<?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>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872013000200297</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26705</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise dos conceitos de inacabamento freiriano e crescimento deweyano para a infância em processo formativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Freire's concept of incompleteness and Dewey's notion of growth to analyze childhood in formative process]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de los conceptos de incompletud freiriano y crescimiento deweyano para la infancia en proceso formativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[Leoni Maria Padilha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Andressa Coelho Righi de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2013</year>
</pub-date>
<volume>9</volume>
<numero>18</numero>
<fpage>297</fpage>
<lpage>318</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000200297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000200297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000200297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho apresenta algumas considera&#231;&#245;es sobre as perspectivas antropol&#243;gicas de Paulo Freire e John Dewey e seus desdobramentos te&#243;ricos, principalmente no que concerne &#224; inf&#226;ncia. Tomando o primeiro autor como um leitor do segundo, pelo menos por via indireta atrav&#233;s de An&#237;sio Teixeira, focaliza basicamente duas no&#231;&#245;es fundamentais: o inacabamento freiriano e o crescimento deweyano. Nesse sentido, a figura do educador baiano, An&#237;sio Teixeira, nos ofereceu subs&#237;dios importantes e reveladores das vincula&#231;&#245;es das ideias deweyanas e freirianas. Discutindo detalhes e consequ&#234;ncias te&#243;ricas desses conceitos para a educa&#231;&#227;o, utilizamos as cr&#237;ticas dos autores em rela&#231;&#227;o &#224; educa&#231;&#227;o banc&#225;ria e/ou tradicional para apresentar os argumentos que foram elaborados em favor de uma nova educa&#231;&#227;o. Recuperando estudos realizados por Marcus Vin&#237;cius da Cunha em rela&#231;&#227;o a Dewey, tomamos as categorias de "apropria&#231;&#227;o" e "recontextualiza&#231;&#227;o" como sugest&#227;o produtiva para o entendimento de algumas cr&#237;ticas reveladoras de mal entendidos com respeito tanto ao autor norte-americano como quanto a Freire. Considerando os diferentes contextos espa&#231;o-temporais em que os referidos autores viveram, observamos que eles apresentam algumas semelhan&#231;as quanto &#224;s suas preocupa&#231;&#245;es e ao campo te&#243;rico que estabeleceram, n&#227;o obstante tivessem se diferenciado quanto &#224;s vias que constru&#237;ram para apresentar os seus argumentos. Dessa forma, pela perspectiva antropol&#243;gica, vemos que tanto um quanto o outro entendem o homem como um ser ligado substancialmente ao mundo em permanente mudan&#231;a, no qual realiza incessantes experi&#234;ncias que devem ser selecionadas para garantir uma consci&#234;ncia reveladora da busca pelo seu crescimento, pela supera&#231;&#227;o das situa&#231;&#245;es-limites que enfrenta, pelo atendimento ao chamamento do ser mais. Trata-se, pois, de um ser inacabado cuja inconclus&#227;o sustenta a sua educabilidade permanente. Tudo isso requer assim uma educa&#231;&#227;o que considere a busca, o devir, aquela que possa merecer os designativos, seja de libertadora, de progressiva, etc., mas que acredita na rela&#231;&#227;o &#237;ntima do ser com mundo, do educador com os educandos, sejam estes adultos ou crian&#231;as. Enfatizamos que a antropologia aqui apresentada n&#227;o exclui as considera&#231;&#245;es pela crian&#231;a, ao contr&#225;rio, foi a partir do contexto te&#243;rico apresentado e desenvolvido que as implica&#231;&#245;es pedag&#243;gicas para a inf&#226;ncia foram pensadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents some reflections on the anthropological perspectives of Paulo Freire and John Dewey and their theoretical development, especially with regard to childhood. Taking the first author as a reader of the second, I focus on two fundamental notions: Freire's notion of "incompleteness" and Dewey's notion of "growth." The work of An&#237;sio Teixeira, offers us important and revealing reflections on the linkages between Deweyan and Freirean ideas, particularly in relation to their critique of banking/traditional pedagogy, and the possibility for a new form of education; while Marcus Vin&#237;cius da Cunha's study of Dewey and his introduction of the categories of "ownership" and "recontextualization" in relation to his work, help us overcome a few misunderstandings with respect to both the American author and Freire. Considering the different space-time contexts in which these authors lived, we find some similarities in the way they mapped their respective theoretical fields; but we also find differences in the ways they established pathways through these fields, and in the way they presented their arguments. Thus, from an anthropological perspective, we see that both understood the human as a being connected substantially with the changing world, a world in which s/he undergoes endless experiences that must be selected out and precised in order to lead to growth, thereby overcoming the limit situations s/he faces and responding to the exigency to become more fully human. The human is therefore an unfinished being whose inconclusiveness maintains his/her permanent educability. All this requires an education that allows for active search in the process of becoming, a form of education that believes in the intimate relationship of Being with the world and of the educator with learners, be they adults or children. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo presenta algunas consideraciones sobre las perspectivas antropol&#243;gicas de Paulo Freire y John Dewey y sus desarrollos te&#243;ricos, especialmente con respecto a los ni&#241;os. Tomando al primer autor como lector del segundo, al menos en forma indirecta a trav&#233;s de An&#237;sio Teixeira, se centra principalmente en dos conceptos fundamentales: la incompletud en Freire y el crecimiento en Dewey. En este sentido, la figura del educador de Bah&#237;a, A. Teixeira, nos ofreci&#243; ideas importantes y reveladores de las conexiones entre las ideas de Freire y Dewey. Discutiendo los detalles e implicaciones te&#243;ricas de estos conceptos para la educaci&#243;n, los autores utilizaron las cr&#237;ticas elaboradas por estos autores a la educaci&#243;n bancaria o tradicional, y a favor de una nueva educaci&#243;n. Al recuperar estudios realizados por Marcus Vinicius da Cunha en relaci&#243;n con Dewey, tomamos las categor&#237;as de "apropiaci&#243;n" y "recontextualizaci&#243;n" como una sugerencia productiva para comprender algunas cr&#237;ticas que revelan malentendidos con respecto tanto al autor estadounidense cuanto a Freire. Teniendo en cuenta los diferentes contextos espaciales y temporales en que estos autores vivieron, observamos que tienen algunas similitudes en sus preocupaciones y en el campo te&#243;rico que establecieron, no obstante se hayan diferenciado en las v&#237;as que construyeron para presentar sus argumentos. Por lo tanto, desde un punto de vista antropol&#243;gico, vemos que tanto el uno como el otro entienden al hombre como un ser conectado sustancialmente al mundo en constante cambio, en el que realiza experiencias incesantes que deben ser seleccionadas para asegurar una consciencia reveladora de su b&#250;squeda de crecimiento, mediante la superaci&#243;n de las situaciones l&#237;mite que enfrenta, por el servicio de atender el llamado a ser m&#225;s. Es, por lo tanto, un ser inacabado cuya incompletud sustenta su permanente educabilidad. Por eso requiere una educaci&#243;n que tenga en cuenta la b&#250;squeda, el devenir, una que puede merecer los calificativos de libertadora, progresista, etc., pero que cree en la &#237;ntima relaci&#243;n del ser con el mundo, del educador con los educandos, ya sean adultos o ni&#241;os. Hacemos hincapi&#233; en que la antropolog&#237;a que se presenta aqu&#237; no excluye consideraciones sobre el ni&#241;o; por el contrario, fue a partir del marco te&#243;rico presentado y desarrollado que fueron concebidas las implicaciones educativas para los ni&#241;os.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Inacabamento]]></kwd>
<kwd lng="pt"><![CDATA[Crescimento]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[John Dewey]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[incompleteness]]></kwd>
<kwd lng="en"><![CDATA[growth]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[John Dewey]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Incompletitud]]></kwd>
<kwd lng="es"><![CDATA[Crecimiento]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[John Dewey]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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