<?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>S1984-59872020000100305</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.48344</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da proteção à instrução: mobilizações prático-discursivas em torno da infância nos debates sobre gênero e sexualidade na educação]]></article-title>
<article-title xml:lang="en"><![CDATA[From protection to instruction: practical-discursive mobilizations around childhood in debates about gender and sexuality in education]]></article-title>
<article-title xml:lang="es"><![CDATA[De la protección a la instrucción: movilizaciones prácticas-discursivas en torno a la infancia en los debates sobre género y sexualidad en la educación.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[Amana Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalheiro]]></surname>
<given-names><![CDATA[Rafael]]></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[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade 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>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=S1984-59872020000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo discute como alguns sentidos de infância têm sido acionados nos enfrentamentos sobre a legitimidade das temáticas de gênero e sexualidade na educação, considerando-se o cenário contemporâneo no país. Para isso, analisaremos duas armadilhas prático-discursivas que têm se consolidado. A primeira, forjada pelos atores da ofensiva antigênero, consiste na construção narrativa da infância vulnerável, a ser protegida, e aciona o pânico moral contra as discussões sobre gênero e sexualidade nas escolas. A segunda armadilha, mais sutil, diz do lugar de passividade em que são tomados as e os estudantes no contexto escolar, enquanto objeto da instrução pedagógica - inclusive quando são abordados os temas de gênero e sexualidade em sala de aula. A imagem de uma criança-presa dos &#8220;ideólogos de gênero&#8221;, passiva e em perigo, povoa as falas analisadas na primeira sessão, e permite-nos discutir os usos políticos mitigados pela hiperinflação dessa ideia de vulnerabilidade infantil. Entretanto, mesmo em práticas educativas que apostam no trabalho com questões de gênero e sexualidade nos contextos escolares, observamos que a menoridade pode ser pensada em perspectivas conservadoras e sem agência, como discutido na segunda sessão. Para tensionar essas lógicas, pontuamos a dimensão do lúdico e da brincadeira como ferramentas conceituais e metodológicas que podem contribuir com uma abordagem não pedagogizante da sexualidade e do gênero no campo da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This article discusses how assumptions about the nature of childhood have been triggered in the confrontations about the legitimacy of gender and sexuality themes in education in contemporary Brazil. We analyse two practical-discursive pitfalls that have been consolidated in these confrontations. The first, forged by anti-gender discussion and education activists, consists in the narrative construction of vulnerable childhood to be protected, and triggers moral panic at the prospect of discussions about gender and sexuality in schools. The second, more subtle trap, concerns the situation of passivity attributed to students in the school context, who are considered to be the subjects of instruction by teachers, including those moments when gender and sexuality issues are addressed in the classroom. The image of a child-prisoner, passive and in danger made-up by the &#8220;gender ideologues,&#8221; populates the narratives analysed in the first part of the paper. It allows us to discuss the political uses of the hyperinflation of this idea of child vulnerability. However, even in educational practices that invest in working gender and sexuality matters in school setting, we observe that children can be conceived as lacking agency, such as discussed in the paper&#8217;s second part. In order to challenge these logics, we highlight the ludic dimension and playing with conceptual and methodological tools that can contribute to a non-pedagogizing approach to gender and sexuality in education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo analiza cómo algunos sentidos de la infancia se han activado en las confrontaciones sobre la legitimidad de los temas de género y sexualidad en la educación, considerando el escenario contemporáneo de Brasil. Para esto, analizaremos dos trampas práctico-discursivas que se han consolidado. La primera, forjada por los actores de la ofensiva anti-género, consiste en la construcción narrativa de la infancia vulnerable, que necesita ser protegida, y acciona el pánico moral contra las discusiones sobre género y sexualidad en las escuelas. La segunda trampa, más sutil, se refiere al lugar de pasividad en que son colocados los y las estudiantes en el contexto escolar, en cuanto objeto de instrucción pedagógica- incluso cuando son abordados los temas de género y sexualidad en el salón de clases. La imagen de un niño y niña prisionero de los "ideólogos de género", pasivo y en peligro, puebla las declaraciones analizadas en la primera sesión, y nos permite discutir los usos políticos mitigados por la hiperinflación de esta idea de vulnerabilidad infantil. Sin embargo, incluso en las prácticas educativas que se centran en trabajar con cuestiones de género y sexualidad en contextos escolares, observamos que la minoría se puede pensar en perspectivas conservadoras y sin agencia, como se discutió en la segunda sesión. Para tensionar estas lógicas, señalamos la dimensión lúdica y el juego como herramientas conceptuales y metodológicas que pueden contribuir a un enfoque no pedagógico de la sexualidad y el género en el campo de la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[sexualidade]]></kwd>
<kwd lng="pt"><![CDATA[heteronormatividade.]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[sexuality]]></kwd>
<kwd lng="en"><![CDATA[heteronormativity.]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[infância]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[sexualidade]]></kwd>
<kwd lng="es"><![CDATA[heteronormatividad.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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