<?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>S1984-59872018000200385</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2018.32952</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A infância do professor: currículos vividos no despertar da experiência]]></article-title>
<article-title xml:lang="en"><![CDATA[The teacher's childhood: lived curriculums in the awakening of experience]]></article-title>
<article-title xml:lang="es"><![CDATA[La infancia del profesor: currículos vividos en el despertar de la experiencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marton]]></surname>
<given-names><![CDATA[Silmara Lídia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Allan de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Colégio de Aplicação da Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>385</fpage>
<lpage>405</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872018000200385&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872018000200385&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872018000200385&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esse texto &#233; parte dos di&#225;logos que v&#234;m sendo desenvolvidos no DEVIR - Grupo de Estudos e Pesquisas em Filosofia e Educa&#231;&#227;o do IEAR/UFF, no tocante a interroga&#231;&#245;es sobre o tempo da escola e da universidade, que vive extremamente acometido pelo ritmo autom&#225;tico, pela burocratiza&#231;&#227;o e racionaliza&#231;&#227;o do ensino, alienando crian&#231;as e jovens das suas pr&#243;prias experi&#234;ncias e de atos de contempla&#231;&#227;o que incluam o vagar, o duvidar e o silenciar-se, imprescind&#237;veis ao devir, ao fluir de sua condi&#231;&#227;o humana. Em sintonia com o que diz Larrosa (2002), tudo funciona nas institui&#231;&#245;es educacionais no sentido da impossibilidade do acontecimento. Desejamos aqui expressar possibilidades de educar que est&#227;o na contram&#227;o da velocidade, do pragmatismo e da instrumentaliza&#231;&#227;o da raz&#227;o em prol de respostas prontas, acabadas e aparentemente l&#243;gicas. Falaremos de encontros promovidos entre jovens e crian&#231;as, do disparo de suas sensibilidades que, anteriores &#224;s palavras, aos conceitos, aos nomes, d&#227;o pot&#234;ncia &#224;s suas inf&#226;ncias que, como se refere Agamben (2000), s&#227;o o lugar da experi&#234;ncia. Estabeleceremos conex&#245;es com os fios dos encontros como pot&#234;ncia das inf&#226;ncias que nos animam para pensar outros processos de forma&#231;&#227;o de si e do outro. Iremos destacar, nesse sentido, a proposta educativa da "Filosofia com Crian&#231;as" desenvolvida em escolas p&#250;blicas de Angra dos Reis em que, por interm&#233;dio de dispositivos da Arte e do exerc&#237;cio das faculdades sens&#237;veis, experimentamos tamb&#233;m n&#243;s, professores, uma inf&#226;ncia marcada pela atitude de perguntar-se e da escuta de si e do outro. Essa proposta provocou deslocamentos na perspectiva de uma autoforma&#231;&#227;o mais aberta, suscitando, assim, transforma&#231;&#245;es em nossas formas de ensinar e compreender a forma&#231;&#227;o do professor. Falaremos do que sentimos nesse processo socializando nossas experi&#234;ncias de doc&#234;ncia, vivenciando assim curr&#237;culos em que o sil&#234;ncio, a incerteza, o inesperado acontecem. Desse modo, ganha voz a inf&#226;ncia que possibilita a experi&#234;ncia, uma paix&#227;o no pr&#243;prio caminho de ser professor. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This text is part of the dialogues that are developed in the DEVIR - Group of Studies and Research in Philosophy and Education of the IEAR/UFF around questions about of the time of the school and the university. These spaces live extremely affected by the automatic rhythm, by the bureaucratization and rationalization of the teaching that alienat children and young people of their own experiences and acts of contemplation that include the wandering, the doubting and the silence, indispensable to the flowing of the from their human condition. In line with what Larrosa (2002) says, everything works in the educational institutions in the sense of the impossibility of the happening. We wish here to express possibilities of educating that are against speed, pragmatism and the instrumentalisation of reason in favor of ready, finished and apparently logical answers. We will talk about encounters promoted between young people and children that estimulate their sensitivities that, prior to words, concepts, names, they give power to their childhoods, which, as Agamben (2000) refers, are the place of experience. We will establish connections with the encounters that, as the power of the childhoods, encourage us to think of other processes of formation of self and of the other. In this sense, we will emphasize the educational proposal of "Philosophy with Children" developed in public schools in Angra dos Reis and where through devices of Art and the exercise of sensitive faculties, we also experience, as teachers, a childhood marked by attitude to ask oneself and to listen to oneself and the other. This proposal provoked displacements in the perspective of a more open self-formation, thus provoking transformations in our ways of teaching and understanding the formation of the teacher. We will talk about what we feel in this process by socializing our teaching experiences, experiencing curricula in which silence, uncertainty and unexpected happen. In this way, childhood gives voice to experience, a passion in the own way of we being a teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este texto es parte de los di&#225;logos que vienen siendo desarrollados en el DEVIR - Grupo de Estudios e Investigaciones en Filosof&#237;a y Educaci&#243;n del IEAR/UFF respecto a interrogantes sobre el tiempo de la escuela y de la universidad, que vive muy acometido por el ritmo autom&#225;tico, por la burocratizaci&#243;n y racionalizaci&#243;n de la ense&#241;anza, alienando a ni&#241;os y j&#243;venes de sus propias experiencias y de actos de contemplaci&#243;n que incluyan el vagar, el dudar y el silenciarse, imprescindibles al devenir, al fluir de su condici&#243;n humana. Seg&#250;n lo que dice Larrosa (2002), todo funciona en las instituciones educativas hacia la imposibilidad del acontecimiento. Deseamos aqu&#237; expresar posibilidades de educar que est&#225;n en contra de la velocidad, del pragmatismo y de la instrumentalizaci&#243;n de la raz&#243;n en favor de respuestas listas, acabadas y aparentemente l&#243;gicas. Hablamos de encuentros promovidos entre j&#243;venes y ni&#241;os de disparo de sus sensibilidades que, anteriores a las palabras, a los conceptos, a los nombres, dan potencia a sus infancias que, como se refiere Agamben (2000), son el lugar de la experiencia. Estableceremos conexiones con los hilos de los encuentros como potencia de las infancias que nos animan a pensar otros procesos de formaci&#243;n de s&#237; y del otro. Subrayamos, en este sentido, la propuesta educativa de la "Filosof&#237;a con Ni&#241;os" que se ha desarrollado en escuelas p&#250;blicas de Angra dos Reis y que, a trav&#233;s de dispositivos del Arte y del ejercicio de las facultades sensibles, experimentamos tambi&#233;n nosotros, maestros, una infancia marcada por la actitud de preguntarse y de la escucha de s&#237; y del otro. Esta propuesta ha provocado desplazamientos en la perspectiva de una autoformaci&#243;n m&#225;s abierta, suscitando as&#237; transformaciones en nuestras formas de ense&#241;ar y comprender la formaci&#243;n del maestro. Hablamos de lo que hemos sentido en ese proceso y compartimos nuestras experiencias de docencia, vivenciando as&#237; curr&#237;culos en los que el silencio, la incertidumbre, lo inesperado ocurren. De ese modo, gana voz la infancia que posibilita la experiencia, una pasi&#243;n en el propio camino de ser maestro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia com Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Autoformação]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Philosophy with children]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Self-formation]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Filosofía con niños]]></kwd>
<kwd lng="es"><![CDATA[Maestro]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Autoformación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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