<?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>S1984-59872023000100204</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.70520</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Voting on the questions as a pedagogical practice in a community of philosophical enquiry]]></article-title>
<article-title xml:lang="pt"><![CDATA[Votar na pergunta como prática pedagógica numa comunidade de investigação filosófica]]></article-title>
<article-title xml:lang="es"><![CDATA[Votar la pregunta como práctica pedagógica en una comunidad de investigación filosófica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reynolds]]></surname>
<given-names><![CDATA[Rose-Anne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Cape Town  ]]></institution>
<addr-line><![CDATA[Cape Town ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872023000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This article considers two of the methodological steps in a Community of Philosophical Enquiry: developing the questions and voting on the questions. Both of these practices are enacted by the 8-9 year old children who are the participants in a philosophical enquiry, which I facilitated at a government primary school in South Africa. Matthews (1994) reminds us that children as philosophical thinkers/doers have been left out of the dominant narratives about children and childhood. A question that guides this research is where is the place for philosophical questions (developed by children) and the kind of philosophical thinking/drawing/creating/being for child (and adults) in schools? How do we make space for such questioning-so that the richness of these pedagogical encounters can really matter and make a difference to the teaching and learning taking place? Gandorfer in an interview with Barad (2021), suggests that critical thought &#8220;is to encounter what is unrecognizable and imperceptible, yet sensible and constructive of sense without separating it from the physical world&#8221; (p. 20). I would agree and apply this to the critical thoughts of child. This thinking is not located in the child, in their mind and does not emerge only through the thoughts, child verbalises. A critical posthumanism theory/practice analysis ensures that as researcher, I do not stand outside of the research peering in at a distance. Similarly the children, the questions, the voting and the enquiries are not separate from the world, they are all already entangled with the world. When the children are voting on the questions, this performs as a pedagogy of interruption (Michaud, 2020). As the facilitator, I do not know which question will receive the largest number of votes for the philosophical enquiry. This makes possible an emergent curriculum in its be(com)ing. Toby Rollo&#8217;s (2016) formulations about child as political agent and not just moral agent and the implications for more democratic and just schooling are theorised in this paper through the act of the children voting on the questions. I argue that children are not just excluded from participating in decisions about what and even how they are learning at school but from most pedagogical practices in classrooms and schools. I show how the children creating the questions and voting on the questions can be democratic practices with political and moral implications in a community of philosophical enquiry.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo considera duas das etapas metodológicas de uma Comunidade de Investigação Filosófica: elaboração das questões e votação das questões. Ambas as práticas são realizadas por crianças de 8 e 9 anos que são participantes de uma investigação filosófica, que facilitei em uma escola pública primária na África do Sul. Matthews (1994) nos lembra que as crianças como pensadoras/agentes filosóficas foram deixadas de fora das narrativas dominantes sobre crianças e infância. Uma questão que norteia esta pesquisa é onde está o lugar para as questões filosóficas (desenvolvidas pelas crianças) e o tipo de pensamento/desenho/criação/ser filosófico para crianças (e adultos) nas escolas? Como abrir espaço para tais questionamentos - para que a riqueza desses encontros pedagógicos realmente importe e faça a diferença no ensino e aprendizagem em curso? Gandorfer, em entrevista a Barad (2021), sugere que o pensamento crítico &#8220;é encontrar o que é irreconhecível e imperceptível, mas sensível e construtivo de sentido sem separá-lo do mundo físico&#8221; (p. 20). Eu concordaria e aplicaria isso aos pensamentos críticos da criança. Esse pensamento não está localizado na criança, na sua mente e não surge apenas através dos pensamentos que a criança verbaliza. Uma análise crítica da teoria/prática do pós-humanismo garante que, como pesquisadora, eu não fico fora da pesquisa observando à distância. Da mesma forma, as crianças, as perguntas, as votações e as indagações não estão separadas do mundo, mas já estão todas emaranhadas com o mundo. Quando as crianças estão votando nas questões, isso funciona como uma pedagogia da interrupção (Michaud, 2020). Como facilitadora, não sei qual a pergunta que receberá o maior número de votos para a investigação filosófica. Isso possibilita um currículo emergente em seu tornar-se(com). As formulações de Toby Rollo (2016) sobre a criança como agente político e não apenas moral e as implicações para uma escolarização mais democrática e justa são teorizadas neste artigo por meio do ato de as crianças votarem nas questões. Eu argumento que as crianças não são apenas excluídas da participação nas decisões sobre o que e até mesmo como estão aprendendo na escola, mas também da maioria das práticas pedagógicas nas salas de aula e nas escolas. Mostro como as práticas de as crianças criarem e votarem nas perguntas podem ser práticas democráticas, com implicações políticas e morais em uma comunidade de investigação filosófica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen En este artículo se examinan dos de las etapas metodológicas en una Comunidad de Investigación Filosófica: la elaboración de las preguntas y la votación de las preguntas. Ambas prácticas son llevadas a cabo por los niños y niñas de 8 a 9 años que participan en una investigación filosófica que yo facilité en una escuela primaria pública de Sudáfrica. Matthews (1994) nos recuerda que los niños y niñas, como pensadores/hacedores filosóficos, han quedado al margen de las narrativas dominantes sobre los niños y la infancia. Una pregunta que guía esta investigación es ¿dónde está el lugar para las preguntas filosóficas (elaboradas por niños y niñas) y el tipo de pensamiento/dibujo/creación/ser filosófico para el niño (y los adultos) en las escuelas? ¿Cómo podemos hacer lugar para esos cuestionamientos -de tal manera que la riqueza de estos encuentros pedagógicos sea realmente importante y haga la diferencia en la enseñanza y el aprendizaje en curso? Gandorfer, en una entrevista con Barad (2021), sugiere que el pensamiento crítico "es encontrarse con lo irreconocible e imperceptible, pero sensible y constructor de sentido sin separarlo del mundo físico" (p. 20). Yo acuerdo y aplicaría esto a los pensamientos críticos del niño. Este pensamiento no se localiza en el niño, en su mente y no emerge únicamente a través de los pensamientos que el niño verbaliza. Un análisis crítico de la teoría/práctica del posthumanismo garantiza que, como investigadora, no me sitúo fuera de la investigación, asomándome desde la distancia. Del mismo modo, los niños y niñas, las preguntas, las votaciones y las preguntas no están separados del mundo, sino que todos se encuentran ya enredados con él. Cuando los niños votan las preguntas, esto funciona como una pedagogía de la interrupción (Michaud, 2020). Como facilitadora, no sé qué pregunta recibirá el mayor número de votos para la investigación filosófica. Esto hace posible un currículum emergente en su estar siendo(deviniendo). Las formulaciones de Toby Rollo (2016) sobre el niño como agente político y no solo agente moral y las implicaciones para una escolarización más democrática y justa son analizadas en este artículo a través del acto de los niños y niñas de votar por las preguntas. Mi argumento es que los niños y niñas no solo están excluidos de participar en las decisiones sobre qué e incluso cómo están aprendiendo en la escuela, sino de la mayoría de las prácticas pedagógicas en las aulas y las escuelas. Muestro cómo la creación de las preguntas y la votación de las preguntas por parte de los niños y niñas pueden ser prácticas democráticas con implicaciones políticas y morales en una comunidad de investigación filosófica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[community of philosophical enquiry]]></kwd>
<kwd lng="en"><![CDATA[voting]]></kwd>
<kwd lng="en"><![CDATA[critical posthumanism]]></kwd>
<kwd lng="en"><![CDATA[questions]]></kwd>
<kwd lng="en"><![CDATA[early childhood education.]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[votação]]></kwd>
<kwd lng="pt"><![CDATA[pós-humanismo crítico]]></kwd>
<kwd lng="pt"><![CDATA[questões]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil.]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación filosófica]]></kwd>
<kwd lng="es"><![CDATA[votación]]></kwd>
<kwd lng="es"><![CDATA[posthumanismo crítico]]></kwd>
<kwd lng="es"><![CDATA[preguntas]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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