<?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>S1984-59872023000100301</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.71875</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[An open-ended story of some hidden sides of listening or (what) are we really (doing) with childhood?]]></article-title>
<article-title xml:lang="es"><![CDATA[Una historia de final abierto sobre algunas facetas ocultas de la escucha o ¿(qué) estamos realmente (haciendo) con la infancia?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma história em aberto de alguns lados escondidos da escuta ou (o que) estamos realmente (a fazer) com a infância?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haynes]]></surname>
<given-names><![CDATA[Joanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Magda Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Plymouth University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade dos Açores  ]]></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=S1984-59872023000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract The paper arises from a shared event that turned into an experience: the finding of a childlike piece of paper on our way to a conference about philosophy in schools and how it affects our educational ideas and research practices on listening to children. Triggered by the question of what it means to listen, we are led to the exercise of self-questioning inspired by some of the authors that have already written about the topic, specifically in the context of the community of philosophical enquiry. The thinking unfolds with the telling of the story about the found piece of paper, crossing different layers of questioning and trying to keep the enquiry open for the readers: what is it that we do not know about listening to children? And to what extent might that, which we do not know, be the cause of biased and adultist practices? Is it necessary to return to what philosophy is and where one can find it inside the school environment? Is it already there when the adults arrive? Are we not listening to it? Or are there specific places for philosophical conversations, such as the classroom? Is philosophy also invited to the margins of those spaces? Who decides what counts as philosophical? It is not about answering questions and giving closure to our concerns as educators and researchers, but rather sharing with the readers how even in the least suspected place - an academic event about bringing philosophy to school - one might still not be listening to children. In returning to this self-questioning movement, we want to echo some of the troubling in the thinking and practices of listening in the so-called movement of Philosophy for/with Children: this for/with phenomenon, its politics and relations; some of the assumptions that might be present in the dilemmas in practice for educators and researchers; but also its aesthetics resonances, the sheer beauty of troubling, the (out of) tune of self-questioning, the questions it raises for us as researchers and the space of doubting and uncertainty it offers, like a hesitation or a breathing space. And perhaps, we wonder, it is in-between spaces, in its cracks and transitions, that important things can find their way into our thinking and conversations about childhood. Just like a piece of paper in a hotel room.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El artículo surge de un acontecimiento compartido que se transformó en una experiencia: el descubrimiento de un pedazo infantil de papel, de camino a una conferencia sobre filosofía en las escuelas, y cómo ese encuentro afecta nuestras ideas educativas y prácticas de investigación sobre la escucha a los niños. Movidas por la pregunta de qué significa escuchar, nos vemos conducidas a un ejercicio de autocuestionamiento inspirado por algunos de los autores que ya han escrito sobre el tema, específicamente en el contexto de la comunidad de investigación filosófica. El pensar se despliega con la narración de la historia del pedazo de papel encontrado, pasando por diferentes niveles de cuestionamiento, e intentando mantener la investigación abierta para los lectores: ¿qué es lo que no sabemos sobre escuchar a los niños? ¿Y hasta qué punto eso que no sabemos podría ser la causa de prácticas sesgadas y adultistas? ¿Será necesario volver sobre qué es la filosofía y dónde podemos encontrarla dentro del ambiente escolar? ¿Será que la filosofía ya está ahí cuando los adultos llegan? ¿Será que no estamos escuchándola? ¿O es que existen lugares específicos para diálogos y conversaciones filosóficas, tales como el salón de clases? ¿También está invitada la filosofía a los márgenes de esos espacios? ¿Quién decide lo que cuenta como filosófico? No se trata de responder preguntas o de acabar con nuestras preocupaciones como educadoras e investigadoras, sino de compartir con los lectores cómo hasta en el lugar menos pensado -un evento académico sobre llevar la filosofía a las escuelas- podemos aun no estar escuchando a los niños. Volviendo a este movimiento de autocuestionamiento, queremos hacernos eco de algunas problematizaciones del pensar y de las prácticas de escucha dentro del llamado movimiento de Filosofía para/con Niños: este fenómeno del para/con, su política y sus relaciones; algunos de los supuestos que pueden estar presentes en los dilemas de la práctica de educadores e investigadores; pero también sus resonancias estéticas, la pura belleza del problematizar, la (des)afinación del autocuestionamiento, las preguntas que nos suscita en cuanto investigadoras y los espacios de duda e incertidumbre que nos ofrece, como una vacilación u ocasión para respirar. Y tal vez, pensamos, sea en esos entre-espacios, en sus rendijas y transiciones, que las cosas importantes pueden encontrar su camino hacia nuestro pensamiento y nuestras conversaciones sobre la infancia. Tal como un pedazo de papel en un cuarto de hotel.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O artigo surge de um acontecimento partilhado que se transformou numa experiência: a descoberta de um pedaço infantil de papel, a caminho de uma conferência sobre filosofia nas escolas, e como esse encontro afeta as nossas posições educativas e práticas de investigação sobre a escuta das crianças. Movidas pela questão sobre o que significa escutar, somos levadas a um exercício de autoquestionamento inspirado por alguns dos autores que já escreveram sobre o tema, especificamente no contexto da comunidade de investigação filosófica. O pensamento do texto desdobra-se com a narração da história sobre o pedaço de papel encontrado, atravessando diferentes camadas de questionamento e tentando manter a investigação aberta para os leitores: o que é que não sabemos sobre escutar as crianças? E até que ponto isso que não sabemos poderá ser a causa de práticas enviesadas e adultistas? Será necessário voltar ao que a filosofia é e onde pode ser encontrada dentro do ambiente escolar? Será que a filosofia já lá está quando os adultos chegam? Será que não estamos a escutá-la? Ou existem lugares específicos para diálogos e conversas filosóficas, tais como a sala de aula? A filosofia também é convidada para as margens desses espaços? Quem decide o que conta como filosófico? Não se trata de responder a perguntas ou de encerrar as nossas preocupações como educadoras e investigadoras, mas sim de partilhar com os leitores como até no lugar menos suspeito possível - um evento académico sobre trazer a filosofia para as escolas - podemos não estar a escutar as crianças. Ao regressar a este movimento de autoquestionamento, queremos ecoar algumas perturbações do pensamento e das práticas de escuta dentro do chamado movimento da filosofia para/com crianças: com este fenómeno do para/com; com a sua política e as suas relações; com alguns pressupostos que podem estar presentes nos dilemas da prática de educadores e investigadores; mas também com as suas ressonâncias estéticas, a beleza da perturbação, a (des)afinação do autoquestionamento, as questões que nos traz enquanto investigadoras e os espaços de dúvida e incerteza que nos oferece, enquanto hesitações ou ocasião para respirar. E talvez, pensamos, seja nesses entre-espaços, nas suas fendas e transições, que coisas importantes possam encontrar o seu caminho no nosso pensamento e nas nossas conversas sobre a infância. Tal como um pedaço de papel num quarto de hotel.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[listening]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[community of philosophical enquiry]]></kwd>
<kwd lng="en"><![CDATA[philosophy in schools]]></kwd>
<kwd lng="en"><![CDATA[political agency]]></kwd>
<kwd lng="es"><![CDATA[escucha]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación filosófica]]></kwd>
<kwd lng="es"><![CDATA[filosofía en las escuelas]]></kwd>
<kwd lng="es"><![CDATA[agencia política]]></kwd>
<kwd lng="pt"><![CDATA[escuta]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[filosofia nas escolas]]></kwd>
<kwd lng="pt"><![CDATA[agência política]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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