<?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>S1984-59872021000100201</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.55786</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Is there a form of citizenship specific to philosophy for children?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Hay una forma de ciudadanía específica de la filosofía para niños?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Existe uma forma de cidadania específica da filosofia para crianças?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leseigneur]]></surname>
<given-names><![CDATA[Clarisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ecole Normale Supérieure de Lyon  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</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=S1984-59872021000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Due to the obvious and widely studied Deweyan foundations in the educational program elaborated by philosopher Mathew Lipman, Philosophy for Children (P4C) is often presented as a continuation of Dewey&#8217;s ideal, which understands democracy as a &#8220;mode of associated living.&#8221; I argue that there is a democratic model specific to Lipman&#8217;s P4C that cannot be reduced to Dewey&#8217;s theories. To do so, I propose to compare Dewey&#8217;s and Lipman&#8217;s educational models through the Bourdieusian notion of habitus, understood as a set of lasting mental dispositions, following a specific social conditioning, revealed by some practical habits. Studying Dewey&#8217;s and Lipman&#8217;s educational recommendations concerning inquiry in depth not only reveals that they are structured according to different rationalities, it also highlights the fact that they tend to develop different habits and dispositions in the child, that ultimately form two distinct forms of citizen habitus. Dewey&#8217;s habitus could be called experimental and Lipman&#8217;s habitus dialogical, and they both correspond to their respective reflections on democracy and the role a citizen should be playing in it. I conclude by highlighting the interesting possibilities that stem from the analysis and comparison of educational models through the notion of habitus.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Debido a los obvios y ampliamente estudiados fundamentos deweyanos en el programa educativo elaborado por el filósofo Matthew Lipman, Filosofía para Niños (FpN) a menudo es presentada como una continuación del ideal democrático de Dewey. Sostengo que existe un modelo democrático específico a la Filosofía para Niños de Lipman, que no puede ser reducido a las teorías de Dewey. Para hacer esto, propongo de comparar los modelos educativos de Dewey y Lipman a través de la noción bourdieuana de habitus, entendida como un conjunto de disposiciones mentales duraderas, que siguen un específico condicionamiento social y que se revelan en algunos hábitos prácticos. Estudiar en profundidad las recomendaciones educativas de Dewey y Lipman en relación a la investigación, no sólo revela que se estructuran de manera acorde a diferentes racionalidades, sino que además destaca el hecho de que tienden a desarrollar diferentes hábitos y disposiciones en el niño, que en última instancia forman dos habitus ciudadanos distintos. El habitus de Dewey podría ser llamado experimental, y el habitus de Lipman dialógico, y ambos se corresponden con sus respectivas reflexiones sobre la democracia y el rol que un ciudadano debería desempeñar. Concluyo subrayando las interesantes posibilidades que brotan del análisis y comparación de los modelos educativos a través de la noción de habitus.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Devido aos óbvios e amplamente estudados fundamentos Deweyanos presentes no programa educacional elaborado pelo filósofo Mathew Lipman, a Filosofia para Crianças é frequentemente apresentada como uma continuação do ideal democrático de Dewey, como um modo de vida associado. Sustento que existe um modelo democrático específico à Filosofia para Crianças elaborada por Lipman, que não pode ser reduzida às teorias de Dewey. Para tanto, proponho comparar os modelos educacionais de Dewey e de Lipman por meio da noção bourdieusiana do habitus, entendida como um conjunto de disposições mentais duradouras, provenientes de um condicionamento social específico, que se manifesta por alguns hábitos práticos. Estudar em profundidade as recomendações educacionais de Dewey e de Lipman relativas à investigação não só revela que elas estão estruturadas de acordo com diferentes racionalidades, mas também destaca o fato de que tendem a desenvolver hábitos e disposições diferentes na criança, que acabam por formar dois habitus de cidadão distintos. O habitus de Dewey pode ser denominado experimental, e o habitus de Lipman dialógico, e ambos correspondem às suas respectivas reflexões sobre a democracia e o papel que um cidadão deve desempenhar. Concluo destacando as possibilidades interessantes que emergem da análise e da comparação de modelos educacionais por meio da noção de habitus.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[democracy]]></kwd>
<kwd lng="en"><![CDATA[habitus]]></kwd>
<kwd lng="en"><![CDATA[lipman]]></kwd>
<kwd lng="en"><![CDATA[dewey]]></kwd>
<kwd lng="en"><![CDATA[bourdieu]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[democracia]]></kwd>
<kwd lng="es"><![CDATA[habitus]]></kwd>
<kwd lng="es"><![CDATA[lipman]]></kwd>
<kwd lng="es"><![CDATA[dewey]]></kwd>
<kwd lng="es"><![CDATA[bourdieu.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[democracia]]></kwd>
<kwd lng="pt"><![CDATA[habitus]]></kwd>
<kwd lng="pt"><![CDATA[lipman]]></kwd>
<kwd lng="pt"><![CDATA[dewey]]></kwd>
<kwd lng="pt"><![CDATA[bourdieu.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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