arrow Início seta Revistas no SEER
WEDNESDAY, 20 DE SEPTEMBER, 2017

Boletim Eletrônico

Informe seu nome e e-mail para receber o nosso boletim eletrônico!

Notícias Distribuídas

Receba as notícias do portal automaticamente via RSS. Clique aqui para saber mais sobre essa tecnologia.

feed icon

Revistas no SEER

Childhood & Philosophy Destaques

Título Abreviado
Child. Philos.
URL da revista
Acesse a revista clicando aqui!
Instituição
Universidade do Estado do Rio de Janeiro - UERJ. Campus Francisco Negrão de Lima (Maracanã)
Endereço da Instituição
Programa de Pós-Graduação em Educação. R. São Francisco Xavier 524 Sala 12037 F. Maracanã
Cidade
Rio de Janeiro
UF
RJ
Região
Sudeste
Código Postal
20559-900
Telefone
+55 21 2587 7188
Fax
+55 21 2587 7188
E-mail da revista
Editor-Gerente
Walter Omar Kohan
Conselho Editorial
Informado
Conselho de Avaliadores
Não Informado
Grande Área
Ciências Humanas
Área
Educação
Subárea
Fundamentos da Educação
Áreas Correlatas / Especialidades
Filosofia da Educação
Ano Início do Periódico Impresso
2005
Periodicidade
Semestral
Ano Início do Periódico no SEER
2008
ISSN Eletrônico
1984-5987
Digital Object Identifier -DOI
Não Informado
Periódico Eletrônico Vigente
Sim
Indexado em Base de Dados
Sim
Qual (is) ?
Biblioteca Virtual de Educação; INEP; MEC; LATINDEX; Portal LivRe, Public Knowledge Project, OEI, Sumários.org, DOAJ (Directory of Open Access Journals)
Versão
2.1.1.0
Childhood and philosophy is a journal which has been waiting to be born at least since Socrates sat down in the unique (at least for us) shelter of the 5th centuryBC pólis and founded a discipline. The journal’s conception lies much, much later, in the fateful historical meeting between childhood education and philosophy. This meeting, in turn, had to wait for Rousseau’s mantic pronouncements of the Emile, sent like a letter in a bottle to the approaching revolution, and for the slow development, over the course of the 19th and 20th centuries, of a kind of adult actually capable of listening to children, much less of hearing them. This, in turn, required the romantic deconstruction of that very enlightened (male) adult whom, we must admit, made revolution possible. We can avoid the politically dangerous speculation as to which of this pair—philosophy or childhood education—was the father and which the mother by invoking anti-oedipus and the ontology of difference, in which the possibilities for paternal and maternal work multiply. Certainly education conceived as a vehicle of dissemination of the modern devices for the constitution of subjectivity excavated for us by Foucault cannot claim paternity rights. The form of education spawned by disciplinary power has long been an enemy of childhood and philosophy. On the other hand, “professional” or “real” philosophers typically scoff at the suggestion that children are capable of philosophizing, much less doing anything else remotely “serious.” We believe that a concern with children doing philosophy is inseparable from a preoccupation with childhood itself. This gets its basis from the observation that many adults—and especially both adults who teach children in schools and professional philosophers—seem in most cases either to overlook or to flatly deny children’s capacity to think philosophically. This is profoundly complicated by the fact that to think children doing philosophy is to redefine philosophy itself. Therefore it is not enough to say the obvious—that children cannot do philosophy as we do. To think children doing philosophy asks for a redefinition of childhood itself. It is both of these redefinitions, caught in chiasmic relation, which this journal seeks to explore. And this exploration is at least one fundamental dimension of the group of philosophers and educators who make up the international council for philosophical inquiry with children. Childhood & philosophy is designed to be one of its many voices, and to act in concert with the news and information you will find on its website. In keeping with the lively polyvocal character of the organization, we have decided to post/publish papers in different languages. We recognize that this is not a particularly efficient way to deliver the journal—translating everything into English would probably, on the average, gather more readers per article—but this practice signifies our commitment, not only to the integrity of each piece of work in its mother tongue, but to our hopes for an increasing multilingualism in general, which is a metaphor (or in fact an index) of an increase in that polyperspectivalism which we consider to be the hope of rethinking childhood and philosophy. Childhood & philosophy is multi-lingual, inclusive and experimental. We look for the most original, provocative, philosophical submissions possible. We hope that you will feel encouraged to submit articles, whether in English, Portuguese, or your mother tongue. As you will see within, childhood and philosophy welcomes not just scholarly and research articles, but compilations from philosophers and/or educators, transcripts, book reviews and reports on current projects. Welcome to childhood & philosophy.
topo