<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742024000100620</article-id>
<article-id pub-id-type="doi">10.1590/1980531410725</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CRIANÇAS E HISTÓRIA: O TEMPO COMO CONCEITO E A NARRATIVA DA TEMPORALIDADE]]></article-title>
<article-title xml:lang="en"><![CDATA[CHILDREN AND HISTORY: TIME AS A CONCEPT AND THE NARRATIVE OF TEMPORALITY]]></article-title>
<article-title xml:lang="es"><![CDATA[LOS NIÑOS Y LA HISTORIA: EL TIEMPO COMO CONCEPTO Y LA NARRATIVA DE LA TEMPORALIDAD]]></article-title>
<article-title xml:lang="fr"><![CDATA[LES ENFANTS ET L&#8217;HISTOIRE: LE TEMPS COMME CONCEPT ET LE RÉCIT DE LA TEMPORALITÉ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leopoldino]]></surname>
<given-names><![CDATA[Maria Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá (UEM)  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100620&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100620&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100620&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo problematiza a ênfase no tempo cronológico nas aulas de História para crianças nos primeiros anos do ensino fundamental, refletindo sobre o tempo histórico. Retoma-se a perspectiva de Koselleck para pensá-lo como conceito, assim como o relaciona com a narrativa, como tratou Ricoeur, e, fundamentalmente, compreende-o na relação entre a experiência da infância e a memória, tal como abordou Walter Benjamin. Ressalta-se a experiência do narrar e da memória na aprendizagem de temporalidades, destacando o seu lugar na experiência histórica que interessa à discussão sobre a aprendizagem diante da proposta da Base Nacional Comum Curricular. Conclui-se que esse caminho possibilita especificar a História não apenas como uma disciplina escolar, mas também como prática social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the emphasis on chronological time in History lessons for children in the early years of elementary school by reflecting on historical time. It takes up Koselleck&#8217;s perspective to think of it as a concept, that of Ricoeur to relate it to narrative, and, fundamentally, as approached by Walter Benjamin, to understand it in the relationship between childhood experience and memory. The experience of narrating and memory in the learning of temporalities is emphasized, highlighting its place in the historical experience concerning the discussion on learning in the light of the Base Nacional Comum Curricular [National Common Curriculum Base] proposal. The conclusion is that this approach makes it possible to specify History not only as a school subject, but also as a social practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo problematiza el énfasis en el tiempo cronológico en las clases de Historia para niños en los primeros años de la escuela primaria, reflexionando sobre el tiempo histórico. Se retoma la perspectiva de Koselleck para pensarlo como concepto, además de relacionarlo con la narrativa, como lo trató Ricoeur, y, fundamentalmente, entenderlo en la relación entre la experiencia de la infancia y la memoria, tal como lo abordó Walter Benjamin. Se resalta la experiencia de la narración y la memoria en el aprendizaje de temporalidades, destacando su lugar en la experiencia histórica que interesa a la discusión sobre el aprendizaje a la luz de la propuesta de la Base Nacional Comum Curricular [Base Nacional Curricular Común]. Se concluye que este camino posibilita especificar la Historia no sólo como una materia escolar, sino también como una práctica social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article problématise la manière dont le temps chronologique est mis en avant dans les cours d&#8217;histoire destinés aux élèves de l&#8217;école primaire par le biais de la réfléxion sur le temps historique. Il reprend non seulement la perspective de Koselleck pour penser le temps comme concept, mais aussi celle de Ric&#339;ur pour mettre le temps en relation avec le récit et, pour comprendre son rapport avec l&#8217;expérience de l&#8217;enfance et la mémoire, il utilise l&#8217;approche de Walter Benjamin. L&#8217;expérience de la narration et de la mémoire dans l&#8217;apprentissage des temporalités est mise en avant pour démontrer son rôle dans l&#8217;expérience historique, notion non dépourvue d&#8217;intérêt pour la discussion sur l&#8217;apprentissage, proposée par la Base Nacional Comum Curricular [Base Nationale Commune des Programmes Scolaires]. Ce parcours permet de concevoir l&#8217;histoire non seulement comme matière scolaire, mais encore en tant que pratique sociale.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ENSINO DE HISTÓRIA]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO FUNDAMENTAL]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO DE PROFESSORES]]></kwd>
<kwd lng="en"><![CDATA[HISTORY TEACHING]]></kwd>
<kwd lng="en"><![CDATA[ELEMENTARY EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[TEACHER TRAINING]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE HISTORIA]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN PRIMARIA]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN DOCENTE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT DE L&#8217;HISTOIRE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT PRIMAIRE]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION DES ENSEIGNANTS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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