de Lipman, lo cual, más que restarle validez, puede servir para proyectar este enfoque de educación moral más allá de sus propios límites. Sostenemos que, tomada en su apuesta de educación moral, la Filosofía para niños es una propuesta integradora y original. Integradora, en el sentido de que es una propuesta que reúne los elementos esenciales presentes en los principales enfoques contemporáneos de la educación. Original, por promover el desarrollo de un pensamiento de orden superior, crítico, creativo y cuidante, como necesario a la formación permanente del sujeto moral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O que trataremos de demonstrar no presente artigo é que a proposta de Filosofia para crianças (FpN), pensada holisticamente e, em particular, em sua dimensão ética, pode ser pensada como um programa de educação moral. Para isso, depois de fazer uma breve revisão dos fundamentos epistemológicos que se encontram na base do programa Filosofia para crianças com relação à educação moral, passaremos a comparar a vertente ética desse programa com outros enfoques da educação moral (o enfoque da Clarificação de valores, o do pedido, o narrativo e das éticas discursivas, cordial e da reconstrução). A fim de complementar nossas análises, na última parte do nosso trabalho, apresentamos uma crítica à proposta de Lipman, a qual, ao invés de diminuir sua validade, pode servir para projetar esse enfoque de educação moral além de seus próprios limites. Sustentamos que, tomada em sua proposta de educação moral, a Filosofia para crianças é uma proposta integradora e original. Integradora no sentido de que é uma proposta que reúne os elementos essenciais presentes nos principais enfoques contemporâneos da educação. Original por promover o desenvolvimento de um pensamento de ordem superior, crítico, criativo e zelador como necessário à formação permanente do sujeito moral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract What we will try to demonstrate in the present article is that the proposal of Philosophy for Children (P4C), regarded holistically and, in particular, in its ethical dimension, can be thought of as a program of moral education. In order to do this, after a brief review of the epistemological foundations that are at the base of the Philosophy for Children program with respect to moral education, we will compare the ethical aspect of this program to other approaches to moral education (the approach of the clarification of values, that of request, narrative and that of discursive, cordial and reconstruction ethics). Finally, to complete our analysis, we will present a critique of Lipman's proposal, which, far from diminishing its validity, can be used to project this approach to moral education beyond its own limits. We maintain that, taken in its commitment to moral education, Philosophy for Children is an integrative and original proposal. Integrative, in the sense that it is a proposal that brings together the vital elements present in the main contemporary approaches to education. Original, for promoting the development of a higher order, critical, creative and caring thought as necessary to the permanent formation of the moral subject.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[educación moral]]></kwd>
<kwd lng="es"><![CDATA[educación comparada]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[educação moral]]></kwd>
<kwd lng="pt"><![CDATA[educação comparada]]></kwd>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[moral education]]></kwd>
<kwd lng="en"><![CDATA[comparative education]]></kwd>
</kwd-group>
</article-meta>
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