<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000100279</article-id>
<article-id pub-id-type="doi">10.14244/198271991893</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudos sociais da infância: discutindo a constituição de um campo a luz de Bourdieu]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood social studies: discussing the constitution of a field in the light of Bourdieu]]></article-title>
<article-title xml:lang="es"><![CDATA[Estudios sociales de la infancia: discutiendo la constitución de un campo a la luz de Bourdieu]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado]]></surname>
<given-names><![CDATA[Renata Lopes Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voltarelli]]></surname>
<given-names><![CDATA[Monique Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>279</fpage>
<lpage>297</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000100279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo se prop&#245;e a dialogar com as contribui&#231;&#245;es da teoria de Pierre Bourdieu sobre o campo cient&#237;fico a fim de melhor compreender a emerg&#234;ncia dos estudos sociais da inf&#226;ncia, um campo que partilha entre si a vis&#227;o das crian&#231;as como atores com significativa participa&#231;&#227;o na constru&#231;&#227;o da hist&#243;ria e da cultura, a vis&#227;o da inf&#226;ncia como constru&#231;&#227;o social e, tamb&#233;m, como categoria estrutural subordinada da sociedade. Para essa discuss&#227;o, em forma de ensaio te&#243;rico, enfatizam-se rupturas e mudan&#231;as paradigm&#225;ticas a partir de tr&#234;s importantes campos que, entre outros assuntos, dedicam-se ao estudo das crian&#231;as e da inf&#226;ncia: a antropologia, a psicologia e a sociologia. A apresenta&#231;&#227;o panor&#226;mica de correntes dominantes nessas &#225;reas e de aspectos que foram objetos de cr&#237;ticas dos pesquisadores dos estudos sociais da inf&#226;ncia permite iluminar diferen&#231;as entre paradigmas tradicionais e emergentes, al&#233;m de possibilitar a observa&#231;&#227;o de influ&#234;ncias m&#250;tuas entre um campo e outro. Argumenta-se aqui que refletir sobre um objeto cient&#237;fico &#233; romper com um sentido comum (instaurado por discursos ao longo do tempo) e com representa&#231;&#245;es cient&#237;ficas socialmente aceitas. Conclui-se que a teoria dos campos cient&#237;ficos se constitui como terreno f&#233;rtil para an&#225;lises sobre o desenvolvimento dos estudos sociais da inf&#226;ncia. Nesse sentido, outras pesquisas que deem continuidade &#224;s discuss&#245;es ora apresentadas s&#227;o sugeridas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article seeks to draw upon Pierre Bourdieu&#8217;s theory of the scientific field in order to better understand the emergence of childhood social studies. This field views children as actors with significant participation in the construction of history and culture, and childhood as a social construction and also as a structural category subordinate in society. By means of a theoretical essay, the ruptures and paradigmatic changes relating to three important fields - anthropology, psychology and sociology, all of which encompass the study of children and the childhood - will be emphasized. The panoramic presentation of dominant trends in these areas and aspects that were the subject to criticism from researchers of childhood social studies will allow differences between traditional paradigms and emerging ones to be illuminated, whilst also allowing for common and shared influences between one field and another to be observed. It is argued here that reflecting on a scientific object is breaking away from common sense (established by speeches over time) and socially accepted scientific representations. The article concludes by proposing that the theory of scientific fields provides a productive field for analyzing the development of childhood social studies. In this regard, other studies which aim to follow up on the discussions presented here are suggested.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo pretende dialogar con las contribuciones de la teor&#237;a del campo cient&#237;fico de Pierre Bourdieu para comprender mejor los estudios sociales de la infancia, un campo que comparte la visi&#243;n de los ni&#241;os como actores con una importante participaci&#243;n en la construcci&#243;n de la historia y la cultura, la visi&#243;n de la ni&#241;ez como una construcci&#243;n social y tambi&#233;n, como una categor&#237;a estructural subordinada de la sociedad. Para esta discusi&#243;n, en forma de ensayo te&#243;rico, se hace hincapi&#233; en las rupturas y cambios paradigm&#225;ticos desde tres importantes campos que, entre otras cosas, se dedican al estudio de los ni&#241;os y la infancia: la antropolog&#237;a, la psicolog&#237;a y la sociolog&#237;a. La presentaci&#243;n panor&#225;mica de las corrientes dominantes en estas &#225;reas y los aspectos que han sido objeto de cr&#237;ticas por los investigadores de los estudios sociales de los ni&#241;os, permite iluminar tanto las diferencias entre los paradigmas tradicionales y emergentes, como observar las influencias mutuas entre un campo y otro. Aqu&#237; se argumenta que reflexionar sobre un objeto cient&#237;fico es romper con el sentido com&#250;n (establecido por discursos a lo largo del tiempo) y las representaciones cient&#237;ficas socialmente aceptadas. Se concluye que la teor&#237;a del campo cient&#237;fico constituye un terreno f&#233;rtil para el an&#225;lisis sobre el desarrollo de los estudios sociales de la infancia. En este sentido, se sugieren otros estudios para el seguimiento de las discusiones que aqu&#237; se presentan.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudos Sociais da Infância]]></kwd>
<kwd lng="pt"><![CDATA[Campo Científico]]></kwd>
<kwd lng="pt"><![CDATA[Paradigmas]]></kwd>
<kwd lng="en"><![CDATA[Childhood Social Studies]]></kwd>
<kwd lng="en"><![CDATA[Scientific Field]]></kwd>
<kwd lng="en"><![CDATA[Paradigms]]></kwd>
<kwd lng="es"><![CDATA[Estudios Sociales de la Infancia]]></kwd>
<kwd lng="es"><![CDATA[Campo Científico]]></kwd>
<kwd lng="es"><![CDATA[Paradigmas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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