<?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>S1984-59872021000100216</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.60940</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[children&#8217;s experiences of online philosophical dialogues]]></article-title>
<article-title xml:lang="es"><![CDATA[experiencias de niñas y niños de diálogos filosóficos en línea]]></article-title>
<article-title xml:lang="pt"><![CDATA[experiências de crianças em diálogos filosóficos online]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[muckadell]]></surname>
<given-names><![CDATA[caroline schaffalitzky de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jensen]]></surname>
<given-names><![CDATA[søren sindberg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[schou-juul]]></surname>
<given-names><![CDATA[frederik]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of southern denmark  ]]></institution>
<addr-line><![CDATA[odense Denmark]]></addr-line>
<country>Denmark</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,university of southern denmark  ]]></institution>
<addr-line><![CDATA[odense ]]></addr-line>
<country>Denmark</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,university of southern denmark  ]]></institution>
<addr-line><![CDATA[odense ]]></addr-line>
<country>Denmark</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=S1984-59872021000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Researchers are increasingly interested in the impact of philosophical dialogues with children. Studies have shown that this approach helps realise dialogic ideals in learning environments and that Philosophy with Children significantly impacts children&#8217;s cognitive and social skills. However, other aspects of this approach have attracted less attention - for example, given the focus on children&#8217;s thinking, voices and perspectives in Philosophy with Children, surprisingly few studies have examined how children experience philosophical dialogues. The aim of this study was to help fill this research gap by describing how children perceived a week of online philosophical dialogues. We conducted 58 dialogues in emergency teaching during the COVID-19 lockdown in Denmark and asked the children questions about their experiences of the dialogues - for instance, about their overall impressions, their perceptions of meaning and the facilitators, and their sense of community. We found that the children generally enjoyed the dialogues and understood their rationale even though the rationale had not been explicitly discussed with them. We also found that the children&#8217;s opinions were diverse and complex, that some of their descriptions were surprising and that their experiences, in general, matched influential descriptions of dialogic teaching ideals. Our findings confirm that it is important to examine children&#8217;s perspectives; therefore, we emphasise the need for further attention to the experiences of children participating in philosophical dialogues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Existe un interés creciente en la investigación empírica sobre el impacto de los diálogos filosóficos con niñas y niños. Varios estudios han demostrado cómo este enfoque ayuda a realizar ideales dialógicos en entornos de aprendizaje, y otros estudios han encontrado que la Filosofía con Niños tiene un impacto importante en las habilidades cognitivas y sociales de niñas y niños. Pero otros aspectos del campo han atraído menos atención: dado el enfoque en el pensamiento, las voces y las perspectivas de niñas y niños en Filosofía con niños, sorprendentemente pocos estudios han examinado cómo niñas y niños experimentan los diálogos filosóficos. El objetivo de este estudio fue ayudar a llenar este vacío describiendo las percepciones de niñas y niños de una semana de diálogos filosóficos en línea. Llevamos a cabo 58 diálogos en la enseñanza de emergencia durante el encierro por la pandemia de COVID-19 en Dinamarca, y les hicimos preguntas a niñas y niños acerca de sus experiencias de los diálogos, por ejemplo, sobre su impresión general, su percepción del significado y los facilitadores, y su sentido de comunidad. Descubrimos que, en general, niñas y niños disfrutaban de los diálogos y comprendían su razón fundamental aun cuando esto no se había discutido explícitamente con ellas y ellos. También encontramos que las opiniones de niñas y niños eran diversas y complejas, que algunas de sus descripciones eran sorprendentes y que sus experiencias en general concuerdan con descripciones influyentes de los ideales de la enseñanza dialógica. Nuestros hallazgos confirman que es importante examinar las perspectivas de niñas y niños y señalamos la necesidad de prestar más atención a sus experiencias cuando participan en diálogos filosóficos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Pesquisadores estão cada vez mais interessados no impacto dos diálogos filosóficos com crianças. Estudos têm mostrado que esta abordagem ajuda a realizar ideais dialógicos em ambientes de aprendizagem e que Filosofia com Crianças afeta significativamente as habilidades cognitivas e sociais das crianças. No entanto, outros aspectos desta abordagem têm atraído menos atenção - por exemplo, dado o foco no pensamento, vozes e perspectivas das crianças em Filosofia com Crianças, surpreendentemente poucos estudos examinaram como as crianças vivenciam diálogos filosóficos. O objetivo deste estudo foi ajudar a preencher essa lacuna de pesquisa, descrevendo como as crianças percebiam uma semana de diálogos filosóficos online. Conduzimos 58 diálogos no ensino de emergência durante a pandemia do COVID-19 na Dinamarca e fizemos perguntas às crianças sobre suas experiências nos diálogos - por exemplo, sobre suas impressões gerais, suas percepções de significado e dos facilitadores e seu senso de comunidade. Descobrimos que as crianças geralmente gostavam dos diálogos e entendiam seus fundamentos, embora os fundamentos não tivessem sido explicitamente discutidos com elas. Também descobrimos que as opiniões das crianças eram diversas e complexas, que algumas de suas descrições eram surpreendentes e que suas experiências em geral correspondiam a descrições influentes de ideais de ensino dialógico. Nossos resultados confirmam que é importante examinar as perspectivas das crianças; portanto, enfatizamos a necessidade de maior atenção às experiências de crianças participantes de diálogos filosóficos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy with/for children]]></kwd>
<kwd lng="en"><![CDATA[children&#8217;s perspectives]]></kwd>
<kwd lng="en"><![CDATA[online dialogues]]></kwd>
<kwd lng="en"><![CDATA[survey]]></kwd>
<kwd lng="es"><![CDATA[filosofía con/para niños]]></kwd>
<kwd lng="es"><![CDATA[perspectivas de niñas y niños]]></kwd>
<kwd lng="es"><![CDATA[diálogos en línea]]></kwd>
<kwd lng="es"><![CDATA[encuesta.]]></kwd>
<kwd lng="pt"><![CDATA[filosofia com / para crianças]]></kwd>
<kwd lng="pt"><![CDATA[perspectivas das crianças]]></kwd>
<kwd lng="pt"><![CDATA[diálogos online]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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