<?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>S1982-03052024000100056</article-id>
<article-id pub-id-type="doi">10.12957/teias.2024.77872</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ORDINÁRIO EM IMAGENS: crianças periféricas e o CEU em São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gobbi]]></surname>
<given-names><![CDATA[Marcia Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Maria Cristina Stello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>25</volume>
<numero>76</numero>
<fpage>56</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052024000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052024000100056&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052024000100056&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Fotografias pinhole são o mote para reflexões constantes neste artigo. Elas foram feitas por crianças frequentadoras de uma Escola de Educação Infantil (EMEI), situada em um Centro de Educação Unificado (CEU), equipamento público e gratuito, criado em 2004 como política pública urbana na cidade de São Paulo. Os pontos de vista de meninas e meninos foram privilegiados, pois permitem aproximações com representações do bairro onde moram, que ao mesmo tempo é onde o CEU está localizado. Trata-se de resultado de pesquisa realizada entre 2015-2017 cujo ponto de partida eram escolas públicas municipais de educação infantil e as crianças frequentadoras de EMEI. O objetivo era compreender diferentes aspectos da cidade a partir de seus pontos de vista. Caminhadas dentro e fora dos espaços institucionais guiadas por crianças e algumas funcionárias da EMEI, diálogos e escuta atentos e a realização de fotografias pinhole - feitas de modo artesanal em câmeras produzidas com latinhas de mantimentos - consistiram na metodologia usada. Destacamos questões fundamentais durante o processo: o que é construído imageticamente pelas crianças? A imagem captada é imagem de quê? Sabendo que são representações, portanto, verdadeiras e falsas (Lefebvre, 2006), o que podemos inferir sobre o bairro e o CEU e as relações espaciotemporais ao observarmos as imagens feitas? Essas questões orientaram pesquisa de campo acerca da infância, periferia e cidade no bairro da Pedreira onde está o CEU, extremo Sul de São Paulo, e nos apresentam a oportunidade de conhecer um pequeno recorte do que foi realizado com e pelas crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Pinhole photographs are the motto for constant reflections in this article. They were made by children attending a School of Early Childhood Education (EMEI), located in a Unified Education Center (CEU), a public and free equipment, created in 2004 as an urban public policy in the city of São Paulo. The points of view of girls and boys were privileged, as they allow approximations with representations of the neighborhood where they live, which at the same time is where the CEU is located. This is the result of a research conducted between 2015-2017 whose starting point were municipal public schools of early childhood education and children attending EMEI. The goal was to understand different aspects of the city from their points of view. Walks in and out of the institutional spaces guided by children and some EMEI employees, attentive dialogues and listening, and the realization of pinhole photographs - handmade on cameras produced with cans of groceries - were the methodology used. We highlight fundamental questions during the process: what is imagetically constructed by children? The image captured is image of what? Knowing that they are representations, therefore, true and false (Lefebvre, 2006), what can we infer about the neighborhood and the CEU and the spatiotemporal relations when we observe the images made? These questions guided field research about childhood, periphery and city in the neighborhood of Pedreira where the CEU is located, in the extreme south of São Paulo, and present us with the opportunity to know a small clipping of what was accomplished, with and from the children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las fotografías estenopeicas son el lema para las reflexiones constantes en este artículo. Fueron realizados por niños que asistían a una Escuela de Educación Infantil (EMEI), ubicada en un Centro de Educación Unificada (CEU), un equipamiento público y gratuito, creado en 2004 como una política pública urbana en la ciudad de São Paulo. Se privilegiaron los puntos de vista de niñas y niños, ya que permiten aproximaciones con representaciones del barrio donde viven, que a la vez es donde se encuentra el CEU. Este es el resultado de una investigación realizada entre 2015-2017 cuyo punto de partida fueron las escuelas públicas municipales de educación infantil y los niños que asisten a EMEI. El objetivo era entender diferentes aspectos de la ciudad desde sus puntos de vista. Paseos dentro y fuera de los espacios institucionales guiados por niños y algunos empleados de EMEI, diálogos atentos y escucha, y la realización de fotografías estenopeicas - hechas a mano en cámaras producidas con latas de comestibles - fueron la metodología utilizada. Destacamos preguntas fundamentales durante el proceso: ¿qué es construido visualmente por los niños? ¿La imagen capturada es imagen de qué? Sabiendo que son representaciones, por tanto, verdaderas y falsas (Lefebvre, 2006), ¿qué podemos inferir sobre el barrio y el CEU y las relaciones espaciotemporales cuando observamos las imágenes realizadas? Estas preguntas guiaron la investigación de campo sobre la infancia, la periferia y la ciudad en el barrio de Pedreira donde se encuentra la CEU, en el extremo sur de São Paulo, y nos presentan la oportunidad de conocer un pequeño recorte de lo que se logró, con y desde los niños.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[periferia urbana]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[educação pública]]></kwd>
<kwd lng="en"><![CDATA[urban periphery]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[public education]]></kwd>
<kwd lng="es"><![CDATA[periferia urbana]]></kwd>
<kwd lng="es"><![CDATA[niñez]]></kwd>
<kwd lng="es"><![CDATA[enseñanza pública]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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