About this topic
Summary What are the virtues of childrearers? What are the imperfect duties of childrearers? What, if anything, do children owe to other children and to adults? What laws and institutions contribute to childhood wellbeing? What makes a child's life go well for her or him? How does childhood wellbeing contribute to lifetime wellbeing? Do children's rights protect only children's interests, or can they also protect (some of the) children's choices? What rights do children have? What are the imperfect duties of childrearers? What, if anything, do children owe to other children and to adults? What laws and institutions contribute to childhood wellbeing? How do social expectations and cultural norms impact on children's wellbeing? What are the feasibility constrains on implementing children's rights and on promoting children's wellbeing? What are the virtues of childrearers?
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  1. Sobre partos Y nacimientos: Derivas ético-políticas de la figura Del “maestro-partero” en filosofía con/para niñxs.Julian Macias - 2021 - Childhood and Philosophy 17:01-21.
    In this paper, I endeavor to evaluate the ethical-political consequences of the metaphor of "teacher-midwife" awarded to Plato’s Socrates in Theaetetus and its use by different scholars to describe the role of teacher in a Philosophy with/for children context. The paper is divided into three sections: first an approach is made to the figure of Socrates in Meno, to the critique of his method as expressed by Jacques Rancière in The Ignorant Schoolmaster, and to the echoing of that critique by (...)
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  2. Pensar outros possíveis entre inf'ncias E necropolíticas.Ellen Lima Souza & Alexandre Filordi Carvalho - 2021 - Childhood and Philosophy 17:01-18.
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  3. The brownies’ book: Du Bois E a construção de Uma referência literária para identidade negra infanto-juvenil.Valter Roberto Silvério - 2021 - Childhood and Philosophy 17:01-27.
    In the period from January 1920 to December 1921 a cooperation between Jessie Fauset, Augustus Dill and W.E.B. Du Bois resulted in the publication of a periodical called “The Brownies’ Book” the first publication for North American black, and not white children and young people. The creation of “The Brownies' Book” was a pioneering event in African American literature in general and, more specifically, in the field of African American children's literature, as it was the first periodical composed and published (...)
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  4. Some ethical implications of practicing philosophy with children and adults.David Kennedy & Walter Omar Kohan - 2021 - Childhood and Philosophy 17:01-16.
    This paper acts as an introduction to a dossier centered on the ethical implications of Practicing Philosophy with Children and Adults. It identifies ethical themes in the P4C movement over three generations of theorists and practitioners, and argues that, historically and materially, the transition to a “new” hermeneutics of childhood that has occurred within the P4C movement may be said to have emerged as a response to the ever-increasing pressure of neoliberalism and a weaponized capitalism to construct public policies in (...)
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  5. Authenticity as an inarticulate ideal in the contemporary discourse of good childhoods.Luiz Miranda - 2021 - Childhood and Philosophy 17:01-28.
    This paper consists of an initial investigation about the meaning of a good childhood following the ethical ideal of authenticity. In this introduction to a philosophy of childhood and authenticity, the central theme is to investigate how the authenticity ideal is already presupposed in the contemporary discourse on what constitutes a good childhood. In the emerging field of philosophy of childhood, the capacities of children for agency, autonomy, and committing and the fundamental role of parents in guaranteeing possibilities to exercise (...)
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  6. Fabulate ergo sum: A criação, O currículo E o cuidado com a Vida.Steferson Zanoni Roseiro - 2021 - Childhood and Philosophy 17:01-25.
    This essay discusses the possibility of turning what Henri Bergson, Gilles Deleuze and Felix Guattari called “fabulating” into a collective research method, insomuch as Deleuze and Guattari identified it as the invention of a collectivity that does not yet exist, a people to come. Given our current situation, in which the vital force of contemporary collectivities is undermined by the capitalist machine, this text inquires into the possibilities of an insurrection that begins with life in schools. If, as Bergson claimed, (...)
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  7. Necropolítica, governo sobre as inf'ncias negras E educação do rosto.Divino José da Silva, Jonas Rangel de Almeida & Pedro Angelo Pagni - 2021 - Childhood and Philosophy 17:01-23.
    In this article, we seek to discuss the recurrence of racism and prejudice toward black lives and childhoods, in spite of repeated initiatives to overcome it by social and educational policy-makers. Following the investigations launched by Michel Foucault on the biopower hypothesis, we revisit some of his interpreters, with the objective of discussing the challenges posed by racism to pedagogical provisions for black children and—following on a concept offered by Emmanuel Levinas--an education of the Face, as a weapon in the (...)
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  8. Una isla llamada serendipia: Definiciones ético pedagógicas en el proyecto filosofar con niñxs.Sergio Raúl Andrade - 2021 - Childhood and Philosophy 17:01-20.
    This text proposes some lines of reflection and action related to a project that links philosophy and childhood, whose pedagogical and investigative activity has been developed in the province of Córdoba, Argentina, for more than twenty-five years. To do this we recover an experience of workshops with children and adults, in a continuous process of reflection on childhood and how children think about themselves. That experience focuses on imagining a particular space and time – living together on an island where (...)
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  9. O erê e o devir-criança negro: outros possíveis em tempos necropolíticos.Alexandre Filordi Carvalho & Ellen de Lima Souza - 2021 - Childhood and Philosophy 17:01-28.
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  10. Do poder disciplinar ao biopoder à necropolítica: A criança negra em busca de Uma inf'ncia descolonizada.Nilma Lino Gomes & Cristina Teodoro - 2021 - Childhood and Philosophy 17:01-31.
    The article discusses how the emergence of the term "minor" in Brazilian society, from the mid-nineteenth century, forged mainly by the practice of legal and medical discourse, outlined a path of institutionalization for poor children; first, in the post-abolition period of enslavement until the thirties of the last century and, later, until the period of democratization of Brazil, considering the promulgation of the Federal Constitution of 1988. The analysis for the proposed periods was based on the concept of disciplinary power (...)
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  11. Devir-professor brasileiro em tempos de pandemia.Meirilene Dos Santos Araújo Barbosa, Laís Helena Garcia & Ana Maria Monte Coelho Frota - 2021 - Childhood and Philosophy 17:01-18.
    This paper seeks to explore the processes involved in becoming a teacher in this particular historical moment of global pandemic in Brazil. What are the challenges, limitations, possibilities and opportunities that the pandemic presents to the process of teaching work and teacher formation? A review of the literature that included contributions from Caponi, Kohan, Larrosa, Neuscharank, Vaz, Arroyo and Abramowicz suggests a dialogue between pedagogic theory, philosophy of education and the contemporary experience of political and social events in the pandemic (...)
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  12. De chrónos à aión – onde habitam os tempos da inf'ncia?Janice Débora de Alencar Batista Araújo, Rebeka Rodrigues Alves da Costa & Ana Maria Monte Coelho Frota - 2021 - Childhood and Philosophy 17:01-24.
    This article reflects on childhood times based on the words chrónos, kairós and aión, which the Greeks use to conceptualize time, in dialogue with different authors, such as Kohan, Pohlmann, Skliar, Kohan and Fernandes. In the pedagogical field, we explore how Pedagogy of Childhood has focused on the importance of childhood temporality and children’s agency, with contributions from Hoyuelos, Parrini, Aguilera et al., Barbosa, Oliveira-Formosinho e Araújo, Oliveira-Formosinho, Pinazza and Gobbi. We reflect on what forms of organizing time are possible (...)
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  13. Following philosophy with children concepts in practice of teacher education.Arie Kizel - 2019 - Childhood and Philosophy 15:01-21.
    Teacher-student dialogue plays a central role in facilitating the ongoing growth of those engaged in education, particularly dialogue that invites student reflection on the instruction being given and the teacher herself. Dialogue should aid students in articulating self-awareness regarding their behaviour and learning habits and the learning process and its results at the same time as assessing their quality and the ways in which they may be improved. One of the reasons behind our increasing inability to break down the inherent (...)
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  14. Em um mundo para gente grande, O que podem os corpos pequenos?Laíra Assunção Braga, Jésio Zamboni & Alexsandro Rodrigues - 2019 - Childhood and Philosophy 15:01-21.
    The text is part of a masters research presented to the Postgraduate Program in Institutional Psychology of the Federal University of Espírito Santo, presented in 2019 and that proposed to work with the children, the relations and negotiations made with the norms of gender and sexuality. The children approach was in different situations and places but often on two neighborhood squares, where most of the research took place. The dissertation was not intended to use developmentalist theories, describe and classify children (...)
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  15. Inventive formation of teachers in between ethical, aesthetic and political weavings of academic writing.Rosimeri de Oliveira Dias - 2019 - Childhood and Philosophy 15:01-26.
    The purpose of this work is to think about the thematics of the inventive formation of teachers crossed by the aesthetic activity of self writing. Therefore, we echo the question made by Maurice Blanchot when we confront the language of research in education linked to the requirement for its discontinuity, so that the written word is plural and involved with the movement of an aesthetic experience: “How to write in such a way that the continuity of the movement of writing (...)
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  16. Philosophical discussions with children: An opportunity for experiencing open-mindedness.Johanna Hawken - 2019 - Childhood and Philosophy 15:1-20.
    Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true dialogue, as it relies on the meeting of minds: open-mindedness. Furthermore, this concept is omnipresent in the literature about philosophy for children and thus, requires an exploration and a precis analysis, which is the aim of his article. More precisely, (...)
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  17. Metamorfose literária: Por leituras que gerem experiências de pensamento nas aulas de filosofia.Adriana Gusmão Antunes & Jair Miranda Paiva - 2019 - Childhood and Philosophy 15:1-13.
    This article discusses a philosophical experience that occurred through observing and writing an account of a philosophy class with this question in mind: What can a literary work/reading evoke as an experience of thought in a philosophy class? We attempt to answer this by reflecting on how the act of literary reading can constitute a proponent bias to initiate an experience of thought, common thread of a dialogue that will drive the entire conversation. To this end, we dialogue and delineate (...)
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  18. El Lugar de la deliberación en la filosofía para niños de Lipman.Carmina Shapiro - 2019 - Childhood and Philosophy 15:1-18.
    For Lipman, Dewey's influence translates into a certain conception of and relationship between democracy, citizenship and education. The present work, however, does not focus so much on Lipman’s deweyan base -which has been fruitfully explored-, as in the particular articulation that Lipman made of those notions for his Philosophy for Children proposal. The way in which our author configures the Community of Inquiry puts Philosophy in a central but paradoxically secondary place. That is to say, in the CI Philosophy is (...)
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  19. Teacher and learner perspectives on philosophical discussion – uncertainty as a challenge and opportunity.Kerstin Heike Michalik - 2019 - Childhood and Philosophy 15:1-20.
    We investigated teachers' and children's experiences of philosophy with children by analysing the content of interviews with primary school teachers and discussions with groups of primary school pupils. The results show that regular philosophy sessions with children can have an impact on teachers’ view of themselves as educators, their approach to teaching and their personal development. From the children’s point of view, the most important and meaningful aspect, aside from the content of philosophical discussion, was the opportunity to think together (...)
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  20. Encouraging the teacher-agent: Resisting the neo-liberal culture in initial teacher education.Rhiannon Love - 2019 - Childhood and Philosophy 15:1-27.
    Influenced by Sachs’ ‘activist identity’ I propose that pre-service teacher education or initial teacher education, as I will refer to it, could, and indeed should, encourage a new form of teacher; the ‘teacher-agent.’ This teacher-agent would be aware of the pressures and dictates of the neo-liberal educational culture and its ensuing performative discourse, and choose to resist it, in favour of a more holistic view of education. This view of education encourages inclusive, creative and democratic forms of education concerned with (...)
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  21. Reflexiones filosóficas entre madres adolescentes víctimas de maltrato infantil.Sonia Rosario Barraza Flores & Homero López Moreno - 2019 - Childhood and Philosophy 15:1-25.
    This research was carried out in a classroom of the center of comprehensive family development in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 teenage mothers ages 15-23, all victims of abuse as children, were selected. With this group, we implemented the philosophical-pedagogical proposal called "Philosophy for children and teenagers," first developed by the American philosopher Matthew Lipman. The main goal was to form a "community of inquiry," where through philosophical (...)
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  22. Philosophising with young children as a language-promoting principle.Katrin Saskia Alt - 2019 - Childhood and Philosophy 15:1-20.
    Children develop language and communication skills through interaction with adults and other children. This study therefore focuses on two interdependent issues: the effect of philosophizing with children on children’s language development and the speech acts of teachers and children in philosophical enquiries. As part of a before-after test with the “Hamburger Verfahren zur Analyse des Sprachstandes Fünfjähriger”, weekly philosophical discussions were undertaken with a test class over a period of six months. The central findings are that the philosophising children developed (...)
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  23. Peter pan: El líder Y sus seguidores. Una experiencia de filosofía con niños.Esther Charabati - 2019 - Childhood and Philosophy 15:1-24.
    Philosophy and literature are linked by strong ties that are evident in both disciplines: there are numerous literary and philosophical works in which reciprocal influences can be traced. This philosophical experience with children started from a classic work, Peter Pan, to motivate elementary school students. The goals were a) to develop critical thinking skills and ethical problematization around school issues; b) to develop analysis, synthesis, inferring, debate, questioning, and creative thinking skills; and c) for students to make connections between their (...)
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  24. La filosofía con niños como experiencia transformadora. Una propuesta en organizaciones sin ánimo de lucro.José Barrientos-Rastrojo - 2019 - Childhood and Philosophy 15:1-28.
    The benefits of implementing the methodology of Philosophy for/with Children are clear. Nevertheless, an excessive emphasis on critical thinking skills weakness its application in groups at risk of social exclusion. These groups require a profound transformation and not just a better way of thinking. This is due to the cognitive dissonance provoked when one only works with discourse: session participants can learn to give good answers without becoming able to apply them outside of philosophical settings. One way to address this (...)
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  25. Intersubjetividade: Um olhar sobre a comunidade de investigação filosófica.Paula Alexandra Vieira - 2019 - Childhood and Philosophy 15:1-21.
    The intersubjective paradigm advocated by Habermas laid the foundation for a new way of reaching rationally predicated consensus. His work indicates that what keeps people in an attitude of communicative action is rational basis and motivation. Upon analysing the intersubjective dimension of the practice of the community of philosophical inquiry, we realized that it possible to observe the transition from a subject-centred autonomy of treason, to the practice of a communicative rationality. The inevitable assumptions of communication ground and sustain communities (...)
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  26. Why Piaget does not philosophize? Critical discussion of Gareth B. Mathews with the Piagetan concept of cognitive development.Paweł Walczak - 2019 - Childhood and Philosophy 15:01-26.
    TThis article analyzes the critique of the Piagetan theory of intellectual development made by American philosopher Gareth B. Matthews. Matthews analyzes Piaget's ideas from the perspective of the meaning and possibility of philosophizing among children. His use of Piaget is particularly relevant today because the theory of cognitive development has shaped modern education and contributes to the preservation of skepticism about children's philosophy. The article reconstructs and interprets Matthews' arguments, which consistently and systematically show that Piaget misunderstood children's philosophy. By (...)
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  27. Matthew Lipman, l’impegno di Una Vita: Insegnare a pensare, mimesis, milano–udine 2018.Cristina Rebuffo - 2019 - Childhood and Philosophy 15:01-05.
    This contribution aims to present the Italian edition of Matthew Lipman’s autobiography, published by Mimesis in the summer of 2018. So, this is a critical contribution with the goal of presenting the American philosopher’s life and research’s most relevant steps, and his revolutionary pedagogical proposal named Philosophy for Children.
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  28. On the relevance of cognitive neuroscience for community of inquiry.Mark Leonard Weinstein & Dan Fisherman - 2019 - Childhood and Philosophy 15:01-19.
    Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of the distinction (...)
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  29. 'Why teachers’ beliefs and values are important in p4c research: A Victorian perspective.Ben Kilby - 2019 - Childhood and Philosophy 15:01-19.
    This paper argues that there is an absence of current research in Philosophy for Children that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its current mandated status in the education system in the state of Victoria, Australia. It will then move to exploring how the study of teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education, particularly in the context (...)
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  30. A inf'ncia no cinema de Abbas kiarostami.Darian Soheil Rahnamaye Rabbani & Julio Groppa Aquino - 2019 - Childhood and Philosophy 15:01-28.
    This article analyzes the theme of childhood in the films of Abbas Kiarostami in the context of the 1979 Iranian Revolution, which toppled the secular, modernizing regime of Shah Reza Pahlavi and ended in the establishment of Islamic Republic of Iran under the leadership of Ayatollah Khomeini. It pays special attention to the Institute for the Cultural Development of Children and Adolescents, or Kanun. Founded during the Shah’s regime with the objective of creating educational materials, Kanun played an important role (...)
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  31. Partir da inf'ncia ou a arché do pensamento.Carla Patrícia Silva - 2019 - Childhood and Philosophy 15:01-28.
    Starting from the birthplace of childhood, this text elucidates, using Giorgio Agamben, Heraclitus, and Paulo Freire, the coexistence of childhood and time. These authors contribute to the idea that childhood, be it chronological or not, is an inspiration without which it is impossible for us to be inventive in relation to history, philosophy, and education. It thus bases itself upon the hypothesis that childhood and time are conceptually indefinable and dilutive of the idea of stability, which escapes the understanding of (...)
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  32. Corpo, técnica E jogo na inf'ncia: Notas da teoria crítica de Theodor W. Adorno.Mara Salgado - 2019 - Childhood and Philosophy 15:01-27.
    This paper discusses the status of about childhood in Theodor Adorno’s critical theory, focusing on his reflections on the body, on technique and on play that mark childhood as another form of reason. Childhood is portrayed by Adorno as a place of the “first utopia,” that longed for and permanently uninhabited homeland that resists any rescue attempt, but illuminates the desire we once experienced, in a play between body and thought, dream and reality. Adorno’s child evokes the experience of another (...)
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  33. Fazendo leituras de textos sobre filosofia para crianças E jovens.Maria Teresa B. C. S. G. Dos Santos - 2017 - Childhood and Philosophy 13 (27).
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  34. El Maestro ignorante: Disonancia Y emancipación.Alejandro Del Valle - 2017 - Childhood and Philosophy 13 (27).
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  35. Território, inf'ncia, palavras E a fabricação de um problema: Modos de habitar.Alessandra de Barros Piedras Lopes - 2017 - Childhood and Philosophy 13 (27).
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  36. Play and myth in Plato's phaedrus.Noa L. Ayalon - 2017 - Childhood and Philosophy 13 (26).
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  37. A criança E a inf'ncia na escola: O que revelam os professores da rede municipal de caruaru – pe.Iunaly Felix de Oliveira & Conceição Gislane Nóbrega Lima de Salles - 2016 - Childhood and Philosophy 12 (25):687-706.
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  38. Conjugar-se com O (que é) outro na experiência do filosofar.Paula Ramos de Oliveira - 2016 - Childhood and Philosophy 12 (25).
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  39. O diálogo Humanizante como Expressão de Cuidado.Fernando Bento - 2016 - Childhood and Philosophy 12 (24).
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  40. Escuela de Pensamiento Libre. Un viaje desde el estigma de la subnormalidad hasta el empoderamiento de personas entre personas.Chema Sanchez Alcon - 2016 - Childhood and Philosophy 12 (24).
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  41. Biopolítica, formas de controle sobre a Vida a deficiência: Olhares outros sobre a inclusão E a resistência na escola.Pedro Pagni, Divino José da Silva & Alexandre Filordi de Carvalho - 2016 - Childhood and Philosophy 12 (24).
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  42. Um Convite Às Crianças Para Fazermos Uma Experiência Com Suas Visualidades No Contexto Pandêmico.Erika Francisco de Paulo David & Dagmar de Mello E. Silva - 2022 - Childhood and Philosophy 18:01-16.
    This study reflects on the ways in which children, during pandemic times, expressed themselves and came into contact with their teachers and classmates through Image-Letters, ways of saying and saying themselves to the world through audiovisual media. Sensible sharing of their daily lives were revealed by these media and made us think about the diverse childhood of this time. The theoretical framework that supported this work had the contribution of De Certeau regarding studies on everyday life, Walter Benjamin with his (...)
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  43. Inf'ncia e Alteridade: Experiência e Criação Na Relação Entre Crianças e Adultos.Deise Arenhart & Daniela de Oliveira Guimarães - 2022 - Childhood and Philosophy 18:01-20.
    The objective of this paper is to make visible and reflect upon the lives and experience of children from the perspective of alterity, Contesting a traditional gaze that understands childhood from the perspective of lack and negativity. The researchers–a doctoral researcher and an early childhood educator– conducted the study with two groups of children aged between four and six years old, in early childhood educational spaces in two distinct and socially unequal contexts: a group of children living in a favela (...)
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  44. Walter, Georg y Dora: La Infancia Bajo la Mirada Atenta de Los Hermanos Benjamin.Rita Ribes Pereira - 2022 - Childhood and Philosophy 18:01-32.
    The following text introduces the story of the siblings Walter, Georg and Dora Benjamin, who understood childhood as a topic of interest, training, performance and theoretical production. Walter sees childhood as a philosophical perspective for a critique of culture, sensitive to children's actions and language; Georg, as a pediatrician, school doctor and deputy, takes childhood as a health emergency for the formulation of public policies; and Dora weaves a strong sociological analysis of the binomial women/children crossed by the work relations (...)
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  45. Manifesto Em Movimento: A Pé, de Motoca, as Crianças Na Praça da República Em São Paulo.Marcia Aparecida Gobbi - 2022 - Childhood and Philosophy 18:01-34.
    This paper had as its starting point the existence of a pedagogical project that is still carried out daily with children riding their bicycles in Praça da República, located in the city of São Paulo. The method employs two internet social networks, Instagram and WhatsApp, with which it is possible to generate images and conduct interviews and brief dialogues. It aims to answer some questions: What city within a city is manifested in the experiences of children riding their bikes in (...)
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  46. Campamento Filosófico: Experiencia Lúdica de Pensamiento Con la Infancia.Wilson Orlando Ladino Quiroz & Erika Viviana Castellanos Murcia - 2022 - Childhood and Philosophy 18:01-20.
    The article presents some of the results of the research project Lúdica y juego en la educación infantil: construcción conceptual–Play and Games in Early Childhood Education: A Conceptual Construct–financed by the Vicerrectoría de Investigaciones of the Universidad Pedagógica y Tecnológica de Colombia, Tunja, Boyacá, Colombia. The aim was to identify and explore the conceptions of what the Campamento Filosófico (Philosophy Camp) represents for its participants within the framework of the project Filosofía e infancia (Philosophy and Childhood). This study takes a (...)
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  47. O Encontro Com o Buriti: A Árvore da Vida e as Crianças Warao Em Nova Iguaçu.Flavia Miller Naethe Motta & Andréa Silveira Dutra - 2022 - Childhood and Philosophy 18:01-22.
    “There`s only beauty if there is an interlocutor. The beauty of the lagoon is always someone” (Mãe, 2017, p.40). Valter Hugo Mãe expresses our desire in the making of this paper to share our experience of meeting refugee children, as part of an ongoing research project dedicated to exploring the conditions in which they live in Baixada Fluminense, Rio de Janeiro, Brazil, and the influences they bring with them from their birth countries. In the process of conducting this research, we (...)
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  48. Walter Benjamin: “Inf'ncia, Uma Experiência Devastadora”.Anelise Monteiro Do Nascimento - 2022 - Childhood and Philosophy 18:01-24.
    Built on the dialogue between the processes of institutionalization of childhood and educational practices, this article considers data from a research project that aimed to gather knowledge of the experience of childhood in early childhood education (ECE) settings. The empirical basis of our study is a collection of observational fieldnotes gathered in 21 public ECE institutions that serve the city of Rio de Janeiro. In order to understand children’s experience in these settings, our theoretical framework is supported by a reading (...)
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  49. O Movimento de Jovens Pobres a Instituições Renomadas de Ensino Superior: Motivações e Contradições.Felipe Salvador Grisolia & Lucia Rabello de Castro - 2022 - Childhood and Philosophy 18:01-25.
    Children and youth are typically positioned as passive subjects in learning, and when talking about working class children in particular, the common belief is that attendance at school institutions will translate into social displacement; that is, that children and young people from this economic segment who invest in the study will be able rise economically. It is in this context that recent public policies aimed at maintaining and extending the presence of children and young people in educational institutions can be (...)
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  50. Martin Buber e Donald Wood Winnicott: Limiares e Deslocamentos Conceituais Como Aposta da Pesquisa Com Bebês.Nazareth Salutto - 2022 - Childhood and Philosophy 18:01-26.
    This paper aims to articulate the theories of Martin Buber (Philosophical Anthropology) and Donald Wood Winnicott (Psychoanalysis) as they help us understand the world of infancy. In dialogue with these two authors, we come to understand that the ontological principle of the human being is the relationship as a mark of existence. Based on this principle, the concepts “relationship,” “subtlety,” “reciprocity” and “bond” are introduced in order to explore the relational dimension of the interactions between infants and adults in both (...)
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