childhood & philosophy最新文献

{"title":"o encontro com o buriti: a árvore da vida e as crianças warao em nova iguaçu","authors":"F. Motta, Andréa Silveira Dutra","doi":"10.12957/childphilo.2022.67605","DOIUrl":"https://doi.org/10.12957/childphilo.2022.67605","url":null,"abstract":"“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 were surprised by a group of children who belong to the Warao ethnic group, and who have been welcomed by the municipality of Nova Iguaçu, which is part of Baixada Fluminense. The Warao are indigenous peoples from the North of Venezuela and their name means “canoe,” given their close relationship with water. A group of displaced Warao children and their families arrived in Nova Iguaçu after having “camped” out  in the surroundings of Novo Rio bus station for a few weeks, followed by a sojourn in a public shelter, where the differences between them and the existing members of the institution led to conflict. Through a religious institution’s initiative, the families then found shelter in a small farm in the city of Japeri. They stayed there for six months, but once again were threatened by the prospect of eviction, after which they were finally welcomed in the city of Nova Iguaçu. The families–five interconnected units–expressed the wish to remain together and a social service institution found them a closed school building, which was modified to  accommodate the group. When the Covid pandemic struck, the research and study group GEPELID began following the daily routine of these children at the shelter school and at the Marambaia welfare center. In their meetings with the Warao, the researchers were struck by their references to the Buriti tree as the “tree of life,” and the depths of its implications for their identity. In exploring this concept, the research group’s experience of radical cultural difference revealed the extent to which research in the human sciences is always a meeting with the other, and the relation  between researcher and subjects an occasion for dialogue.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132031433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"walter benjamin: “infância, uma experiência devastadora”","authors":"Anelise Monteiro do Nascimento","doi":"10.12957/childphilo.2022.67323","DOIUrl":"https://doi.org/10.12957/childphilo.2022.67323","url":null,"abstract":"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 of Walter Benjamin's philosophy of childhood, by sources in the sociology and anthropology of childhood, and through an analysis of the political contexts that influence the practices of institutionalizing young children. The quote adopted in this text represents the results of a comparison between the speech and interactions of the children in the schools participating in the research and  textual fragments from Benjamin’s “Obras Escolhidas I e II.” We drew on the concept of childhood experience present in the work of this philosopher in order to explore how children experience their childhood within the context of the school environment. When thinking about childhood through the lens of children’s experience, we draw on the legacy attributed by Benjamin to Kant's work on the concept of experience itself. Here, the latter is understood, not just as an event, but as something that unites/brings us together through the  intersection of generation, history, and narrative. Regardless of the format of children's institutionalization–that is, whether they attend daycare centers, exclusive early ECE settings, schools or elementary schools that have preschool classes–based on our reading the fieldnotes we conclude that the experience of childhood takes place in the context of relationships with others, with objects, with culture, with society and with nature. Our research showed that, like the child as characterized in the work of Benjamin, the children of our day care centers and schools are attracted by what he calls “debris”and what the latter present to them as possibilities for action. They do not directly reproduce the world of adults; rather, they establish a new relationship with what the world offers them, which is not exactly coherent with that world. What children produce in their interactions is the result of a refined process in which collective and individual experience intersect, with culture as a meeting point. ","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128629710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"martin buber e donald wood winnicott: limiares e deslocamentos conceituais como aposta da pesquisa com bebês","authors":"Nazareth Salutto","doi":"10.12957/childphilo.2022.67361","DOIUrl":"https://doi.org/10.12957/childphilo.2022.67361","url":null,"abstract":"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 educational and research contexts. Our text develops these four concepts and explores the part they play in the encounter between adults and infants, on the understanding that the latter is based on the effort to recognize each other as persons. We argue that for adults, the fundamental impulse toward infancy is to share the world through inviting their participation–an invitation in response to which babies launch themselves with the tenacity and impetus of an inaugural movement. The theoretical confluence of Winnicott's psychoanalysis and Buber's philosophical anthropology results in confirming that infants are intrinsically relational persons, and as such, these two thinkers’ relational ontology  has much to contribute to studies in infant education in particular and in the Human Sciences in general.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134081107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"o movimento de jovens pobres a instituições renomadas de ensino superior: motivações e contradições","authors":"Felipe Salvador Grisolia, L. Castro","doi":"10.12957/childphilo.2022.67641","DOIUrl":"https://doi.org/10.12957/childphilo.2022.67641","url":null,"abstract":"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 understood. Some of these policies aim to guarantee access by blacks and the poor to higher education, from which they have been historically excluded. This paper reports on a qualitative study that addresses the motivations that make young people from lower classes feel called to seek participation in higher education, and what are the subjective consequences of this movement. The study focused on 23 university students, beneficiaries of the Quota Law or the University for All Program, from two recognized quality higher education institutions located in Rio de Janeiro. The results demonstrate that the support of family and peers, a passion for studying per se, identification with the university as a life path, and the expectation of upward social mobility were factors that contributed to motivating young people toward higher education. As far as the university is concerned, we found that it delivers contradictory messages to young people from the lower classes. For one, entering an institution historically destined for another social class can make young people feel that they don’t belong there, which promotes uncertainties about the future. Faced with these challenges, poor young people are driven to “bet on themselves” as a way of overcoming the hardships of the present. However, it was also observed that many of these young people want to use their knowledge and university status to bring about changes in reality. It is concluded that the university in the neoliberal context can reinforce a model of individualistic subjectivation, but that, on the other hand, it can also operate to open  lines of escape from this model, in instrumentalizing the poor young person for action towards the other.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"646 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115830304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"infância e crianças: entre movimentos, limiares e fronteiras","authors":"Beatriz fabiana Olarieta, Conceição Firmina seixas Silva, Lisandra Ogg Gomes","doi":"10.12957/childphilo.2022.69270","DOIUrl":"https://doi.org/10.12957/childphilo.2022.69270","url":null,"abstract":"We present the dossier “Studies of Childhood: movements, limits and frontiers”, a theme discussed in the III Brazilian Congress Childhood Studies (CEI). The Congress was organized by members of the Department of Childhood Studies (DEDI) and the Graduate Program in Education (ProPEd) of the State University of Rio de Janeiro. The articles that compose the dossier review the debates that took place during the event in the fields of education, international relations, and ethno-racial issues. In this presentation, inspired by Mario Benedetti's poem “The Bridge”, we explore the power of three words to think about childhood and the relationship we establish with children: borders, strangeness and movements. How many borders do childhood and children cross into the political, cultural, social, and biological order of life? Which movements or changes do they produce, reproduce, and spread? How to destrange childhood, in the sense of challenging the actions and discursive productions that promote exclusions of various forms? Which movements – in the field of research and in society in general – are instituted to encourage the agency of childhood? Starting from the idea that both our culture and our subjectivity are constituted in the relationship between an interior and an exterior that are placed in tension, we draw on philosophy, literature, psychoanalysis, and cultural studies to explore these questions. In this dossier, the texts compose a set that dialogues with the philosophy of childhood and goes beyond conceptual and methodological limits, in the sense of making moves to understand children and childhood through their perspectives, actions, languages and positions, in an objective and subjective form.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134034023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"protagonismo infantil em cenários latino-americanos: diálogos limiares com os estudos da infância","authors":"M. Voltarelli","doi":"10.12957/childphilo.2022.67277","DOIUrl":"https://doi.org/10.12957/childphilo.2022.67277","url":null,"abstract":"Studying childhood in Latin America requires considering the context of social inequality in which so many children are immersed, as well as the complexity of thinking about the pluralization of childhood and the multiplicity of life experiences of children in this region. Children encounter scenarios of discrimination, subordination and social segregation, among other situations that configure their action in a society that distances them from the universal, ideal understanding of childhood that is associated with schooling and play; nor are they always protected in those institutional spaces that should guarantee their full development. In this respect, thinking about Latin American children's protagonism and participation in their own lifeworlds requires an understanding of the different social realities that do not promote given, ready-made types and styles, but which are built on the dynamics of relationships, spaces, places and times so that the participation occurs. The present study aims to address reflections on child protagonism in Latin America through an exploratory study of the scientific publications on the subject in the Spanish-speaking countries of the continent in recent years, in order to identify how the concept has been understood and discussed in the academic environment. This literature, which has historically occupied the social and scientific margins, will make it possible to understand the different experiences of living childhood in these countries, and to dialogue with the issues and problems that permeate children’s lives. These problems demand attention, and call for initiatives and spaces for participation that will act to increase the social visibility of children.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114227353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"crianças migrantes dos países africanos na educação infantil paulistana: entre o acolhimento e a exclusão","authors":"Flávio Santiago","doi":"10.12957/childphilo.2022.66911","DOIUrl":"https://doi.org/10.12957/childphilo.2022.66911","url":null,"abstract":"African migrants in Brazil suffer the perverse effects of xenophobia, in addition to experiencing racist behaviors. These processes also manifest themselves within the context of kindergarten centers and pre-schools, directly influencing the pedagogical approach, as well as the perceptions and conceptions surrounding being a black African person. In this context, this article aims to present the perception of early education teachers in the city of São Paulo about racialization processes in the sheltering and insertion of black African children of ages between 0 and 5. In order to achieve the aim of this research, interviews were held with early education professionals from both the direct and indirect educational systems, so as to try and comprehend how these agents perceive the sheltering/insertion of migrant black African children. The analysis was made based on theoretical frameworks regarding childhood sociology, studies on migration and race relations. This work intends to enlarge the childhood and migration research fields, as well as research on the processes of racialization of African migrant children aged less than seven. ","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133058977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"pedagogical immediacy, listening, and silent meaning: essayistic exercises in philosophy and literature for early childhood educators","authors":"Viktor Magne Johansson","doi":"10.12957/childphilo.2022.66527","DOIUrl":"https://doi.org/10.12957/childphilo.2022.66527","url":null,"abstract":"This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences.  The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124475443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"el gesto quínico por una filosofía de la insolencia","authors":"Johan Steven Hurtado alvarado, Ingrid Liceth Vargas peña, Oscar Espinel Bernal","doi":"10.12957/childphilo.2022.64742","DOIUrl":"https://doi.org/10.12957/childphilo.2022.64742","url":null,"abstract":"","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123531831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"el trasfondo afectivo intersubjetivo en la adquisición de conocimiento y la confianza como actitud epistémica","authors":"Jesús Armando Fajardo santamaría, Ana Aristina Santana espitia","doi":"10.12957/childphilo.2022.61200","DOIUrl":"https://doi.org/10.12957/childphilo.2022.61200","url":null,"abstract":"Among the wide variety of experiences linked to academic work, there are some intense affective experiences that are more directly related to the conceptual development that the learners will achieve because they are intrinsically linked to the activity displayed during the acquisition of knowledge, such is the case of curiosity, confusion and surprise. These epistemic emotions that occur during learning activities are aimed at the conceptual content of the individual's beliefs. The objective of this work is to theoretically explore the idea that the conceptual development that occurs in educational contexts depends on the development of an affective tendency with an intersubjective base that serves as a background to the advent of epistemic emotions in social learning situations. The confidence with which a learning situation is faced is a general tendency (an epistemic attitude) fruit of the individual's trajectory that functions as a background for the activities in which knowledge is acquired. An adequate understanding of the relationships between epistemic emotions, confidence and knowledge can generate ideas that promote the consolidation of this attitude as a facet of learning in school. As pedagogical implications of this conceptual model, some common epistemic emotional patterns are presented in asymmetrical relationships between teachers and children.","PeriodicalId":315939,"journal":{"name":"childhood & philosophy","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126581768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}