<?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>S1984-59872021000100219</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.61947</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[el poder desde la perspectiva de foucault y la práctica de filosofía con niños en la escuela.]]></article-title>
<article-title xml:lang="pt"><![CDATA[o poder a partir da perspectiva de foucault e a prática de filosofia com crianças na escola.]]></article-title>
<article-title xml:lang="en"><![CDATA[power from foucault's perspective and the practice of philosophy with children at school.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[salas]]></surname>
<given-names><![CDATA[ana corina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidade do estado do rio de janeiro  ]]></institution>
<addr-line><![CDATA[rio de janeiro rio de janeiro]]></addr-line>
<country>Brazil</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=S1984-59872021000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Entendemos que la práctica de Filosofía con Niños, propuesta por Walter Kohan, dentro de la escuela, nos invita a pensarnos y en ese acto reflexivo saber lo que somos -y estamos siendo-, lo que queremos y no queremos ser, dándonos la posibilidad de transformarnos. Para transformarnos, dice este filósofo, es necesario abandonar los dispositivos que nos llevan a ser eso que somos. Ahora, ¿Qué somos? ¿Qué somos en cuanto docentes? ¿Qué somos en cuanto alumnos? ¿Qué dispositivos nos llevan a ser eso que somos? Para pensar estas preguntas analizaremos, con Michel Foucault, la escuela, institución donde se desarrolla la práctica de Filosofía con Niños, con el fin de entender las relaciones de poder que existen en este recinto. Cómo, a raíz de ellas, se moldea y se define qué es ser docente y ser alumno. Para ello, haremos una introducción al pensamiento foucaultiano y analizaremos qué es el poder, el poder pastoral, el poder disciplinario y la resistencia que da forma, según el filósofo francés, a este recinto educativo. Asimismo, presentaremos la propuesta de Filosofía con Niños y expondremos la posibilidad y necesidad, presentada por Kohan, de que la filosofía ejercida dentro de la escuela reflexione en torno a las prácticas coercitivas de poder vivas en el salón de clases y desde ahí, pueda crear y abrirse a otras formas de relación. Finalmente argumentamos que la práctica de Filosofía con Niños, se constituye, en los términos de Foucault, en cuanto una práctica de resistencia en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Entendemos que a prática da Filosofia com Crianças na escola, proposta por Walter Kohan, convida-nos a pensar sobre nós mesmos e nesse ato reflexivo a saber o que somos - e estamos sendo -, o que queremos e não queremos ser, nos dando a possibilidade de transformar-nos. Para nos transformarmos, diz este filósofo, é necessário abandonar os dispositivos que nos levam a ser o que somos. Agora, o que somos? O que somos nós como docentes? O que somos nós como alunos? Que dispositivos nos levam a ser o que somos? Para pensar essas questões, iremos analisar, com Michel Foucault, a escola, instituição onde se desenvolve a prática da Filosofia com Crianças, a fim de compreender as relações de poder que existem neste recinto. Como, a partir delas, se forma e se define o que é ser docente e ser aluno. Para isso, faremos uma introdução ao pensamento foucaultiano e analisaremos o que é o poder, o poder pastoral, o poder disciplinar e a resistência que configura, segundo o filósofo francês, este recinto educacional. Da mesma forma, apresentaremos a proposta da Filosofia com Crianças e exporemos a possibilidade e necessidade, apresentada por Kohan, de a filosofia exercida na escola refletir sobre as práticas coercitivas de poder presentes na sala de aula e, a partir daí, criar e abrir-se a outras formas de relacionamento. Por fim, argumentamos que a prática da Filosofia com Crianças se constitui, nos termos de Foucault, como uma prática de resistência na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract We understand that the practice of Philosophy with Children within the school, proposed by Walter Kohan, invites practitioners to think about themselves and, in that reflective act, to know what they are - and what they are being -, what they want and do not want to be, giving themselves the possibility of self-transformation. In order to transform ourselves, says this philosopher, it is necessary to abandon the devices that lead us to be what we are. But, what are we? What are we as teachers? What are we as students? What devices lead us to be what we are? To think about these questions we analyze, with Michel Foucault, the school, an institution where the practice of Philosophy with Children takes place, in order to understand the power relations that exist in this space. We will understand how this power relations shape and define what it is to be a teacher and to be a student. To do this, we start with an introduction to Foucault&#8217;s thought, analyzing what is power, pastoral power, disciplinary power and resistance that, according to the French philosopher, shapes school as an educational locus. Likewise, we will present the Philosophy with Children proposal and expose the possibility and need, stated by Kohan, for philosophy (as an exercise within the school) to reflect on the coercive practices of power experienced in the classroom and, from there, to create and openness to other forms of relationship between those who inhabit it. Finally, we argue that the practice of Philosophy with Children constitutes, in Foucault's terms, a practice of resistance within schools.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[poder]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[foucault]]></kwd>
<kwd lng="es"><![CDATA[filosofía con niños]]></kwd>
<kwd lng="es"><![CDATA[resistencia.]]></kwd>
<kwd lng="pt"><![CDATA[poder]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[foucault]]></kwd>
<kwd lng="pt"><![CDATA[filosofia com crianças]]></kwd>
<kwd lng="pt"><![CDATA[resistência.]]></kwd>
<kwd lng="en"><![CDATA[power]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[foucault]]></kwd>
<kwd lng="en"><![CDATA[philosophy with children]]></kwd>
<kwd lng="en"><![CDATA[resistance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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