<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052023000100154</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.69271</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INFÂNCIA, EDUCAÇÃO E APRENDIZAGEM: reflexões a partir da obra Como estrelas na terra: toda criança é especial]]></article-title>
<article-title xml:lang="en"><![CDATA[CHILDHOOD, EDUCATION AND LEARNING: reflections on the film Like stars on earth: every child is special]]></article-title>
<article-title xml:lang="es"><![CDATA[INFANCIA, EDUCACIÓN Y APRENDIZAJE: reflexiones desde el trabajo Como estrellas en la tierra: cada niño es especial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sachet]]></surname>
<given-names><![CDATA[Claudia Milanez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Talita Duarte de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carola]]></surname>
<given-names><![CDATA[Carlos Renato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>72</numero>
<fpage>154</fpage>
<lpage>166</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000100154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000100154&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000100154&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se propõe a dialogar a respeito do filme Como estrelas na terra: toda criança é especial, de Aamir Khan, com vistas a refletir sobre as concepções de infância, educação e aprendizagem representadas pelos sujeitos da sociedade retratada na obra. Observou-se, por meio da análise, que Ishaan, personagem principal do filme, vive a infância com entusiasmo, protagonismo e criatividade, aspectos inerentes ao ser criança. O garoto observa e admira o mundo, tanto quanto é surpreendido, indaga, estranha e cria. No entanto, vive em uma sociedade dotada de valores burgueses sob uma lógica da engrenagem capitalista mundial. Desse modo, não há tempo para ser criança como Ishaan, porque é preciso adequar-se ao tempo e aos padrões pré-estabelecidos. A análise permite compreender, pois, que a concepção idealizada pela sociedade na qual o menino vive é contrária àquela vivenciada por ele. Na escola, é retratada uma organização tradicional não apenas a partir da figura do docente, mas também na organização curricular e estrutural das salas de aulas. Isso acaba fazendo com que aqueles que diferem do proposto sejam excluídos, como Ishaan, que, por ser disléxico e não conseguir acompanhar o ritmo das atividades, é inferiorizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article proposes a dialogue about the film Like stars on Earth: every child is special, by Aamir Khan, aiming to reflect on the childhood, education and learning conceptions represented by the characters who live in the society portrayed in the film. It was noticed, through analysis, that Ishaan, who is the main character, lives an enthusiastic, active and creative childhood, which are typical aspects of being a child. The boy observes and admires the world as well as is surprised, inquires, wonders and creates. However, he lives in a society endowed with bourgeois values, which is under a logic of the world capitalist gear. Thus, there is no time to be a child like Ishaan since it is required to form oneself and to frame oneself according to preestablished times and standards. It was analyzed that the conception idealized by society in which the boy lives is opposite to the one experienced by him. The school routine is portrayed on a traditional organization that happens not only on the teacher behavior, but also in the curricular organization and classroom structure. This situation culminates in the exclusion of those who are different from the proposed behavior, like Ishaan, who, since it is dyslexic and cannot follow the pace of activities, is inferiorized.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se propone discutir la película Como estrellas en la tierra: cada niño es especial, de Aamir Khan, para reflexionar sobre las concepciones de infancia, educación y aprendizaje representadas por los sujetos de la sociedad retratados en la obra. Se observó, a través del análisis, que Ishaan, el personaje principal de la película, vive su infancia con entusiasmo, protagonismo y creatividad, aspectos inherentes al ser niño. El niño observa y admira el mundo, se sorprende, indaga, se maravilla y crea. Sin embargo, vive en una sociedad dotada de valores burgueses bajo una lógica de engranaje capitalista mundial. De esta forma, no hay tiempo para ser un niño como Ishaan, porque hay que formarse, encuadrarse según tiempos y normas preestablecidas. Se analizó, por tanto, que la concepción idealizada por la sociedad en la que vive el niño es contraria a la experimentada por él. En la escuela se retrata una organización tradicional no solo desde la figura del docente, sino también en la organización curricular y estructural de las aulas. Esto acaba provocando la exclusión de quienes difieren de lo propuesto, como Ishaan, que por ser disléxico y no poder seguir el ritmo de las actividades es inferior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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