<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000400031</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n60.p31-41</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PSICANÁLISE, INFÂNCIA E EDUCAÇÃO INFANTIL CONTEMPORÂNEA EM GIROS PLANETÁRIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTEMPORARY CHILDHOOD AND CHILDHOOD EDUCATION IN PLANETARY SPINS]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN INFANTIL Y INFANTIL CONTEMPORÁNEA EN GIROS PLANETARIOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ornellas]]></surname>
<given-names><![CDATA[Larissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ornellas]]></surname>
<given-names><![CDATA[Maria de Lourdes Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>60</numero>
<fpage>31</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000400031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000400031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000400031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo é fruto de estudos e pesquisas em psicanálise, as quais têm como suporte pressupostos teóricos metodológicos na interface sobre a educação e psicanálise através de dois grupos de pesquisas certificados pelo CNPq sobre a infância contemporânea nas dissertações e teses construídas na universidade. Discorre sobre a relação com o corpo e o aprender infantil no contexto da crise planetária pandêmica, insere a escuta, atravessada pela escola e pelas tensões presentificadas na ambiência da família, bem como a realidade que coloca o sujeito a serviço do gozo ininterrupto dos objetos de consumo, não deixando lugar para a subjetividade emergir. As novas configurações temporo-espaciais para as crianças nascidas na era das tecnologias digitais subtrai o brincar livre e é marcada pela hiperconexão, o que constitui uma das faces do sintoma fruto da linguagem veiculada nas telas planas, obedecendo a lógica da instantaneidade. Portanto, cabe aos pais e educadores da criança incitar o advir temporal da condição subjetiva do ato de educar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is the result of studies and researches in psychoanalysis which are supported by theoretical methodological assumptions in the interfaceon education and psychoanalysis through two research groups certified by CNPq on contemporary childhood in dissertations and theses built at the university. It discusses the relationship with the body and children's learning in the context of the pandemic planetary crisis, inserts listening, traversed by the school and tensions present in the family environment as well as the reality that places the subject at the service of the uninterrupted enjoyment of consumer objects, leaving no room for subjectivity to emerge. The new temporospatial configurations for children born in the era of digital technologies subtract free play and are marked by hyperconnection, which is one of the faces of the symptom resulting from the language conveyed on flat screens, obeying the logic of instantaneity. Therefore, it is up to the child's parents and educators to encourage the temporal arising of the subjective condition of the act of educating.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo es el resultado de estudios e investigaciones en psicoanálisis respaldados por suposiciones metodológicas teóricas en la interfaz sobre educación y psicoanálisis a través de dos grupos de investigación certificados por el CNPq sobre la infancia contemporánea en disertaciones y tesis construidas en la universidad. Discute la relación con el cuerpo y el aprendizaje de los niños en el contexto de la crisis planetaria pandémica, inserta la escucha, atravesada por la escuela y las tensiones presentes en el entorno familiar, así como la realidad que pone al sujeto al servicio del disfrute ininterrumpido de los objetos de consumo, sin dejar espacio para que surja la subjetividad. Las nuevas configuraciones temporoespaciales para niños nacidos en la era de las tecnologías digitales restan el juego libre y están marcadas por la hiperconexión, que es una de las caras del síntoma resultante del lenguaje transmitido en pantallas planas, obedeciendo la lógica de la instantaneidad. Por lo tanto, corresponde a los padres y educadores del niño incitar el surgimiento temporal de la condición subjetiva del acto de educar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicanálise e educação]]></kwd>
<kwd lng="pt"><![CDATA[Criança]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis and education]]></kwd>
<kwd lng="en"><![CDATA[Child]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis y educación]]></kwd>
<kwd lng="es"><![CDATA[Niño]]></kwd>
<kwd lng="es"><![CDATA[Educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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