atrever-se a uma escrita infantil: a infância como abrigo e refúgio

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH
W. Kohan, Magda Costa Carvalho
{"title":"atrever-se a uma escrita infantil: a infância como abrigo e refúgio","authors":"W. Kohan, Magda Costa Carvalho","doi":"10.12957/childphilo.2021.59827","DOIUrl":null,"url":null,"abstract":"The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. \"Philosophy for children\" became \"children for philosophy\"; \"moral education\" became \"the end (of) morality\" and \"conceptions of childhood\" became the \"childhood of conceptions.\" As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child’s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, \"philosophy for children\", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself—not only in its content but in its form. As such, we present the reader with a fundamentally childlike text. ","PeriodicalId":42107,"journal":{"name":"Childhood and Philosophy","volume":"113 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Childhood and Philosophy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.12957/childphilo.2021.59827","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child’s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, "philosophy for children", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself—not only in its content but in its form. As such, we present the reader with a fundamentally childlike text. 
敢于写儿童读物:童年是避难所和避难所
这篇课文是孩子般的写作练习。在回应撰写成人学术文本的邀请时,我们作者发现,儿童立场的存在改变了要阐明的表达方式,成人写作所代表的项目被童年的创造力所暂停。“为儿童的哲学”变成了“为哲学的儿童”;“道德教育”成了“道德的终结”,“童年的观念”成了“观念的童年”。因此,我们的文本被分为不同的部分,在每个部分中,我们探索允许我们通过识别孩子的声音来改变我们的实践的含义;一方面,传统教育计划的问题化,另一方面,新的教学途径的开启,将儿童视为一种思维的动力,而不是研究和操纵的对象。为此,我们邀请了几位来自不同领域的对话者——文学、哲学、教育、“儿童哲学”,以及按时间顺序排序的儿童本身。基于对H. Cisoux和J. Derrida作品的接触,我们建议我们思考解构主义和童年之间的关系,我们对童年的肯定导致了文本本身的转变——不仅在其内容上,而且在其形式上。因此,我们呈现给读者的是一篇基本幼稚的文章。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
0.50
自引率
0.00%
发文量
20
审稿时长
8 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信