<?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>S1984-59872021000100215</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.58661</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[el aprendizaje de las matemáticas desde filosofía para/con niños]]></article-title>
<article-title xml:lang="en"><![CDATA[learning mathematics from philosophy for/with children]]></article-title>
<article-title xml:lang="pt"><![CDATA[a aprendizagem das matemáticas desde filosofia para/com crianças]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[yuli piracoca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[díaz]]></surname>
<given-names><![CDATA[liliana andrea mariño]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidad pedagógica y tecnológica de colombia  ]]></institution>
<addr-line><![CDATA[tunja ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,universidad pedagógica y tecnológica de colombia  ]]></institution>
<addr-line><![CDATA[tunja ]]></addr-line>
<country>Colombia</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=S1984-59872021000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen En el artículo se presenta la construcción teórica de la relación entre el aprendizaje de las matemáticas y la filosofía para/con niños. La selección de un corpus documental permitió delimitar el objeto de estudio. Luego, se elaboraron fichas temáticas y analíticas para interpretar los enunciados principales, en los cuales se evidenciaron divergencias y convergencias entre filosofía para/con niños y el aprendizaje de las matemáticas. El texto se organiza en seis apartados: Pensamiento matemático como experiencia; Filosofía para/con niños: un espacio para el pensar; El razonamiento, argumentación y pensamiento lógico: un asunto de filosofía para/con niños y matemáticas; Función de la pregunta en el pensamiento matemático; La comunidad de indagación: un asunto de las matemáticas; y, por último, Del concepto al pensamiento matemático. El artículo fundamenta una reflexión sobre la necesidad de vincular el aprendizaje de las matemáticas con el ejercicio de filosofar para democratizar las matemáticas. Esto lleva a la formación del pensamiento crítico, creativo y ético, fundamentales en los procesos de aprendizaje de las matemáticas, lo cual se convierte en una experiencia pedagógica y una apuesta didáctica desde la educación matemática crítica. En conclusión, la interacción entre estas dos disciplinas transforma las prácticas pedagógicas y los contextos escolares. El aula se convierte en un espacio propicio para indagar, asombrarse, crear, razonar, modelar, argumentar, formarse y transformarse individual y colectivamente. El aprendizaje de las matemáticas abarca la necesidad de emancipar a los sujetos para solucionar desde los contextos las injusticias sociales, promulgar a partir del aprendizaje de las matemáticas la igualdad y la democracia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract The article presents the theoretical construction of the relationship between mathematics learning and philosophy for/with children. The selection of a documentary corpus allowed delimiting the object of study. Then, thematic and analytical cards were elaborated to interpret the main statements, in which divergences and convergences between philosophy for/with children and the learning of mathematics were evidenced. The text is organized in six sections: Mathematical thinking as experience; Philosophy for/with children: a space for thinking; Reasoning, argumentation and logical thinking: a matter of philosophy for/with children and mathematics; the role of the question in mathematical thinking; the community of inquiry: a matter of mathematics; and, finally, from concept to mathematical thinking. The article gives an account of the reflection on the need to link the learning of mathematics with the exercise of philosophizing in order to democratize mathematics. This leads to the formation of critical, creative and ethical thinking, fundamental in the learning processes of mathematics, which becomes a pedagogical experience and a didactic bet from critical mathematics education. In conclusion, the interaction between these two disciplines transforms pedagogical practices and school contexts. The classroom becomes a space for inquiry, wonder, creation, reasoning, modeling, argumentation, training and individual and collective transformation. The learning of mathematics encompasses the need to emancipate the subjects in order to solve social injustices from the contexts, to promulgate equality and democracy through the learning of mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O artigo apresenta a construção teórica da relação entre a aprendizagem da matemática e a filosofia para/com crianças. A seleção de um corpus documental permitiu delimitar o objeto de estudo. Em seguida, foram elaborados ficheiros temáticos e analíticos para a interpretação dos principais enunciados, nas quais foram evidenciadas divergências e convergências entre a filosofia para/com as crianças e a aprendizagem da matemática. O texto está organizado em seis seções: O pensamento matemático como experiência; Filosofia para / com crianças: um espaço de pensamento; Raciocínio, argumentação e pensamento lógico: uma questão de filosofia para / com crianças e matemática; Função da questão no pensamento matemático; A comunidade de investigação: uma questão de matemática; e, finalmente, do conceito ao pensamento matemático. O artigo fundamenta uma reflexão sobre a necessidade de vincular a aprendizagem da matemática ao exercício de filosofar para democratizar a matemática. Isso leva à formação do pensamento crítico, criativo e ético, fundamental nos processos de aprendizagem da matemática, que se torna uma experiência pedagógica e um compromisso didático da educação matemática crítica. Em conclusão, a interação entre essas duas disciplinas transforma as práticas pedagógicas e os contextos escolares. A sala de aula torna-se um espaço propício para inquirir, questionar, criar, raciocinar, modelar, argumentar, treinar e transformar individual e coletivamente. A aprendizagem da matemática envolve a necessidade de emancipar os sujeitos para resolver as injustiças sociais dos contextos, de promover a igualdade e a democracia a partir da aprendizagem da matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de filosofía]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[filosofía con niños.]]></kwd>
<kwd lng="en"><![CDATA[mathematics learning]]></kwd>
<kwd lng="en"><![CDATA[teaching philosophy]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[philosophy with children]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de matemática]]></kwd>
<kwd lng="pt"><![CDATA[ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[filosofia com crianças.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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