<?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>S1984-59872024000100217</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2024.81006</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[adultcentrism and the children's classroom: if you want to teach them you must know who they are]]></article-title>
<article-title xml:lang="pt"><![CDATA[o adultocentrismo e as salas de aula das crianças: se você quer ensiná-los, precisa saber quem são]]></article-title>
<article-title xml:lang="es"><![CDATA[el adultocentrismo y el aula infantil: si quieres enseñarles debes saber quiénes son]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[eslava]]></surname>
<given-names><![CDATA[edgar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidad santo tomás  ]]></institution>
<addr-line><![CDATA[bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872024000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872024000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872024000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract The paper addresses academic adultcentrism from the perspective of the pre-service instruction and practice of philosophy teachers, based on the experience we have gained while leading a Didactic of Philosophy seminar for a Philosophy and Letters academic program where students are engaged in the designing, implementation and evaluation of academic material and class performance for K-12 schools. After giving a brief presentation of the context in which philosophy teaching takes place, and a description of the logic and horizon that set the basis of our seminar, we define and discuss four particular ways in which adultcentrism permeates the preparation and performance of philosophy classes for classrooms with students ranging from 8 to 15 years old: cognitive, epistemic, pedagogical and disciplinary adultcentrism. As well as some of the ways in which, as part of the seminar, the students and the instructor have devised to address and overcome the adultcentrism problems. At the end of the discussion, an auto-critical note is included in order to show the limits of our own practices and base ground, as well as a way to define new necessary approaches and perspectives required to address both the problems we found to be at the bottom of current teaching practices. As well as n our own expectations, methods and ways to deal with those issues with our pre-service young colleagues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O artigo aborda o adultocentrismo acadêmico a partir da perspectiva da instrução e da prática de alunos em treinamento para se tornarem professores de filosofia, com base na experiência que adquirimos ao conduzir um seminário sobre a Didática da Filosofia para um programa acadêmico em Filosofia e Letras, no qual os alunos estão envolvidos na concepção, implementação e avaliação do material de aulas acadêmicas para instituições de ensino fundamental e médio. Após uma breve apresentação do contexto em que ocorre o ensino de filosofia e uma descrição da lógica e do horizonte que formam a base de nosso seminário, definimos e discutimos quatro maneiras específicas pelas quais o adultocentrismo permeia a preparação e o desempenho das aulas de filosofia para salas de aula com alunos entre 8 e 15 anos de idade: o adultocentrismo cognitivo, epistêmico, pedagógico e disciplinar, bem como algumas das maneiras que, como parte do seminário, os alunos e o instrutor desenvolveram para abordar e superar os problemas gerados pelo adultocentrismo. Ao final da discussão, uma nota autocrítica é incluída para mostrar os limites de nossas próprias práticas e fundamentos, assim como uma maneira de definir as novas abordagens e perspectivas necessárias para tratar tanto dos problemas que encontramos na base das práticas de ensino atuais, quanto de nossas próprias expectativas, métodos e maneiras de lidar com esses problemas junto dos nossos jovens colegas em treinamento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El artículo aborda el adultocentrismo académico desde la perspectiva de la instrucción y la práctica de estudiantes en formación para ser profesores y profesoras de filosofía, basándonos en la experiencia que hemos adquirido al dirigir un seminario de Didáctica de la Filosofía para un programa académico de Filosofía y Letras, en el que los estudiantes participan en el diseño, la implementación y la evaluación de material académico de clases para instituciones educativas de educación básica y media. Después de hacer una breve presentación del contexto en el que tiene lugar la enseñanza de la filosofía, y una descripción de la lógica y el horizonte que sientan las bases de nuestro seminario, definimos y discutimos cuatro formas particulares en las que se ha encontrado que el adultocentrismo permea la preparación y el desempeño de las clases de filosofía para aulas con alumnos de entre 8 y 15 años: adultocentrismo cognitivo, epistémico, pedagógico y disciplinar. Así también algunas de las formas en las que, como parte del seminario, los alumnos y el instructor han desarrollado para abordar y superar los problemas generados por el adultocentrismo. Al final de la discusión, se incluye una nota autocrítica con el fin de mostrar los límites de nuestras propias prácticas y fundamentos, así como una forma de definir los nuevos enfoques y perspectivas necesarios para abordar tanto los problemas que encontramos en el fondo de las prácticas actuales de enseñanza, como de nuestras propias expectativas, métodos y formas de tratar esos problemas con nuestros jóvenes colegas en formación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[adultcentrism]]></kwd>
<kwd lng="en"><![CDATA[didactics of philosophy]]></kwd>
<kwd lng="en"><![CDATA[teaching philosophy]]></kwd>
<kwd lng="en"><![CDATA[pre-service teaching]]></kwd>
<kwd lng="pt"><![CDATA[adultocentrismo]]></kwd>
<kwd lng="pt"><![CDATA[didática da filosofia]]></kwd>
<kwd lng="pt"><![CDATA[ensino de filosofia]]></kwd>
<kwd lng="pt"><![CDATA[prática de estágio]]></kwd>
<kwd lng="es"><![CDATA[adultocentrismo]]></kwd>
<kwd lng="es"><![CDATA[didáctica de la filosofía]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de filosofía]]></kwd>
<kwd lng="es"><![CDATA[prácticas de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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