<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102011000300002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tempos e infâncias entrelaçados no cotidiano escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Cristiane Elvira de Assis]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Luciana Pacheco]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>15</volume>
<numero>03</numero>
<fpage>172</fpage>
<lpage>180</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102011000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102011000300002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102011000300002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo discute o olhar sobre o tempo de crianças de uma escola de educação infantil em tempo integral. Do ponto de vista teórico, apoia-se em reflexões sobre o tempo apresentadas por Bergson, Kohan, Prigogine e Stengers; sobre as infâncias, por Kohan e Larrosa; sobre o tempo escolar, por Barbosa e Sanches; e sobre a discussão de Gallo e Lins a respeito de outras possibilidades de experenciar os tempos na escola. A parte empírica da pesquisa foi realizada mediante um diálogo com as crianças, tendo por base a história do livro Armando e o tempo, de Mônica Guttmann, a partir da qual fizeram um desenho. Os indícios nos/dos desenhos foram discutidos, tendo como referência o Paradigma Indiciário de Carlo Ginzburg, na intenção de decifrá-los e compreendê-los através das pistas, observando seus significados. Ao decifrar tais pistas, o estudo mostrou que os dois tempos - cronológico e aiónico - estavam presentes em seus cotidianos: o tempo cronológico representado pelo relógio, e o aiónico pela imaginação. Essa constatação possibilita que se pense nas/com as escolas outras infâncias e outros tempos, para além da cronologia, que abranjam a dimensão da experiência do tempo Aión, que expressa a intensidade do tempo da vida humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article focuses on time for children in a full time preschool. Theoretically, this paper drawns on the reflections about time in Bergson, Kohan, Prigogine, and Stengers; about childhood in Kohan and Larrosa; about school time in Barbosa and Sanches;; and about other possibilities to experience times in school as seen in Gallo and Lins. In order to find out how the children involved in our research read the time, we talked to them using the book “Armando e o Tempo” (Armando and the Time) by Mônica Guttmann, from which they made a drawing. We then used the clues in and from the drawings referring to the Evidential Paradigm by Carlo Ginzburg. We were able to decipher that the two times - chronological and aeonic - were present in their everyday life: the chronological time was represented by the clock, and the aeonic one, by the imagination. Thus, we can think of schools as having other childhoods and other times, and conceive of childhoodbeyond chronology and also recognize it in the dimension of the experience, in the intensity of its duration, including the possibility to experience the Aeon time.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tempo]]></kwd>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="en"><![CDATA[Time]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Tempos  e inf&acirc;ncias entrela&ccedil;ados no cotidiano escolar.</h2> <h3>Time and childhood interwoven in the school routine.</h3>     <p>&nbsp;</p> <h4>Cristiane  Elvira de Assis Oliveira, Luciana Pacheco Marques</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>19</volume>
<page-range>20-28</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação e Sociedade]]></source>
<year></year>
<volume>26</volume>
<numero>93</numero>
<issue>93</issue>
<page-range>1229-1256</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
