<?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>S1984-59872020000100309</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.48432</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infância, cultura visual e educação]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancia, cultura visual y educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood, visual culture, and education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoffmann]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassino]]></surname>
<given-names><![CDATA[Helenice]]></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 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=S1984-59872020000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Esse artigo traz uma reflexão acerca das relações entre infância, cultura visual e educação. Sabemos que as imagens com as quais convivemos cotidianamente "fabricam nossos modos de ver" e os pesquisadores do campo da Cultura Visual dedicam-se a estudar a respeito desse papel da visualidade no contexto cultural em que vivemos. O intuito é trazer algumas das considerações desses estudiosos para refletir acerca da visualidade no contexto da infância e da educação. Para tanto, o artigo propõe delinear aquilo que se entende por cultura visual e o modo como as concepções de infância produzem e são produzidas por imagens a ela associadas. Discute, ainda, o nascimento do espectador e do produtor de imagens a partir de uma abordagem da filosofia e indaga sobre o papel da educação num contexto de práticas culturais intensamente ligadas aos usos das mídias, no qual crianças crescem cercadas por múltiplas telas, apontando para uma nova literacia visual. Assim, compreendemos que as imagens têm papel fundamental no modo como as crianças dão significados ao mundo e a si mesmas, considerando que os modos de ver e de serem vistas são afetados pelo enquadramento sócio-cultural. Nesse contexto, cabe refletir sobre a maneira com que a cultura visual está presente na escola e quais os desafios que se colocam para produzir modos de ver amplos e criativos para a formação das crianças no campo da Educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo presenta una reflexión sobre las relaciones entre la infancia, la cultura visual y la educación. Sabemos que las imágenes con las que convivimos cotidianamente &#8220;fabrican nuestros modos de ver&#8221; y los investigadores del campo de la cultura visual se dedican a estudiar el papel de la visualidad en el contexto cultural en el que vivimos. La intención es traer algunas de las consideraciones de estos estudiosos para reflexionar acerca de la visualidad en el contexto de la infancia y de la educación. Para esto, el presente artículo propone delinear qué se entiende por cultura visual y el modo como las concepciones de infancia producen y son producidas por imágenes asociadas a ella. Discute también el nacimiento del espectador y del productor de imágenes a partir de un abordaje filosófico e indaga sobre el papel de la educación en un contexto de prácticas culturales intensamente ligadas a los usos de los medios, en las cuales los niños y niñas crecen cercados por múltiples pantallas, apuntando a una nueva literacía visual. Así, comprendemos que las imágenes tienen un papel fundamental en el modo en como los niños y niñas dan significado al mundo y a sí mismos, considerando que los modos de ver y de ser vistos son afectados por el entorno socio-cultural. En este contexto, cabe reflexionar sobre la manera como la cultura visual está presente en la escuela y cuales son los desafíos que se colocan para producir modos de ver, amplios y creativos, para la formación de los niños y niñas en el campo de la Educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This article combines thoughts about childhood, visual culture and education. It is known that we live among multiple images that shape the way we see our reality, and researchers in the visual culture field investigate how this role is played out in our culture. The goal is to make some applications those ideas, to think about the relationship between the images and education. This article tries to grasp what visual culture is and in what ways presumptions about childhood generate and are generated by this association. It also discusses the genesis of these presumptions and the images they generate through a philosophical approach, questioning the role of education in a culture tied to the media, and about how children, who are familiar with multiple screens, presage a new visual literacy. We see how images play a fundamental role in the way children give meaning to the world around them and to themselves, in the context of their local culture. Given this context, it is necessary to consider how visual culture is tied to the elementary school, and what challenges confront the generation of wider and more creative ways to approach visual framing in children&#8217;s education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[cultura visual]]></kwd>
<kwd lng="pt"><![CDATA[educação.]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[cultura visual]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[visual culture]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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