<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[Etd]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922018000300761</article-id>
<article-id pub-id-type="doi">10.20396/etd.v20i3.8649227</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A infância no fio da navalha: construção teórica como agir éticoi]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood on the razor's edge: theoretical construction as ethical action]]></article-title>
<article-title xml:lang="es"><![CDATA[La infancia al filo de la navaja: construcción teórica como hacer ético]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Rita Ribes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Lisandra Ogg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Conceição Firmina Seixas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>761</fpage>
<lpage>780</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922018000300761&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922018000300761&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922018000300761&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O debate sobre a &#233;tica na pesquisa em Ci&#234;ncias Humanas, mais particularmente na pesquisa com crian&#231;as, &#233; um tema candente no contexto brasileiro, assim como as condi&#231;&#245;es de interlocu&#231;&#227;o do pesquisador com os sujeitos que participar&#227;o de sua pesquisa t&#234;m ocupado um papel central. Considerando esse foco, nossa inten&#231;&#227;o &#233; trazer para o centro do debate a dimens&#227;o &#233;tica que se faz presente na pr&#243;pria teoria, isto &#233;, conceber a teoria como um agir &#233;tico. Partimos do pressuposto de que a pesquisa em Ci&#234;ncias Humanas sempre implica um outro, mesmo que n&#227;o haja previs&#227;o de um trabalho de campo. O outro est&#225; incrustrado na teoria, seja naquilo que o conhecimento sistematizado pela humanidade j&#225; nos oferece como perspectiva de visada, seja naquilo que inauguramos com o nosso pr&#243;prio pensar. Pensar, neste sentido, &#233; um agir &#233;tico, na medida em que implica um outro e um posicionamento sobre esse outro. Quem &#233; o outro-crian&#231;a para os pesquisadores da inf&#226;ncia? Que implica&#231;&#245;es &#233;ticas se imp&#245;em quando nos colocamos a pensar a inf&#226;ncia? Por que pensar a inf&#226;ncia? Para qu&#234;? Qual o lugar das crian&#231;as na teoria que produzimos sobre elas? Neste texto procuraremos perseguir essas indaga&#231;&#245;es a partir da tens&#227;o que se d&#225; entre participa&#231;&#227;o e tutela, prote&#231;&#227;o e autoria, experi&#234;ncias de alteridade entre crian&#231;as e adultos na vida social que s&#227;o postas em xeque no fazer te&#243;rico, posto que teorizar n&#227;o implica apenas em descrever o mundo social, mas tamb&#233;m em instaur&#225;-lo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The debate on ethics in Human and Social Science research, particularly research concerning children, is an important theme in the Brazilian context. The study of the conditions under which researchers interact with subjects participating in the research has also played a central role. Given this focus, our intention is to bring to the center of the debate the ethical dimension present in the theory itself. That is, our intention is to conceive theory as an ethical action. We assume that research in the Human Sciences always involves an other, even when no fieldwork is involved, or in what the systematized knowledge by humanity already offers us as a perspective, or in what we inaugurate with our own thinking. To think in this sense is an ethical action, in so far as it implies the other and the adoption of a position with respect to this other. Who is the other-child for childhood researchers? What ethical implications are necessary when we put ourselves to think about childhood? Why think of childhood? For what purpose? What is the place of children in the theory we produce about them? In this paper, we pursue these questions based on the tension that exists between participation and guardianship, protection and authorship. In addition we will reflect on experiences of alterity between children and adults in social life that are put in check in the theoretical make, since theorizing implies not only describing the social world, but also reinstating it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El debate sobre la &#233;tica en la investigaci&#243;n en Ciencias Humanas, particularmente en la investigaci&#243;n con ni&#241;os y ni&#241;as, es un asunto candente en el contexto brasile&#241;o. Esta problem&#225;tica junto a la de las condiciones de interlocuci&#243;n del investigador con los sujetos que participar&#225;n de su investigaci&#243;n han ocupado un papel central. Frente a estas cuestiones, nuestro prop&#243;sito es traer al centro del debate la dimensi&#243;n &#233;tica que est&#225; presente en la propia teor&#237;a como un hacer &#233;tico. Consideramos que la investigaci&#243;n en Ciencias Humanas siempre implica un Otro, incluso cuando no se haya previsto un trabajo de campo. El Otro est&#225; incrustado en la teor&#237;a, tanto desde la perspectiva del conocimiento sistematizado por la humanidad que se nos ofrece como punto de partida, como en aquello que inauguramos con nuestro propio pensar. Pensar, en este sentido, es un hacer &#233;tico, en la medida en que implica un Otro y un posicionamiento sobre este Otro. &#191;Qui&#233;n es el otro-ni&#241;o para el investigador de la infancia? &#191;Qu&#233; implicaciones &#233;ticas se imponen cuando nos disponemos a pensar la infancia? &#191;Por qu&#233; pensar la infancia? &#191;Para qu&#233;? &#191;Cu&#225;l es el lugar de las ni&#241;as y los ni&#241;os en la teor&#237;a que producimos sobre ellos? En este art&#237;culo vamos a abordar estas indagaciones a partir de la tensi&#243;n que se da entre participaci&#243;n y tutela, protecci&#243;n y autor&#237;a, experiencias de alteridad entre ni&#241;os, ni&#241;as y adultos en la vida social, que ponen en jaque el hacer te&#243;rico dado que teorizar no implica s&#243;lo describir el mundo social sino tambi&#233;n instaurarlo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Participação das Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Proteção]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Ethic]]></kwd>
<kwd lng="en"><![CDATA[Participation of Children]]></kwd>
<kwd lng="en"><![CDATA[Protection]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Participación de los Niños]]></kwd>
<kwd lng="es"><![CDATA[Protección]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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