<?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>S1984-59872023000100213</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.76289</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estaremos prontos para a escuta das crianças?]]></article-title>
<article-title xml:lang="en"><![CDATA[Are we ready to listen to children?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Estamos listos para escuchar a los niños?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frias]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diniz]]></surname>
<given-names><![CDATA[Daylane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Nális]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade dos Açores Nica ]]></institution>
<addr-line><![CDATA[Ponta Delgada ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,universidade dos açores nica ]]></institution>
<addr-line><![CDATA[ponta delgada ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,universidade dos açores nica ]]></institution>
<addr-line><![CDATA[ponta delgada ]]></addr-line>
<country>Portugal</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=S1984-59872023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este texto parte de inquietações em torno da prática filosófica com crianças e da escuta que ocorre em algumas comunidades de investigação filosófica (Sharp, 1987; Mendonça; Carvalho, 2018) em contexto escolar. Pensamos nas certezas com que nos movemos nestes espaços e como momentos imprevisíveis podem interromper esses caminhos (aparentemente) seguros, possibilitando novas formas de educar. Esses &#8220;momentos críticos&#8221; (Haynes; Murris, 2012a) surgem a partir da escuta das vozes de crianças e transformam a forma como o educador-filósofo-investigador se conduz na escola e nas reflexões que faz a partir dessas práticas. Dessa forma, a pergunta da Inês abre a presente escrita. Partiremos também de diálogos com alguns autores, como seja Jean-Luc Nancy, que nos traz importantes ideias acerca da escuta, e Michael Apple, nos lembrando que as escolas podem atuar como mantenedoras de uma situação hegemônica por meio da transmissa&#771;o de valores e tende&#770;ncias culturais e econo&#770;micas ao contexto escolar. Seguimos pela importância e pela reflexão crítica sobre a escuta das vozes das crianças, até nos perguntarmos se a escola as escuta e quais vozes são consideradas nessa escuta. Além disso, em diálogo com hooks, Haynes, Murris e Carvalho, propomos pensar a escola também como um espaço político e, sendo assim, como os exercícios e vivências da escuta ali experienciados podem constituir práticas democráticas. Compartilhamos como exemplo algumas vivências que buscam escutar as vozes das crianças na sala de aula, a partir das quais perpassamos juntamente com Walter Kohan pelos enlaces marginais entre escuta, escola e filosofia. Terminamos referindo que o percurso desta escrita nos conduziu a considerar que a escuta, quando pensada criticamente, pode contribuir para comunidades de investigação filosófica cada vez mais atentas e cuidadosas com a dimensão política das contribuições e falas das crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This text is based on concerns about philosophical practice with children and the manner of listening that occurs in some communities of philosophical inquiry (Sharp, 1987; Mendonça; Carvalho, 2018) in a school context. We think about the certainties with which we move in these spaces and how unpredictable moments can interrupt these (apparently) safe paths, enabling new ways of educating. These &#8220;critical moments&#8221; (Haynes; Murris, 2012a) arise from listening to the voices of children in the interest of transforming the way in which the educator-philosopher-researcher conducts himself by way of the reflections he makes based on what he hears. As such, the present text opens with a question, which we respond to in dialogue with several philosophers; first, Jean-Luc Nancy&#8217;s work, brings us important ideas about listening. Next, Michael Apple reminds us that schools can act as maintainers of a hegemonic situation through the transmission of values and cultural and economic trends in the school context. We continue by discussing the importance of critical reflection as we listen to children's voices, and ask ourselves how school is constructed for listening-particularly, whose voices are considered worthy of listening to. This leads, in dialogue with bell hooks, to the identification of school as a political space and the question of how the exercise of listening there can create and maintain authentic democratic practice. We also share a few examples of the experience of listening to children's voices in the classroom, and we explore, together with Walter Kohan, the marginal links between listening, school and philosophy. We end by reflecting on the process of creating this text, which led us to consider that listening, when practiced critically, can contribute to those philosophical research communities that are increasingly attentive to the political dimension of children's thinking and speaking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este texto parte de inquietudes sobre la práctica filosófica con niños y niñas y sobre la escucha que ocurre en algunas comunidades de investigación filosófica (Sharp, 1987; Mendonça; Carvalho, 2018) en contexto escolar. Pensamos en las certezas con las que nos movemos en estos espacios y cómo momentos impredecibles pueden interrumpir estos caminos (aparentemente) seguros, posibilitando nuevas formas de educar. Estos &#8220;momentos críticos&#8221; (Haynes; Murris, 2012a) surgen de la escucha de las voces de niños y niñas y transforman la forma en que el educador-filosofo-investigador se conduce en la escuela y en las reflexiones que realiza a partir de estas prácticas. De esta forma, la pregunta de Inês abre el presente escrito. También partiremos de diálogos con algunos autores, como Jean-Luc Nancy, quien nos trae ideas importantes sobre la escucha, y Michael Apple, quien nos recuerda que las escuelas pueden actuar como mantenedoras de una situación hegemónica a través de la transmisión de valores y tendencias culturales y económicas al contexto escolar. Continuamos con la importancia y con la reflexión crítica sobre la escucha de las voces de niños y niñas, hasta preguntarnos si la escuela las escucha y cuáles voces son consideradas en esa escucha. Además, en diálogo con hooks, Haynes, Murris y Carvalho, proponemos pensar la escuela también como un espacio político y, por tanto, cómo los ejercicios y experiencias de escucha que allí se viven pueden constituirse en practicas democráticas. Compartimos como ejemplo algunas experiencias que buscan escuchar las voces de niños y niñas en el aula, a partir de las cuales exploramos, junto a Walter Kohan, los vínculos marginales entre escucha, escuela y filosofía. Finalizamos refiriendo que el recorrido de este escrito nos llevó a considerar que la escucha, cuando es pensada críticamente, puede contribuir a comunidades de investigación filosófica cada vez más atentas y cuidadosas con la dimensión política de los aportes y discursos infantiles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[filosofia para/com crianças]]></kwd>
<kwd lng="pt"><![CDATA[escuta]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[educação.]]></kwd>
<kwd lng="en"><![CDATA[philosophy for/with children]]></kwd>
<kwd lng="en"><![CDATA[listening]]></kwd>
<kwd lng="en"><![CDATA[community of philosophical inquiry]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[filosofía para/con niñas y niños]]></kwd>
<kwd lng="es"><![CDATA[escucha]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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