<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000100322</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.076.ds13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escuta na pesquisa-ação: entrelaçando brincar e educação para as relações étnico-raciais]]></article-title>
<article-title xml:lang="en"><![CDATA[Listening in action research: intertwining play and education for etnhic-racial relations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Luciana Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noguera]]></surname>
<given-names><![CDATA[Renato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Duque de Caxias RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro (UFRRJ)  ]]></institution>
<addr-line><![CDATA[Seropédica RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>76</numero>
<fpage>322</fpage>
<lpage>340</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000100322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo propõe a reflexão sobre a esfera do brincar como lugar de estar e de afecção pelas diferentes infâncias presentes nos espaços de pesquisa com crianças. Aqui, relataremos os &#8220;achados/inventados&#8221; em nossos trabalhos de escuta como exercício ético e estético de alteridade numa constante produção de sentidos, na qual inventamos o que encontramos. Escutar as crianças como metodologia de pesquisa requer, entre outras atitudes, um duplo exercício de esvaziamento de si para voltar a atenção ao outro e a retomada da própria infância do adulto que pesquisa, uma vez que a criança que fomos é acionada pelos encontros com as infâncias com as quais pesquisamos. Há, ainda, a tensão entre o maravilhamento produzido pela singularidade do olhar infantil e a necessária intervenção quando são reproduzidos os preconceitos e as demais formas de violência. Tomamos a brincadeira não como uma matéria-prima para uma produção futura, mas como meio de acesso e permanência no estado larvar do vivente. O percurso narrativo e reflexivo do texto se faz pela diferenciação da esfera brincante dos exercícios de violência que procuram instrumentalizar a ludicidade, o fazemos a partir da análise de alguns dos aspectos biológicos, filosóficos e subjetivos do brincar. Defendemos uma educação antirracista em ato desde a infância, como as situações de intervenção na pesquisa com crianças de 4 e 5 anos no espaço escolar. Por fim, buscamos ancorar nosso esperançar no projeto benjaminiano de uma filosofia por vir que se nutre do investimento potente no gesto infantil de fazer o novo mais uma vez.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article proposes a reflection on the sphere of play as a place of being and affection for the different childhoods present in research spaces with children. Here, we will report the &#8220;found/invented&#8221; in our listening works as an ethical and aesthetic exercise of alterity in a constant production of meanings, in which we invent what we find. Listening to children as a research methodology requires, among other attitudes, a double exercise of self-emptying to turn attention to the other and the resumption of the research adult's own childhood, since the child we were is triggered by the encounters with the childhoods with which we researched. There is also the tension between the wonder produced by the uniqueness of the child's gaze and the necessary intervention when prejudices and other forms of violence are reproduced. We take the game not as a raw material for a future production, but as a means of access and permanence in the larval state of the living being. The narrative and reflexive path of the text is made by differentiating the playing sphere from the violence exercises that seek to instrumentalize playfulness, we do it from the analysis of some of the biological, philosophical and subjective aspects of playing. We defend an anti-racist education in action since childhood, such as situations of intervention in research with children aged 4 and 5 in the school space. Finally, we seek to anchor our hopes in the Benjaminian project of a philosophy to come that is nourished by the powerful investment in the childish gesture of doing the new again.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo propone una reflexión sobre la esfera del juego como lugar de ser y afecto para las distintas infancias presentes en los espacios de investigación con niños. Aquí relataremos lo &#8220;encontrado/inventado&#8221; en nuestros trabajos de escucha como un ejercicio ético y estético de alteridad en una constante producción de sentidos, en la que inventamos lo que encontramos. Escuchar a los niños como metodología de investigación requiere, entre otras actitudes, un doble ejercicio de vaciamiento para volver la atención al otro y la reanudación de la investigación sobre la propia infancia del adulto, ya que el niño que fuimos se desencadena por los encuentros con las infancias con que investigamos. También está la tensión entre el asombro que produce la singularidad de la mirada del niño y la necesaria intervención cuando se reproducen prejuicios y otras formas de violencia. Tomamos el juego no como materia prima para una producción futura, sino como medio de acceso y permanencia en el estado larvario del ser vivo. El recorrido narrativo y reflexivo del texto se realiza diferenciando el ámbito lúdico de los ejercicios de violencia que buscan instrumentalizar la lúdica, lo hacemos a partir del análisis de algunos de los aspectos biológicos, filosóficos y subjetivos del juego. Defendemos una educación antirracista en acción desde la infancia, como situaciones de intervención en investigación con niños de 4 y 5 años en el espacio escolar. Finalmente, buscamos anclar nuestras esperanzas en el proyecto benjaminiano de una filosofía por venir que se nutre de la poderosa inversión en el gesto infantil de hacer de nuevo lo nuevo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infâncias]]></kwd>
<kwd lng="pt"><![CDATA[brincar]]></kwd>
<kwd lng="pt"><![CDATA[escuta e relações étnico-raciais]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[playing]]></kwd>
<kwd lng="en"><![CDATA[listening and ethnic-racial relations]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[escucha y relaciones étnico-raciales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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