<?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>S1984-59872016000300543</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2016.25527</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infância, ética e amorosidade na experiência da aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood, ethics and amorousness in the learning experience]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancia, ética y amorosidad en la experiencia de aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Lisandra Ogg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Sammy William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>12</volume>
<numero>25</numero>
<fpage>543</fpage>
<lpage>566</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872016000300543&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872016000300543&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872016000300543&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Apresentamos neste texto reflex&#245;es e an&#225;lises pautadas nos campos filos&#243;fico e sociol&#243;gico a respeito da inf&#226;ncia e da educa&#231;&#227;o das crian&#231;as, tomada a partir da rela&#231;&#227;o entre os conceitos de &#233;tica, est&#233;tica, afeto e amorosidade. Inicialmente, postulamos que a educa&#231;&#227;o das crian&#231;as deve envolver a concep&#231;&#227;o coletiva de um plano curricular &#233;tico e afetivo, apto a acolher e explorar a for&#231;a vital da inf&#226;ncia como componente educativo fundamental. Dessa forma, avaliamos como imprescind&#237;vel &#224; consecu&#231;&#227;o de tal modo afetivo de aprendizagem, a constitui&#231;&#227;o de uma modalidade diferencial de intera&#231;&#245;es amorosas (seja entre crian&#231;as e adultos, entre elas, e delas com o mundo e a vida), capaz de engendrar as singularidades por meio das quais o movimento &#233;tico-est&#233;tico e pol&#237;tico de uma educa&#231;&#227;o para a pot&#234;ncia da inf&#226;ncia possa conceber-se. A partir desses encaminhamentos, nos dedicamos ao desenho dos princ&#237;pios b&#225;sicos capazes de sinalizar uma imagem conceitual plaus&#237;vel para uma educa&#231;&#227;o &#233;tico-afetiva das crian&#231;as. Educa&#231;&#227;o est&#225;, orientada a assumir a brincadeira como plano de experimenta&#231;&#227;o do d&#237;spar, aberto ao devir das for&#231;as de indetermina&#231;&#227;o - inerentes &#224;s rela&#231;&#245;es sens&#237;veis, imaginativas e intelectuais - que articulam social e culturalmente o ato de aprender e ensinar. Nosso esfor&#231;o &#233; o de colocar em discuss&#227;o os imperativos de uma educa&#231;&#227;o pautada em preceitos e pr&#225;ticas que tentam n&#227;o eliminar ou minimizar, mas estabelecer uma rela&#231;&#227;o positiva, atenta e sens&#237;vel com as diferen&#231;as que a inf&#226;ncia e as crian&#231;as for&#231;osamente nos imp&#245;em. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  In this text, we present reflections and analyses based on the philosophical and sociological fields about the childhood education, taken from the relation among the concepts of ethics, esthetics, affect and amorousness. Initially, we postulate that education of children should involve, necessarily, the collective conception of an ethical and affective curricular plan, able to welcome and to explore the vital force of childhood as a fundamental educational component. Thus, we evaluated as essential to the achieving of this affective learning mode, the constitution of a differential modality of amorous interactions (either between children and adults, whether among themselves, and from them to the world and the life), capable of engendering the singularity through which the ethical-aesthetic and political movement of an education for the childhood&#8217;s potency can be conceived. From these referrals, we dedicate to the drawing of the basic principles able to sign a possible conceptual image for an ethical-affective children&#8217;s education. This education is oriented to take on the children&#8217;s playing as a pure plan of the uneven experimentation, opened to the come-to-be indetermination&#8217;s forces - inherent to the sensitive, imaginative and intellectual relations - that articulate social and culturally the act of learning and teaching. Our effort was to put in discussion the imperatives of an education based on precepts and practices that try not to eliminate or minimize, but to establish a positive, attentive and sensitive relationship with the differences that childhood and children forcibly impose on us. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Presentamos en este texto reflexiones y an&#225;lisis fundados en los campos filos&#243;fico y sociol&#243;gico con respecto a la infancia y la educaci&#243;n de los ni&#241;os, considerada a partir de la relaci&#243;n entre los conceptos de &#233;tica, est&#233;tica, afecto y amorosidad. Inicialmente, postulamos que la educaci&#243;n de los ni&#241;os debe relacionarse con la concepci&#243;n colectiva de un proyecto curricular &#233;tico y afectivo, apto para acoger y explotar la fuerza vital de la infancia como componente educativo fundamental. As&#237;, evaluamos como imprescindible la consecuci&#243;n de dicho modo afectivo del aprendizaje, la constituci&#243;n de una modalidad diferencial de las interacciones amorosas (sea entre ni&#241;os y adultos, entre ellos, y de los mismos con el mundo y la vida), capaz de engendrar las singularidades a trav&#233;s de las que el movimiento &#233;tico-est&#233;tico y pol&#237;tico de una educaci&#243;n para que la potencia de la infancia pueda concebirse. A partir de dichos caminos, nos dedicamos al dise&#241;o de los principios b&#225;sicos capaces de se&#241;alar una imagen conceptual plausible para una educaci&#243;n &#233;tico-afectiva de los ni&#241;os. Educaci&#243;n que est&#225; orientada a asumir el juego como plano de experimentaci&#243;n de lo dispar, abierto al devenir de las fuerzas de indeterminaci&#243;n - inherentes a las relaciones sensibles, imaginativas e intelectuales - que articulan social y culturalmente el acto de aprender y ense&#241;ar. Nuestro esfuerzo es el de poner en discusi&#243;n los imperativos de una educaci&#243;n basada en preceptos y pr&#225;cticas que intentan no s&#243;lo eliminar o minimizar, sino establecer una relaci&#243;n positiva, atenta y sensible con las diferencias que la infancia y los ni&#241;os nos imponen forzosamente. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância-Criança]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Ética]]></kwd>
<kwd lng="pt"><![CDATA[Afeto]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeira]]></kwd>
<kwd lng="en"><![CDATA[Childhood-Children]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Ethics]]></kwd>
<kwd lng="en"><![CDATA[Affection]]></kwd>
<kwd lng="en"><![CDATA[Children&#8217;s Play]]></kwd>
<kwd lng="es"><![CDATA[Infancia-Niño]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Ética]]></kwd>
<kwd lng="es"><![CDATA[Afecto]]></kwd>
<kwd lng="es"><![CDATA[Juego Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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