<?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>S1984-59872018000200261</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.29281</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infância, alteridade e formação docente: encontro com as crianças como potência de transformação]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood, alterity and teacher training: meeting with children as a powerful transformation]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancia, alteridad y formación docente: encuentro con los niños como potencia de transformación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Tiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Rafael de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guedes]]></surname>
<given-names><![CDATA[Adrianne Ogêda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>30</numero>
<fpage>261</fpage>
<lpage>276</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000200261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000200261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000200261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente trabalho busca compartilhar reflex&#245;es produzidas no bojo de uma a&#231;&#227;o investigativa desenvolvida no cotidiano de uma escola p&#250;blica localizada na cidade do Rio de Janeiro, com o objetivo de pensar o processo de forma&#231;&#227;o docente e a potencialidade da crian&#231;a nele. Por meio de uma investiga&#231;&#227;o na perspectiva da pesquisa com o cotidiano, lan&#231;ando m&#227;o de narrativas produzidas no caderno de campo e de impress&#245;es e sentidos criados ao longo da investiga&#231;&#227;o, traz duas cenas vivenciadas no dia a dia da escola citada e, com elas, discute concep&#231;&#245;es de forma&#231;&#227;o e de crian&#231;a, defendendo esta &#250;ltima como um outro leg&#237;timo na forma&#231;&#227;o do professor e a forma&#231;&#227;o como um processo singular e, ao mesmo tempo, coletivo e polif&#244;nico. Finalmente, a partir da problematiza&#231;&#227;o proposta, o texto convida a pensar a forma&#231;&#227;o com a inf&#226;ncia na qualidade de uma forma&#231;&#227;o como experi&#234;ncia: aquela que d&#225; a pensar e a pensar-se, ou seja, uma forma&#231;&#227;o que nos desloca e provoca a indagar nossas certezas e verdades cristalizadas, nos invita a ser j&#225; outros de n&#243;s mesmos, a repensar nossos modos de ser, estar e viver a doc&#234;ncia com as crian&#231;as. Portanto, trata-se de um convite a que possamos pensar nosso lugar e o lugar das crian&#231;as, em outras palavras, nossa rela&#231;&#227;o no educativo e na forma&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims to share reflections produced in the core of a research developed in everyday life of a school located in the city of Rio de Janeiro, in order to think the teacher training process and the child's potentiality in it. Through an investigation from the perspective of research with daily life, making use of narratives produced in the field notebook and of impressions and senses created throughout the investigation, brings two scenes experienced in the daily life of the mentioned public school and, with them, discusses concepts of training and child, defending the latter as a legitimate other in teacher education and training as a singular process and at the same time, collective and polyphonic. Finally, from the proposed problematization, the text invites us to think training with childhood in the quality of training as experience: that one which makes us think and think about ourselves, that is a training that moves us and causes us to inquire about our certainties and crystallized truths, invites us to be already others of ourselves, to rethink our ways of being, to be and to live the teaching experience with the children. Therefore, it is an invitation to think about our place and the place of children, in other words, our relationship in education and teacher's training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este texto busca compartir reflexiones producidas en el seno de una investigaci&#243;n desarrollada en el cotidiano escolar de una escuela p&#250;blica ubicada en la ciudad de Rio de Janeiro, con el objetivo de pensar el proceso formativo docente y la potencialidad del ni&#241;o en &#233;l. A trav&#233;s de una investigaci&#243;n en la perspectiva de la investigaci&#243;n con el cotidiano y del trabajo con narrativas producidas en el cuaderno de campo, el art&#237;culo trae dos escenas vivenciadas en el d&#237;a a d&#237;a de una escuela p&#250;blica carioca y, con ellas, discute concepciones de formaci&#243;n y de ni&#241;o, defendiendo este &#250;ltimo como un otro leg&#237;timo en la formaci&#243;n de maestros y la formaci&#243;n como un proceso singular y, al mismo tiempo, colectivo y polif&#243;nico. Finalmente, desde la problematizaci&#243;n propuesta, invita a pensar la formaci&#243;n con la infancia en la calidad de una formaci&#243;n como experiencia: aquella que da a pensar y a pensarse, es decir, una formaci&#243;n que nos desplaza y provoca indagar nuestras certezas y verdades cristalizadas, que nos invita a ser ya otros de nosotros mismos, a repensar nuestros modos de ser, estar y vivir la docencia con los ni&#241;os. Por lo tanto, se trata de una invitaci&#243;n para que podamos pensar nuestro lugar y el lugar de los ni&#241;os, en otras palabras, nuestra relaci&#243;n en el educativo y en la formaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[alteridade]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[otherness]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[alteridad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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