<?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>S1984-59872021000100206</article-id>
<article-id pub-id-type="doi">10.12597/childphilo.2021.56494</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Fink&#8217;s notion of play in the context of philosophical inquiry with children.]]></article-title>
<article-title xml:lang="es"><![CDATA[La noción de juego de fink en el contexto de la investigación filosófica con niños(as)]]></article-title>
<article-title xml:lang="pt"><![CDATA[A noção de fink de brincar no contexto da investigação filosófica com crianças.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petropoulos]]></surname>
<given-names><![CDATA[Georgios]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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=S1984-59872021000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice to childhood, allowing it to enter a genuine dialogue with adulthood. Scholars who defend a non-reductive and non-instrumentalist approach to P4C, highlight the significance of play in philosophy sessions with children. In this paper I examine the extent to which the philosophical inquiry that takes place in the context P4C can be understood as a playful activity. I submit that Fink&#8217;s account of play can help us reach a better understanding of what we mean by play, which in turn can help us examine the compatibility between the activities of P4C and play. In the first part of the paper, I examine some of the basic ideas of P4C and raise the question about the compatibility of philosophical inquiry and play. In the second part of the paper, I engage in a philosophical appreciation of play by drawing on the work of Eugen Fink. In the final part of the paper, I show how play - understood along Fink&#8217;s lines - is compatible with philosophical inquiry as practiced in school settings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen La investigación en educación indica que el curriculum de Filosofía para Niños (P4C) es instrumental para lograr importantes objetivos educativos. Sin embargo, es precisamente esta concepción instrumentalista de FpN la que ha sido cuestionada por una segunda generación de estudiosos de FpN. Entre otras cosas, estos estudiosos sostienen que FpN debe permanecer vigilante y evitar suscribir 1) el desarrollismo y 2) una identificación reductora del pensamiento a la racionalidad. Por el contrario, sugieren que FpN debe asegurarse dar voz a la infancia, permitiéndole entrar en un auténtico diálogo con la edad adulta. Los estudiosos que defienden un enfoque no reductivo y no instrumentalista de FpN, destacan la importancia del juego en las sesiones de filosofía con niñas y niños. En este artículo examino hasta qué punto la indagación filosófica que tiene lugar en el contexto de FpN puede entenderse como una actividad lúdica. Sostengo que la descripción del juego de Fink puede ayudarnos a comprender mejor lo que entendemos por juego, lo que a su vez puede ayudarnos a examinar la compatibilidad entre las actividades de FpN y el juego. En la primera parte del artículo, examino algunas de las ideas básicas de FpN y planteo la cuestión de la compatibilidad entre investigación filosófica y juego. En la segunda parte del artículo, me dedico a la apreciación filosófica del juego basándome en la obra de Eugen Fink. En la última parte del artículo, muestro cómo el juego -entendido según la línea de Fink- es compatible con la indagación filosófica tal y como se practica en el ámbito escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Pesquisas em educação indicam que o currículo de Filosofia para Crianças (FpC) é fundamental para alcançar objetivos educacionais importantes. E, no entanto, é precisamente essa concepção instrumentalista do FpC que foi questionada por uma segunda geração de estudiosos do FpC. Entre outras coisas, esses estudiosos argumentam que P4C deve permanecer vigilante e evitar subscrever 1) desenvolvimentismo e 2) uma identificação redutora do pensamento com e a racionalidade. Pelo contrário, sugerem que P4C deve garantir dar voz à infância, permitindo-lhe entrar em diálogo genuíno com a idade adulta. Estudiosos que defendem uma abordagem não redutiva e não instrumentalista da FpC destacam a importância do brincar nas sessões de filosofia com crianças. Neste artigo, examino até que ponto a investigação filosófica tem lugar no contexto FpC pode ser entendida como uma atividade lúdica. Sustento que o relato de jogo de Fink pode nos ajudar a compreender melhor o que entendemos por jogo, o que, por sua vez, pode nos ajudar a examinar a compatibilidade entre as atividades do FpC e o jogo. Na primeira parte do artigo, examino algumas das ideias básicas de FpC e levanto a questão sobre a compatibilidade entre investigação filosófica e jogo. Na segunda parte do artigo, faço uma apreciação filosófica do jogo, baseando-me na obra de Eugen Fink. Na parte final do artigo, mostro como o jogo - entendido segundo a linha de Fink - é compatível com a investigação filosófica praticada em ambientes escolares.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[fink]]></kwd>
<kwd lng="en"><![CDATA[play]]></kwd>
<kwd lng="en"><![CDATA[p4wc]]></kwd>
<kwd lng="en"><![CDATA[philosophical inquiry]]></kwd>
<kwd lng="en"><![CDATA[play-world]]></kwd>
<kwd lng="en"><![CDATA[children]]></kwd>
<kwd lng="es"><![CDATA[fink]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[fpcn]]></kwd>
<kwd lng="es"><![CDATA[investigación filosófica]]></kwd>
<kwd lng="es"><![CDATA[juego-mundo, niñas/os.]]></kwd>
<kwd lng="pt"><![CDATA[fink]]></kwd>
<kwd lng="pt"><![CDATA[jogar]]></kwd>
<kwd lng="pt"><![CDATA[fpcc]]></kwd>
<kwd lng="pt"><![CDATA[investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[jogo-mundo]]></kwd>
<kwd lng="pt"><![CDATA[crianças.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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