<?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>S1984-59872018000100027</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.30577</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infância, experiência e educação: apontamentos a partir de reflexões sobre a pequena infância]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood, experience and education: notes from reflections on childhood]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancia, experiencia y educación: apuntes a partir de reflexiones sobre la pequeña infancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Eloisa Acires Candal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buss-Simão]]></surname>
<given-names><![CDATA[Márcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Do Oeste De Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Do Sul De Santa Catarina  ]]></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>27</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000100027&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000100027&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo traz reflex&#245;es que envolvem a inf&#226;ncia e a experi&#234;ncia a partir da &#225;rea da educa&#231;&#227;o e, particularmente, das pondera&#231;&#245;es em torno das pesquisas com crian&#231;as pequenas de educa&#231;&#227;o infantil. Os apontamentos imp&#245;em limites relativos a este lugar de estudo e delimitam estes como parte de uma cr&#237;tica e autocr&#237;tica da educa&#231;&#227;o e das possibilidades de consolida&#231;&#227;o de uma Pedagogia da Inf&#226;ncia. Nesta dire&#231;&#227;o, no artigo se toma para esta reflex&#227;o a an&#225;lise do sentido da experi&#234;ncia para as principais teorias educacionais ou projetos educativos para a educa&#231;&#227;o na inf&#226;ncia, a fim de levar a uma demarca&#231;&#227;o dos contornos da experi&#234;ncia educativa na/da inf&#226;ncia institucionalizada. Para tal, apresenta alguns elementos relativos &#224; experi&#234;ncia educativa como experi&#234;ncia social a partir de estudos emp&#237;ricos que d&#227;o visibilidade &#224;s a&#231;&#245;es das crian&#231;as como parte de suas vidas nos coletivos infantis. Por fim, indica como desafios para a poss&#237;vel consolida&#231;&#227;o de uma Pedagogia da Inf&#226;ncia uma aproxima&#231;&#227;o da Pedagogia &#224;s manifesta&#231;&#245;es infantis, a crian&#231;a em situa&#231;&#227;o e as possibilidades de os processos educativos se pautarem na escuta, na dialogicidade e nas rela&#231;&#245;es, possibilitando incluir, nas pr&#225;ticas educativas, as significa&#231;&#245;es produzidas pelas pr&#243;prias crian&#231;as em seus contextos de vida e suas manifesta&#231;&#245;es culturais e expressivas. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article brings reflections that involve childhood and experience from the area of education and, particularly, the considerations about research with young children and early childhood education. The notes impose limits on this place of study and delimits these as part of a criticism and self-criticism of education and the possibilities of consolidation of a Pedagogy of Childhood. In this direction, the article considers the analysis of the meaning of experience for the main educational theories or educational projects for childhood education, in order to lead to a demarcation of the contours of the educational experience in the institutionalized childhood. To do so, it presents some elements related to the educational experience as a social experience based on empirical studies that give visibility to the actions of children as part of their lives in children's collectives. Finally, it indicates as challenges for the possible consolidation of a Pedagogy of Childhood an approach of Pedagogy to children's manifestations, the child in situation and the possibilities of the educational processes if they are based on listening, dialogue and relationships, making it possible to include in practices educational, the meanings produced by the children themselves in their life contexts and their cultural and expressive manifestations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente art&#237;culo trae reflexiones sobre la infancia y la experiencia a partir del &#225;rea de la educaci&#243;n y, particularmente, realiza ponderaciones en torno a las investigaciones con ni&#241;os peque&#241;os de educaci&#243;n infantil. Los se&#241;alamientos imponen l&#237;mites relativos a este lugar de estudio y los delimitan como parte de una cr&#237;tica y autocr&#237;tica de la educaci&#243;n y de las posibilidades de consolidaci&#243;n de una Pedagog&#237;a de la Infancia. En esta direcci&#243;n, en el art&#237;culo se analiza el sentido de la experiencia para las principales teor&#237;as o proyectos para la educaci&#243;n en la infancia, a fin de llevar a una demarcaci&#243;n de los contornos de la experiencia educativa en la infancia institucionalizada. Para ello, se presentan algunos elementos relativos a la experiencia educativa como experiencia social a partir de estudios emp&#237;ricos que dan visibilidad a las acciones de los ni&#241;os como parte de sus vidas en los colectivos infantiles. Por &#250;ltimo, se indica como desaf&#237;os para la posible consolidaci&#243;n de una Pedagog&#237;a de la Infancia una aproximaci&#243;n de la Pedagog&#237;a a las manifestaciones infantiles, el ni&#241;o en situaci&#243;n y las posibilidades de que los procesos educativos se gu&#237;en por la escucha, por la dialogicidad y por las relaciones, posibilitando incluir, en las pr&#225;cticas educativas, las significaciones producidas por los propios ni&#241;os en sus contextos de vida y sus manifestaciones culturales y expresivas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[experiência.]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[experience]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[experiencia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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