<?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>S1984-59872020000100104</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.46769</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The child and the p4c curriculum]]></article-title>
<article-title xml:lang="pt"><![CDATA[A criança e o currículo de filosofia para crianças (fpc)]]></article-title>
<article-title xml:lang="es"><![CDATA[El niño y el currículum de filosofia para niños (p4c)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliverio]]></surname>
<given-names><![CDATA[Stefano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Naples Federico II  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Italy</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872020000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract In this paper I take my cue from what I suggest calling &#8220;Adamitic modernity.&#8221; In this phrase I endeavor to capture a specific &#8216;removal&#8217; of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: in Cartesian modernity, philosophy/science and childhood are at odds with each other. In the second step of my argument, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science (as his notions of inquiry and qualitative thought prove). This notwithstanding, Dewey was not ready to take the decisive step of thinking a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey&#8217;s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy, and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Neste artigo, tomo minha sugestão do que sugiro chamar de "modernidade adamítica". Nesta frase, busco capturar uma "remoção" específica da infância que ocorre no gesto cartesiano da entronização da razão. Ao recorrer a uma leitura das principais obras filosóficas de Descartes, argumentarei que um dos principais impulsos de seu dispositivo conceitual é uma desconfiança profundamente arraigada, e até angustiada, da infância e de seus erros. Para resumir: na modernidade cartesiana, filosofia / ciência e infância estão em desacordo. No segundo passo do meu argumento, mostrarei em que sentido Dewey reabilita a infância e sua forma de experiência, curando assim a brecha entre a infância e a ciência (como provam suas noções de investigação e pensamento qualitativo). Não obstante, Dewey não estava pronto para dar o passo decisivo de pensar uma filosofia para as crianças. Precisamente, ativando e desenvolvendo o significado do pensamento qualitativo, Matthew Lipman conseguiu, em vez disso, progredir além de Dewey. Nesta perspectiva, mostrarei como Lipman e Ann Sharp, enquanto seguem os passos de Dewey no que diz respeito à sua interpretação não cartesiana da infância, fazem parte dele na sua abordagem educacional da filosofia e de como isso resulta em uma reformulação da maneira de interpretar a relação deweyana entre a criança e o currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen En este artículo tomo mi propio ejemplo de lo que sugiero llamar "la modernidad adamita". Con esta frase me esfuerzo por capturar una "eliminación" específica de la infancia que ocurre en el gesto cartesiano de la entronización de la razón. Al recurrir a una lectura de las principales obras filosóficas de Descartes, argumentaré que uno de los principales impulsos de su dispositivo conceptual es una desconfianza profundamente arraigada, e incluso angustiada, en la infancia y sus errores. En pocas palabras: en la modernidad cartesiana, la filosofía/ciencia y la infancia están en desacuerdo entre sí. En el segundo paso de mi argumentación, mostraré en qué sentido Dewey rehabilita la infancia y su forma de experiencia, zanjando así la brecha entre la infancia y la ciencia (como lo demuestran sus nociones de investigación y pensamiento cualitativo). A pesar de esto, Dewey no estaba listo para dar el paso decisivo de pensar en una filosofía para niños. Precisamente al activar y desarrollar la importancia del pensamiento cualitativo, Matthew Lipman pudo, en cambio, progresar más allá de Dewey. En esta perspectiva, mostraré cómo Lipman y Ann Sharp, mientras siguen los pasos de Dewey en lo que respecta a su interpretación no cartesiana de la infancia, se unen a él en su visión educativa de la filosofía y cómo esto resulta en una renovación de la forma de construir una relación deweyana entre el niño y el currículo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy and childhood]]></kwd>
<kwd lng="en"><![CDATA[cartesian modernity]]></kwd>
<kwd lng="en"><![CDATA[qualitative thought]]></kwd>
<kwd lng="en"><![CDATA[dewey]]></kwd>
<kwd lng="en"><![CDATA[lipman.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia e infância]]></kwd>
<kwd lng="pt"><![CDATA[modernidade cartesiana]]></kwd>
<kwd lng="pt"><![CDATA[pensamento qualitativo]]></kwd>
<kwd lng="pt"><![CDATA[dewey]]></kwd>
<kwd lng="pt"><![CDATA[lipman.]]></kwd>
<kwd lng="es"><![CDATA[filosofía e infancia]]></kwd>
<kwd lng="es"><![CDATA[modernidad cartesiana]]></kwd>
<kwd lng="es"><![CDATA[pensamiento cualitativo]]></kwd>
<kwd lng="es"><![CDATA[dewey]]></kwd>
<kwd lng="es"><![CDATA[lipman.]]></kwd>
</kwd-group>
</article-meta>
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