<?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>S1984-59872020000100213</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.53797</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pensamento, experiência e o tempo do ócio na educação infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Thought, experience and free time in child education]]></article-title>
<article-title xml:lang="es"><![CDATA[Pensamiento, experiencia y el tiempo del ocio en la educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Venturini]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schuler]]></surname>
<given-names><![CDATA[Betina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Municipal de Porto Alegre  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872020000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo busca examinar como os conceitos de pensamento e de interesse são descritos nos três principais documentos que regem a Educação Infantil brasileira no presente - Lei de Diretrizes e Bases da Educação Nacional/1996, Diretrizes Curriculares Nacionais para a Educação Infantil/2010 e Base Nacional Comum Curricular/2018 da Educação Infantil - e suas implicações para as relações entre infância e pensamento. Para tanto, parte dos estudos da Filosofia da Diferença, de autores como Kohan, Larrosa, López e Ribeiro, entre outros, para problematizar o pensamento atrelado ao interesse individual no contemporâneo. Pode-se constatar o quanto o pensamento é operado como resolução de problemas nesses documentos, a partir de uma lógica neoliberal que vai se deslocando cada vez mais de um interesse coletivo para um interesse individualizante. Além disso, pode-se descrever todo um funcionamento de uma sociedade disciplinar deslocando-se para uma sociedade do desempenho, em que há um grande privilegiar das práticas de avaliação e registro da &#8220;produção&#8221; das crianças. A partir disso, no conceito de infância do pensamento e no conceito de experiência, buscamos a possibilidade de viver outras relações com as infâncias e as temporalidades na escola de Educação Infantil, tomando a potência do ócio e da brincadeira como brecha de respiro em meio a rotinas entupidas e, ao mesmo tempo, esvaziadas de sentido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This paper aims to examine the way that the concepts of thought and interest have been described in the three main documents that currently guide Brazilian Child Education - National Education Guidelines and Bases/1996, National Curriculum Guidelines for Child Education/2010, and National Curriculum Basis/2018 for Child Education - and their implications for relations between childhood and thinking. In order to do that, we have relied on studies in the philosophy of difference, considering authors such as Kohan, Larrosa, López and Ribeiro, among others, to problematize thought as linked to individual interest. We notice how much thought has been regarded as a problem-resolution tool in these documents, following a neoliberal logic that has been increasingly displaced from collective to individualized interest. Furthermore, the whole functioning of a disciplinary society is evident in the documents, as the latter moves towards a performance society, with greater emphasis on assessment practices and records of children&#8217;s &#8220;production.&#8221; We consider, both in the concept of childhood and the concept of experience, the possibility of experiencing other relationships with childhoods and temporalities in schools, and the power of both free time and play as open breathing spaces among routines that are both full of compulsory activities and empty of meaning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este articulo busca examinar de qué manera los conceptos de pensamiento y de interés son descriptos en los tres principales documentos que rigen la Educación Infantil brasileña en el presente - Ley de Directrices y Bases de la Educación Nacional/1996, Directrices Curriculares Nacionales para la Educación Infantil /2010 y Base Nacional Común Curricular/2018 de la Educación Infantil- y sus implicaciones para las relaciones entre infancia y pensamiento. Con este objetivo, se parte de los estudios de la Filosofía de la Diferencia, de autores como Kohan, Larrosa, López y Ribeiro, entre otros, para problematizar el pensamiento vinculado al interés individual en lo contemporáneo. Se puede constatar la proporción en que el pensamiento es operado como resolución de problemas en estos documentos, a partir de una lógica neoliberal que se va trasladando cada vez más de un interés colectivo para un interés individualizante. Además de esto, se puede describir todo el funcionamiento de una sociedad disciplinar desplazándose para una sociedad de desempeño, en la que hay un gran privilegio de las prácticas de evaluación y registro de la &#8220;producción&#8221; de los niños. A partir de esto, en el concepto de infancia del pensamiento y en el concepto de experiencia, buscamos la posibilidad de vivir otras relaciones como las infancias y las temporalidades en la escuela de Educación Infantil, tomando la potencia del ocio y de los juegos como una brecha de respiro en medio de rutinas sobrecargadas y, al mismo tiempo, carentes de sentido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[pensamento]]></kwd>
<kwd lng="pt"><![CDATA[interesse]]></kwd>
<kwd lng="pt"><![CDATA[ócio.]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[thought]]></kwd>
<kwd lng="en"><![CDATA[interest]]></kwd>
<kwd lng="en"><![CDATA[idleness]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[pensamento]]></kwd>
<kwd lng="es"><![CDATA[interés]]></kwd>
<kwd lng="es"><![CDATA[ocio.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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