<?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>S1984-59872021000100005</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.54696</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Place-based philosophical education: reconstructing &#8216;place&#8217;, reconstructing ethics]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación filosófica situada: reconstruir el "lugar", reconstruir la ética]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação filosófica baseada no lugar: reconstruindo o "lugar", reconstruindo a ética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thornton]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[Mary]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgh]]></surname>
<given-names><![CDATA[Gilbert]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,The University of Queensland  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,The University of Queensland  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,The University of Queensland  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872021000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen La educación como formación de la identidad en las democracias liberales de estilo occidental se basa, en parte, en la neutralidad como justificación para la reproducción de la identidad individual colectiva, incluidas las identidades sociales, culturales, institucionales y políticas, muchos de cuyos aspectos son problemáticos en cuanto a la reproducción de actitudes, creencias y acciones perjudiciales para el medio ambiente. Tomar una posición sobre un tema requiere dejar de lado ciertas formas de neutralidad, al igual que la enseñanza efectiva de la educación ambiental. Sostenemos que reclamar una postura de neutralidad es reclamar una posición más allá de la crítica. En el aula, esta postura también puede ser epistemológicamente perjudicial. Para profundizar en el problema de la neutralidad en el aula, y ofrecer una posible solución, nos dirigiremos a la pedagogía de la comunidad de indagación filosófica, y abogaremos por la incorporación de una educación situada; una forma de educación experimental que promueve el aprendizaje en las comunidades locales en las que se encuentra la escuela, cada una con su propia historia, cultura, economía y medio ambiente. Sin embargo, la forma en que entendemos el "lugar" es fundamental para comprender el potencial de la educación situada para dar a los estudiantes un "sentido del lugar", es decir, la forma en que perciben un lugar, que incluye el apego al lugar y el significado del lugar. Con este fin, nos fijamos en la comprensión indígena del lugar y en el aprendizaje de la reconstrucción social para dar forma a las pedagogías situadas, basadas en el lugar. De este modo, sostenemos que se abre un camino hacia la educación ética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo A educação como formação da identidade nas democracias liberais de estilo ocidental baseia-se, em parte, na neutralidade como uma justificativa para a reprodução da identidade individual coletiva, incluindo identidades sociais, culturais, institucionais e políticas, muitos aspectos dos quais são problemáticos em termos de reprodução de atitudes, crenças e ações ambientalmente prejudiciais para o meio ambiente. Para se posicionar sobre uma questão, é necessário abrir mão de certas formas de neutralidade, assim como efetivamente ensinar educação ambiental. Afirmamos que reivindicar uma posição de neutralidade é reivindicar uma posição além da crítica. Na sala de aula, essa também pode ser uma posição epistemologicamente prejudicial de se ocupar. Para explorar ainda mais o problema da neutralidade na sala de aula e para oferecer uma possível solução, olharemos para a pedagogía da comunidade filosófica de investigação filosófica e defenderemos a incorporação da uma educação situada; uma forma de educação experimental que promove a aprendizagem nas comunidades locais em que a escola está inserida, cada uma com sua própria história, cultura, economia e meio ambiente. No entanto, como entendemos o "lugar" é fundamental para compreender o potencial da educação baseada no lugar em dar aos estudantes um "sentido de lugar" - como eles percebem um lugar, que inclui apego ao lugar e significado de lugar. Para este fim, olhamos para as compreensões indígenas do lugar e da aprendizagem da reconstrução social para dar forma as pedagogias baseadas no lugar. Desse modo, acreditamos, que se abre um caminho para a educação ética.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[environmental philosophy]]></kwd>
<kwd lng="en"><![CDATA[ecofeminism]]></kwd>
<kwd lng="en"><![CDATA[placed-base education]]></kwd>
<kwd lng="en"><![CDATA[philosophy with children]]></kwd>
<kwd lng="en"><![CDATA[critical indigenous pedagogy.]]></kwd>
<kwd lng="es"><![CDATA[filosofía ambiental]]></kwd>
<kwd lng="es"><![CDATA[ecofeminismo]]></kwd>
<kwd lng="es"><![CDATA[educación basada en el lugar]]></kwd>
<kwd lng="es"><![CDATA[filosofía con niños]]></kwd>
<kwd lng="es"><![CDATA[pedagogía indígena crítica.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia ambiental]]></kwd>
<kwd lng="pt"><![CDATA[ecofeminismo]]></kwd>
<kwd lng="pt"><![CDATA[educação baseada em localização]]></kwd>
<kwd lng="pt"><![CDATA[filosofia com crianças]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia indígena crítica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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