<?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>S1984-59872018000200297</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.32049</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infâncias e formação docente: gestos, sentidos e começos]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancias y formación docente: gestos, sentidos y comienzos]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood and teacher education: gestures, senses and beginnings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Camila Machado de]]></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>
<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>297</fpage>
<lpage>315</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000200297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000200297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000200297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O presente texto &#233; um ensaio sobre inf&#226;ncia e forma&#231;&#227;o docente, tecendo aproxima&#231;&#245;es e encontros que coloquem em quest&#227;o a escola, a educa&#231;&#227;o, a doc&#234;ncia, o tempo. A inf&#226;ncia n&#227;o &#233; considerada categoria de tempo cronol&#243;gico, mas uma for&#231;a instauradora de poss&#237;veis, imposs&#237;veis, perguntas, interrup&#231;&#245;es. A inf&#226;ncia &#233; afirmada para al&#233;m de uma fase et&#225;ria, compreendida como exist&#234;ncia, vida, encarnada em qualquer corpo e em outra temporalidade. Interessa perguntar pelas inf&#226;ncias que atravessam a forma&#231;&#227;o docente e, qui&#231;&#225;, pensar n&#227;o apenas como formamos a inf&#226;ncia, mas como as inf&#226;ncias nos formam. O que elas provocam no fazer docente? Em que condi&#231;&#245;es estas inf&#226;ncias surgem? Seria o formar-se docente um amadurecimento da inf&#226;ncia, na inf&#226;ncia ou pela inf&#226;ncia? Que gestos rasgam e explodem com os modos que nos habituamos a estar com as crian&#231;as e com os modos que estamos habituamos a nos formar docentes? Essas perguntas v&#234;m me acompanhando no desafio de dedicar sensibilidade, aten&#231;&#227;o e escuta aos sentidos que emanam da inf&#226;ncia, e a inf&#226;ncia que emana dos sentidos, no exerc&#237;cio de ser professora de Educa&#231;&#227;o Infantil. Portanto, este trabalho se inspira em inf&#226;ncias de crian&#231;as da Educa&#231;&#227;o Infantil do Col&#233;gio Pedro II, em inf&#226;ncias da minha doc&#234;ncia com estes sujeitos, em in&#237;cios, aberturas e come&#231;os que potencializam habitar a escola e fazer-se docente de um jeito infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente texto es un ensayo sobre infancia y formaci&#243;n docente, entrelazando aproximaciones y encuentros que coloquen en interrogaci&#243;n la escuela, la educaci&#243;n, la docencia y el tiempo. La infancia no es considerada categor&#237;a de tiempo cronol&#243;gica y si una fuerza instauradora de posibles, imposibles, preguntas, interrupciones. La infancia es afirmada m&#225;s all&#225; de una fase etaria, comprendida como existencia, vida, encarnada en cualquier cuerpo y en otra temporalidad. Nos interesa preguntarnos, por las infancias que atraviesan la formaci&#243;n docente y, quiz&#225;s, pensar no solo como formamos la infancia, sino como las infancias nos forma. &#191;Qu&#233; crean ellas -las infancias- en las pr&#225;cticas docente? &#191;En qu&#233; condiciones estas infancias surgen? &#191;Ser&#237;a el formarse docente un amadurecimento de la infancia, en la infancia o por la infancia? &#191;Que gestos rasgan y explotan los modos con los que habitualmente estamos con los ni&#241;os y ni&#241;as y con los modos que habitualmente nos forman docente? Esas preguntas me vienen acompa&#241;ando en el desaf&#237;o de dedicar sensibilidad, atenci&#243;n y escucha a los sentidos que emanan de la infancia, y la infancia que emana de los sentidos, en el ejercicio de ser profesora de Educacion Infantil. Por tanto, este trabajo se inspira en infancias de ni&#241;os y ni&#241;as de la Educaci&#243;n Infantil del Colegio Pedro II, en infancias de mi docencia con estas personas, en inicios, aberturas y comienzos que potencializan habitar la escuela y hacerse docente de un modo infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract : The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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