<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872018000100011</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.30537</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudo da infância e desafios da pesquisa: estranhamento e interdependência, complexidade e interdisciplinaridade]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood studies and research challenges: estrangement and interdependence, complexity and interdisciplinarity]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudios de la infancia y desafíos de la investigación: extrañamiento e interdependencia, complejidad e interdisciplinaridad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Maria Letícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade De São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>29</numero>
<fpage>11</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Considerar as crian&#231;as sujeitos hist&#243;ricos e de direitos, atores sociais, produtores de cultura &#233; resultado de uma constru&#231;&#227;o social, fundamentada em pesquisas realizadas pelo campo da sociologia da inf&#226;ncia. O reconhecimento de que crian&#231;as constroem cultura vai se configurar a partir dos estudos desenvolvidos principalmente na d&#233;cada de 1990, sob a &#243;tica de sua din&#226;mica hist&#243;rica, cultural e social (QVORTRUP, 2002). Esses estudos t&#234;m defendido que a inf&#226;ncia seja reconhecida como grupo espec&#237;fico que produz e reproduz a vida social, ou seja, que as crian&#231;as s&#227;o seres hist&#243;ricos, sociais, que estabelecem rela&#231;&#245;es com outras crian&#231;as e com adultos, como pessoas que participam da sociedade, ainda que de forma limitada, e s&#227;o influenciadas por eventos pol&#237;ticos, econ&#244;micos, culturais, tecnol&#243;gicos, dentre outros. Essa concep&#231;&#227;o, contudo, tem convivido com outros paradigmas, como o paternalismo, ou com concep&#231;&#245;es que fragilizam a condi&#231;&#227;o de ser crian&#231;a e mant&#233;m a ideia de passividade e, assim, de subordina&#231;&#227;o ao poder dos adultos. A inf&#226;ncia, contudo, n&#227;o pode ser abordada apenas pelo que as institui&#231;&#245;es adultas esperam, mas reconhecida como grupo espec&#237;fico que produz e reproduz a vida social. Pesquisar a inf&#226;ncia, assim, significa lidar com rela&#231;&#245;es e conte&#250;dos complexos, que tanto podem focalizar a interdepend&#234;ncia entre crian&#231;as e adultos quanto evidenciar as rela&#231;&#245;es de poder estabelecidas nas rela&#231;&#245;es geracionais. Ainda que sejam os adultos a estudar a inf&#226;ncia, investig&#225;-la a partir das crian&#231;as significa n&#227;o ignorar que suas a&#231;&#245;es prov&#234;m da mesma multiplicidade de fatores presentes nas rela&#231;&#245;es sociais. Al&#233;m disso, admitir que for&#231;as econ&#244;micas e pol&#237;ticas interferem em seu cotidiano, assim como estabelecem fronteiras entre diferentes grupos de meninos e meninas, desafia e define caminhos interdisciplinares de investiga&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Considering children as historical subjects of rights, social actors, producers of culture is result of a social construction, based on research carried out by the field of sociology of childhood. The recognition that children construct culture is based on studies developed mainly in the 1990s, based on their historical, cultural and social dynamics (QVORTRUP; 2002). Childhood studies have advocated that childhood might be recognized as a specific group that produces and reproduces social life, that is, that children are historical and social beings that establish relations with other children and with adults, as people who participate in society, even if in a limited way, and are influenced by political, economic, cultural and technological events, among others. This conception, however, is coexisting with other paradigms, such as paternalism, or with conceptions that weaken the condition of child and maintain the idea of passivity and, therefore, of subordination to the power of adults. Childhood, however, cannot be addressed only by what adult institutions expect, but recognized as a specific group that produces and reproduces social life. Researching childhood thus means dealing with complex relationships and content, which can both focus on the interdependence between children and adults, as well as evidence of the power relations established in generational relationships. Recognizing that is adult people who study childhood, research them means not ignoring that their actions come from the same multiplicity of factors present in social relations in general. Moreover, admitting that economic and political forces interfere with their daily lives, at the same time as they establish boundaries between different groups of boys and girls, are the challenges and defines interdisciplinary research paths.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Considerar a los ni&#241;os como sujetos hist&#243;ricos e de derechos, actores sociales y productores de cultura es el resultado de una construcci&#243;n social basada en la investigaci&#243;n realizada por el campo de la sociolog&#237;a de la infancia. El reconocimiento de que los ni&#241;os construyen cultura va a configurarse a partir de estudios desarrollados, principalmente, en la d&#233;cada de 1990 bajo la &#243;ptica que considera su din&#225;mica hist&#243;rica, cultural y social (QVORTRUP, 2002). Dichos estudios han defendido que la infancia sea reconocida como un grupo espec&#237;fico que produce y reproduce la vida social, es decir, que los ni&#241;os son seres hist&#243;ricos y sociales que establecen relaciones con otros ni&#241;os y con adultos como personas que participan en la sociedad, aunque sea de manera limitada, y son influenciados por eventos pol&#237;ticos, econ&#243;micos, culturales y tecnol&#243;gicos, entre otros. Esta concepci&#243;n, sin embargo, coexiste con otros paradigmas, como el paternalismo, o con concepciones que fragilizan la condici&#243;n de ser ni&#241;o y mantienen la idea de pasividad y, por tanto, de subordinaci&#243;n al poder de los adultos. Sin embargo, la infancia no puede ser abordada s&#243;lo por lo que las instituciones adultas esperan, sino que se reconoce como un grupo espec&#237;fico que produce y reproduce la vida social. Por lo tanto, investigar la infancia implica lidiar con relaciones y contenidos complejos que pueden centrarse tanto en la interdependencia entre ni&#241;os y adultos como en evidenciar las relaciones de poder establecidas en las relaciones generacionales. Aunque son personas adultas las que estudian la infancia, investigarla significa no ignorar que sus acciones provienen de la misma multiplicidad de factores presentes en las relaciones sociales en general. Adem&#225;s, admitir que fuerzas econ&#243;micas y pol&#237;ticas interfieren con su vida cotidiana, al mismo tiempo que establecen fronteras entre diferentes grupos de ni&#241;os y ni&#241;as, desaf&#237;a y define caminos interdisciplinares de investigaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[geração]]></kwd>
<kwd lng="pt"><![CDATA[interdisciplinaridade.]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[generation]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinarity.]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[generación]]></kwd>
<kwd lng="es"><![CDATA[interdisciplinariedad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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