<?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>S1984-59872014000200247</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2014.10203</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The repuerescentia of the teacher: a philosophical-educational perspective on the child and culture]]></article-title>
<article-title xml:lang="pt"><![CDATA[A repuerescentia do professor: uma perspectiva filosófica-educacional sobre a criança e a cultura]]></article-title>
<article-title xml:lang="es"><![CDATA[La repuerescentia del profesor: una perspectiva filosófica educacional sobre el niño y la cultura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliverio]]></surname>
<given-names><![CDATA[Stefano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Università &#8220;Federico II&#8221;  ]]></institution>
<addr-line><![CDATA[Napoli ]]></addr-line>
<country>Italia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<fpage>247</fpage>
<lpage>265</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872014000200247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872014000200247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872014000200247&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the light of some tenets of philosophy of childhood, this paper proposes an &#8216;updating&#8217; interpretation of the educational notion of repuerescentia (re-turn to childhood), offered by the Renaissance humanist Desiderius Erasmus. In particular, Erasmus&#8217; argumentation about the need for an early liberal education is reconstellated into the domain of a reading of culture as a form of play, that is, as a transitional space and his concept of repuerescentia is read in reference to Deleuzian &#8216;becoming child.&#8217; It is shown, on the one hand, that there is no complete overlapping between the Deleuzian construct and the notion here investigated; on the other, that a dialogue between these two ideas could result in a more articulated way of looking at the position of the teacher within the educational relationship. It is argued, moreover, that a re-appropriation of the notion of repuerescentia could allow us to reconstruct school as a site in which the classical heritage is made alive and not simply passed on. If the idea of repuerescentia implies that the classical heritage is structured as a pedagogy, thanks to philosophy of childhood we could broaden and elaborate on this view and recognize that the classical heritage is not something closed but always in the making. Indeed, it is due to children&#8217;s voices that it revives and can continue to speak to us. In this sense, a repuerescentia-oriented teaching could also act as a strategy to resolve some of the deadlocks associated with the Deweyan controversy between the child and the curriculum. A different inflection of the latter relationship and a fresher way of experiencing &#8216;tradition&#8217; seem more urgent than ever in contemporary educational scenarios, which are marked by what has been defined the &#8220;endgame of the loss of historical continuity.&#8221; In addition to that, the idea of the teacher&#8217;s re-turn to childhood allows us to overcome some of the setbacks of the constructivist approaches in education, as they have been denounced in more recent literature in educational theory.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo &#192; luz de alguns princ&#237;pios da filosofia da inf&#226;ncia, este artigo prop&#245;e uma interpreta&#231;&#227;o &#8216;atualizante&#8217; da no&#231;&#227;o educacional de repuerescentia (retorno &#224; inf&#226;ncia), oferecida pelo humanista da renascen&#231;a Desiderius Erasmus. Em particular, a argumenta&#231;&#227;o de Erasmus sobre a necessidade de uma educa&#231;&#227;o liberal precoce &#233; contextualizada no campo de uma leitura da cultura como uma forma de jogo, ou seja, como um espa&#231;o transicional e seu conceito de repuerescentia &#233; lido em referencia ao &#8216;devir crian&#231;a&#8217; de Deleuze. Mostra-se, por um lado, que n&#227;o h&#225; sobreposi&#231;&#227;o completa entre o construto deleuziano e a no&#231;&#227;o investigada aqui; por outro lado, que um di&#225;logo entre essas duas ideias poderia resultar em um modo mais articulado de ver a posi&#231;&#227;o do professor dentro da rela&#231;&#227;o educacional. Argumenta-se, ademais, que a reapropria&#231;&#227;o da no&#231;&#227;o de repuerescentia poderia autorizar-nos uma reconstru&#231;&#227;o da escola como um lugar cuja heran&#231;a cl&#225;ssica &#233; trazida &#224; vida e n&#227;o somente passado adiante. Se a ideia de repuerescentia implica que a heran&#231;a cl&#225;ssica seja estruturada como a pedagogia, gra&#231;as &#224; filosofia da inf&#226;ncia n&#243;s poder&#237;amos ampliar e elaborar sobre essa vis&#227;o e reconhecer que a heran&#231;a cl&#225;ssica n&#227;o &#233; algo fechado mas que se faz em perman&#234;ncia. Logo, &#233; devido &#224;s vozes das crian&#231;as que ela revive e pode continuar falando conosco. Nesse sentido, um ensino orientado &#224; repuerescentia poderia tamb&#233;m agir como uma estrat&#233;gia para resolver alguns impasses associados &#224; controversa deweyana entre a crian&#231;a e o curr&#237;culo. Uma inflex&#227;o diferente da &#250;ltima rela&#231;&#227;o e uma maneira mais fresca de experienciar a &#8216;tradi&#231;&#227;o&#8217; parece mais urgente que nunca nos cen&#225;rios contempor&#226;neos da educa&#231;&#227;o, que s&#227;o marados pelo que foi definido como o &#8220;desenlace da perda de continuidade hist&#243;rica&#8221;. Al&#233;m disso, a ideia de retorno do professor &#224; inf&#226;ncia nos permite superar alguns reveses da abordagem construtivista na educa&#231;&#227;o, assim como foram denunciados na mais recente literatura sobre teoria educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A la luz de algunos principios de la filosof&#237;a de la infancia este art&#237;culo propone una interpretaci&#243;n &#8220;actualizante&#8221; de la noci&#243;n educacional de repuerescentia (retorno a la infancia) ofrecida por el humanista del renacimiento Desiderius Erasmus. En particular la argumentaci&#243;n de Erasmus sobre la necesidad de una educaci&#243;n liberal precoz es contextualizada en el campo de una lectura de la cultura como forma de juego, o sea, como un espacio transicional y su concepto de repuerescentia es le&#237;do en referencia al devenir ni&#241;o de Deleuze. Se muestra por un lado, que no existe superposici&#243;n completa entre constructo deleuziano y la noci&#243;n investigada aqu&#237;, por otro lado, que un di&#225;logo entre esas dos ideas podr&#237;a resultar en un modo m&#225;s articulado de ver la posici&#243;n del profesor dentro de la relaci&#243;n educacional. Se argumenta, adem&#225;s, que la reapropiaci&#243;n de la noci&#243;n de repuerescentia podr&#237;a autorizar una reconstrucci&#243;n de la escuela como un lugar cuya herencia cl&#225;sica es hace viva y no simplemente pas&#243; Si la idea de repuerescentia implica la herencia cl&#225;sica sea estructurada como pedagog&#237;a, gracias a la filosof&#237;a de la infancia nosotros podr&#237;amos ampliar y elaborar sobre esa visi&#243;n y reconocer que la herencia cl&#225;sica no es algo cerrado sino en permanente hacer. De hecho, es debido a las voces de los ni&#241;os que ella revive y puede continuar hablando con nosotros. En ese sentido, un ensayo orientado a la repuerescentia podr&#237;a tambi&#233;n actuar como una estrategia para resolver algunos impases asociados a la controversia deweyana entre el ni&#241;o y el curr&#237;culo. Una inflexi&#243;n diferente de la &#250;ltima relaci&#243;n y una manera m&#225;s fresca de experimentar la tradici&#243;n parece m&#225;s urgente que nunca en los escenarios contepor&#225;neos de la educaci&#243;n, que son marcados por lo que fue definido como el &#8220;descenlase final de la perdida de continuidad hist&#243;rica. Adem&#225;s de eso, la idea de retorno del profesor a la infancia nos permite superar algunos reveses del enfoques constructivista de la educaci&#243;n, as&#237; como fueron denunciados en la m&#225;s reciente literatura educacional.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Becoming Child]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Classical Tradition]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Constructivism]]></kwd>
<kwd lng="pt"><![CDATA[Devir Criança]]></kwd>
<kwd lng="pt"><![CDATA[Tradições Clássicas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo]]></kwd>
<kwd lng="es"><![CDATA[Devenir Niño]]></kwd>
<kwd lng="es"><![CDATA[Tradiciones Clásicas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Constructivismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
