<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982017000100160</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698155748</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APRENDENDO A SER AFETADO: CONTRIBUIÇÕES PARA A EDUCAÇÃO EM CIÊNCIAS NA EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[LEARNING TO BE AFFECTED: CONTRIBUTIONS TO SCIENCE EDUCATION IN EARLY CHILDHOOD EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Francisco Ângelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[Maria Inês Mafra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Alexandre Fagundes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>33</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982017000100160&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982017000100160&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982017000100160&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O vínculo entre educação científica e educação infantil tem se constituído de modo tímido. Isso porque, muitas vezes, pensa-se equivocadamente que a maneira como a criança pequena interroga e investiga o mundo à sua volta não é apropriada. No entanto, fazendo uso da teoria ator-rede e de sua concepção de aprendizagem, analisamos episódio no qual crianças de 4 e 5 anos estavam engajadas na exploração de pistas deixadas em um jardim de uma Unidade Municipal de Educação Infantil. Nossos achados indicam que as crianças participam ativamente de atividades investigativas e aprendem a ser afetadas pelos elementos constitutivos do espaço designado para a exploração. Além disso, as crianças foram capazes de transformar os objetos tecnológicos disponibilizados em instrumentos científicos. Nossa análise foi possível por romper com uma concepção de aprendizagem como apropriação conceitual. Nesse sentido, procuramos entender a aprendizagem como capacidade de ser afetado e, portanto, como construção de um corpo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The link between Science Education and Early Childhood Education has been constituted in a timid way. This is because it is often thought that the way the young child investigates the world around him/her is wrong or not appropriate. However, using the actor-network theory and its conception of learning in this study, we analyze an episode in which children aged 4 and 5 years old were engaged in the exploration of clues left in the courtyard of a Municipal Unit of Early Childhood Education. Our findings indicate that children actively participate in investigative activities and learn to be affected by the constituent elements of the designated space for exploration. More over, children were able to turn technological objects available on scientific instruments. Through our analysis, we were able to break away from the concept of learning as conceptual appropriation. In that sense, we sought to understand learning as an ability to be affected and, therefore, as building a body.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Teoria ator-rede]]></kwd>
<kwd lng="pt"><![CDATA[Afecção.]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Science learning]]></kwd>
<kwd lng="en"><![CDATA[Actor-network theory]]></kwd>
<kwd lng="en"><![CDATA[Affected theory.]]></kwd>
</kwd-group>
</article-meta>
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