Vol. 14 No. 30 (2018): may/aug.

View Vol. 14 No. 30 (2018): may/aug.
Published: 2018-05-07

editorial

  • on childhood, teacher experience and training: a dossier

    carmen sanches sampaio, josé ricardo santiago, tiago ribeiro
    237-243
    DOI: https://doi.org/10.12957/childphilo.2018.33810

dossier

  • childhoods of language, childhoods of infancy, childhoods memories: later it’s too late

    carlos skliar
    245-260
    DOI: https://doi.org/10.12957/childphilo.2018.30700

  • childhood, alterity and teacher training: meeting with children as a powerful transformation

    tiago ribeiro, rafael de souza, adrianne ogêda guedes
    261-276
    DOI: https://doi.org/10.12957/childphilo.2018.29281

  • childhood, image and teacher education: between experiences, knowledge and powers in early childhood education

    césar donizetti leite, andréia regina de oliveira camargo
    277-296
    DOI: https://doi.org/10.12957/childphilo.2018.32042

  • childhood and teacher education: gestures, senses and beginnings

    camila machado de lima
    297-315
    DOI: https://doi.org/10.12957/childphilo.2018.32049

  • the magic circle and the art of leaving to repeat in childhood: exercising and learning in the spheres

    alexandre simão freitas
    317-339
    DOI: https://doi.org/10.12957/childphilo.2018.31728

  • from the need to question thought: child gestures on school time

    luciana pacheco marques, cristiane elvira de assis oliveira, núbia schaper santos
    341-362
    DOI: https://doi.org/10.12957/childphilo.2018.30310

  • a very crazy trip: some considerations about words researched by childhoods

    luciano bedin da costa, joelma de vargas borges, rita de cássia nunes azzolin
    363-383
    DOI: https://doi.org/10.12957/childphilo.2018.32388

  • the teacher's childhood: lived curriculums in the awakening of experience

    silmara lídia marton, allan de carvalho rodrigues
    385-405
    DOI: https://doi.org/10.12957/childphilo.2018.32952

  • displacements, misplaced conversations: things of education and affirmation of a life that matters

    alexsandro rodrigues, castiel vitorino brasileiro, jésio zamboni, marcelo santana ferreira, steferson zanoni roseiro
    407-426
    DOI: https://doi.org/10.12957/childphilo.2018.33631

articles

  • developing children’s reasoning and inquiry, concept analysis, and meaningmaking skills through the community of inquiry

    abigail thea canuto
    427-452
    DOI: https://doi.org/10.12957/childphilo.2018.28144

  • putting philosophy to the service of schools to give children’s voices real value

    sonia parís albert
    453-470
    DOI: https://doi.org/10.12957/childphilo.2018.29859

  • doing philosophy with children. an utopian path from socrates to hannah arendt

    massimo iiritano
    471-482
    DOI: https://doi.org/10.12957/childphilo.2018.30434

  • nature gives and nature takes: a qualitative comparison between canadian and german children about their concepts of ‘nature’

    parmis aslanimehr, eva marsal, barbara weber, fabian knapp
    483-515
    DOI: https://doi.org/10.12957/childphilo.2018.30037

  • art and affection in school inclusion: potency and non-representative thinking

    mateus freitas barreiro, alonso bezerra carvalho, marta regina furlan
    517-534
    DOI: https://doi.org/10.12957/childphilo.2018.30164