<?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>S1984-59872023000100304</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2023.73517</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Challenging adult-centrism: speaking speech and the possibility of intergenerational dialogue]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafiar el adultocentrismo: discurso oral y la posibilidad de un diálogo intergeneracional]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desafiando o adultocentrismo: discurso oral e a possibilidade de diálogo intergeracional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petropoulos]]></surname>
<given-names><![CDATA[Georgios]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University College Dublin  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ireland</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=S1984-59872023000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872023000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872023000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This paper reflects on the role of philosophy in the school environment, paying special attention to the promise of intergenerational dialogue carried forward by philosophy programmes associated with Lipman&#8217;s Philosophy for Children (P4C) curriculum and its current transformation into Philosophy with Children (PwC). There are two basic ideas that constitute the guiding thread of my reflections. Firstly, that philosophical interventions of that kind challenge adult-centric views of education and philosophy. Secondly, that such initiatives carry with them the promise of acknowledging children as equal participants in the process of philosophical questioning and meaning creation. In the first part of the paper, I argue for the importance of understanding the act of philosophizing with children as a disruption of adult-centrism. First, I reflect on a narrow future-directedness that seems to characterize the temporality of school. I suggest that Philosophy for/with Children (P4wC) interventions interrupt such a future-directedness inviting the students to immerse themselves into a dilated &#8216;now&#8217; of multiple possibilities. Then, I reflect on the ways in which P4wC interventions challenge the assumption that philosophy is an adult preoccupation. Special attention is paid to the work of scholars who challenge our restrictive assumptions about what qualifies as philosophical thinking. In the second part of my paper, I turn to the work of Merleau-Ponty with the aim of sketching out some requirements for the possibility of a dialogue between childhood and adulthood. I suggest that Merleau-Ponty&#8217;s reflections on childhood and expressive speech are invaluable in the context of P4wC because they invite us 1) to appreciate the alterity of children without reducing them to inferior &#8216;others&#8217; and 2) to remain alert to the expressivity of children&#8217;s speech.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo reflexiona sobre el papel de la filosofía en el entorno escolar, prestando especial atención a la promesa de diálogo intergeneracional que llevan adelante los programas de filosofía asociados al curriculum de Filosofía para Niños (FpN) de Lipman y su actual transformación en Filosofía con Niños (FcN). Hay dos ideas básicas que constituyen el hilo conductor de mis reflexiones. En primer lugar, que las intervenciones filosóficas de ese tipo desafían las visiones adultocéntricas de la educación y la filosofía. En segundo lugar, que tales iniciativas conllevan la promesa de reconocer a los niños como iguales en su participación en el proceso de cuestionamiento filosófico y creación de sentido. En la primera parte del artículo, argumento a favor de la importancia de entender el acto de filosofar con niños y niñas como una alteración del adultocentrismo. Primero, reflexiono sobre una estrecha direccionalidad hacia el futuro que parece caracterizar la temporalidad de la escuela. Sugiero que las intervenciones de la FpcN interrumpen esa direccionalidad hacia el futuro, invitando a los alumnos a sumergirse en un "ahora" dilatado de múltiples posibilidades. Luego, reflexiono sobre las maneras en que las intervenciones de la FpcN cuestionan la suposición de que la filosofía es una preocupación de los adultos. Se presta especial atención al trabajo de investigadores que cuestionan nuestros supuestos restrictivos sobre lo que se considera pensamiento filosófico. En la segunda parte de mi artículo, recurro a la obra de Merleau-Ponty con el fin de esbozar algunos requisitos para la posibilidad de un diálogo entre infancia y adultez. Sugiero que las reflexiones de Merleau-Ponty sobre la infancia y el discurso expresivo son muy valiosas en el contexto de la FpcN porque nos invitan 1) a apreciar la alteridad de niños y niñas sin reducirlos a "otros" inferiores y 2) a permanecer atentos a la expresividad oral de los niños.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo reflete sobre o papel da Filosofia no ambiente escolar, dando atenção especial à promessa de diálogo intergeracional levada adiante pelos programas de filosofia associados ao currículo de Filosofia para Crianças (FpC) de Lipman e sua atual transformação em Filosofia com Crianças (FcC). Existem duas ideias básicas que constituem a linha orientadora das minhas reflexões. A primeira é que intervenções filosóficas desse tipo desafiam as visões adultocêntricas da educação e da filosofia. A segunda é que essa iniciativa carrega consigo a promessa de reconhecer crianças como participantes iguais no processo de questionamento filosófico e de criação de significado. Na primeira parte do artigo, defendo a importância de entender o ato de filosofar com crianças como um rompimento do adultocentrismo. Primeiro, reflito sobre uma estreita orientação-para-o-futuro que parece caracterizar a temporalidade da escola. Sugiro que as intervenções da Filosofia para/com Crianças (FpcC) interrompam essa orientação para o futuro, convidando os estudantes a mergulharem em um &#8220;agora&#8221; de múltiplas possibilidades. Em seguida, reflito sobre as maneiras pelas quais as intervenções da FpcC desafiam o pressuposto de que a filosofia é uma preocupação de adultos. É dada atenção especial ao trabalho de acadêmicos que desafiam nossos pressupostos restritivos sobre o que se qualifica como pensamento filosófico. Na segunda parte deste artigo, volto-me para o trabalho de Merleau-Ponty com o objetivo de rascunhar alguns requisitos para a possibilidade de diálogo entre infância e adultez. Sugiro que as reflexões de Merleau-Ponty sobre a infância e a fala expressiva são inestimáveis no contexto da FpcC porque nos convidam a: 1) apreciar a alteridade das crianças sem reduzi-las a &#8220;outros&#8221; inferiores e 2) permanecer atentos para a expressividade do discurso infantil.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[adult-centrism]]></kwd>
<kwd lng="en"><![CDATA[p4wc]]></kwd>
<kwd lng="en"><![CDATA[community of philosophical inquiry]]></kwd>
<kwd lng="en"><![CDATA[temporality]]></kwd>
<kwd lng="en"><![CDATA[Merleau-Ponty]]></kwd>
<kwd lng="en"><![CDATA[speaking speech]]></kwd>
<kwd lng="en"><![CDATA[expressivity.]]></kwd>
<kwd lng="es"><![CDATA[adultocentrismo]]></kwd>
<kwd lng="es"><![CDATA[fpcn]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación filosófica]]></kwd>
<kwd lng="es"><![CDATA[temporalidad]]></kwd>
<kwd lng="es"><![CDATA[Merleau-Ponty]]></kwd>
<kwd lng="es"><![CDATA[discurso oral]]></kwd>
<kwd lng="es"><![CDATA[expresividad.]]></kwd>
<kwd lng="pt"><![CDATA[adultocentrismo]]></kwd>
<kwd lng="pt"><![CDATA[fpcc]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação filosófica]]></kwd>
<kwd lng="pt"><![CDATA[temporalidade]]></kwd>
<kwd lng="pt"><![CDATA[Merleau-Ponty]]></kwd>
<kwd lng="pt"><![CDATA[discurso oral]]></kwd>
<kwd lng="pt"><![CDATA[expressividade.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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