<?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>S1984-59872021000100207</article-id>
<article-id pub-id-type="doi">10.12597/childphilo.2021.56866</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[De chrónos à aión - onde habitam os tempos da infância?]]></article-title>
<article-title xml:lang="en"><![CDATA[From chrónos to aión - where do the times of childhood live?]]></article-title>
<article-title xml:lang="es"><![CDATA[De chrónos a aión - ¿dónde viven los tiempos de la infancia?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Janice Débora de Alencar Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Rebeka Rodrigues Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frota]]></surname>
<given-names><![CDATA[Ana Maria Monte Coelho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872021000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O presente artigo faz uma reflexão sobre os tempos da infância a partir das palavras chrónos, kairós e aión, que os gregos utilizam para conceituar tempo, em diálogo com diferentes autores, tais como Kohan (2007, 2009, 2018), Pohlmann (2005), Skliar (2018), Kohan e Fernandes (2020). No campo pedagógico, apresentamos como a Pedagogia da Infância tem se debruçado sobre a importância do tempo para a experiência, o protagonismo e os processos de criação das crianças, tendo como aportes as contribuições de Hoyuelos (2020), Parrini (2016), Aguilera et al. (2020), Barbosa (2013), Oliveira-Formosinho e Araújo (2013), Oliveira-Formosinho (2018), Pinazza e Gobbi (2014). Refletimos sobre que tempos são possíveis quando pensamos nas crianças e em suas infâncias. Seria um tempo contínuo e cronológico, um tempo da oportunidade do instante e/ou intenso, aiónico? Seria possível abrir espaço na escola para outras temporalidades, quando esta se apresenta imersa em um tempo cronológico, marcado pela organização dos tempos pedagógicos que estruturam as rotinas na Educação Infantil? Afinal, onde habitam os tempos da infância? Assim, por meio de pesquisa bibliográfica, fizemos uma relação entre tempo, Filosofia, Pedagogia da Infância e Educação Infantil, com o intuito de buscar um entendimento sobre os tempos da infância e as outras possibilidades de relação entre a criança e a temporalidade no contexto escolar. Desse modo, concluiu-se que o tempo da criança é o tempo aiónico da experiência. É pela via da experiência com a brincadeira, com o movimento e com as expressões de suas múltiplas linguagens que pode ser possível habitar os tempos da infância. Quem sabe essa seja a rota de fuga para que as crianças não venham a sucumbir, como nós adultos, ao tempo chrónos da existência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This article reflects on childhood times based on the words chrónos, kairós and aión, which the Greeks use to conceptualize time, in dialogue with different authors, such as Kohan (2007, 2009, 2018), Pohlmann (2005), Skliar (2018), Kohan and Fernandes (2020). In the pedagogical field, we explore how Pedagogy of Childhood has focused on the importance of childhood temporality and children&#8217;s agency, with contributions from Hoyuelos (2020), Parrini (2016), Aguilera et al. (2020), Barbosa (2013), Oliveira-Formosinho e Araújo (2013), Oliveira-Formosinho (2018), Pinazza and Gobbi (2014). We reflect on what forms of organizing time are possible when we think about children and their childhoods. Would it be a continuous and chronological time, a time of opportunity for the instant (kairos) or the timeless intensity of the aiónic? Would it be possible to open spaces in school for other temporalities, given its immersion in chronological time (chronos), and its extreme emphasis on routine? We seek a relationship between forms of temporality, philosophy, and early education in order to explore alternative possibilities in the relationship between child and the school context, and conclude that, since the child&#8217;s is the aiónic time of intense experience, it is in the heightened dynamic immediacy and the multiple symbolic languages of play that it may be possible to create pedagogical structures that provide a dwelling for childhood temporality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El presente artículo hace una reflexión sobre los tiempos de niñez desde las palabras chrónos, kairós y aión, que los griegos utilizan para conceptualizar tempo, en diálogo con distintos autores, como Kohan (2007, 2009, 2018), Pohlmann (2005), Skliar (2018), Kohan y Fernandes (2020). En el ámbito pedagógico, presentamos como la Pedagogía de la Infancia se ha centrado en la importancia del tempo para la experiencia, el protagonismo y los procesos de creación infantil, con aportes de Hoyuelos (2020), Parrini (2016), Aguilera et al. (2020), Barbosa (2013), Oliveira-Formosinho y Araújo (2013), Oliveira-Formosinho (2018), Pinazza y Gobbi (2014). Reflexionamos sobre qué tiempos son posibles cuando pensamos en los niños y en sus infancias. ¿Sería un tiempo continuo y cronológico, un tiempo de oportunidad del instante y/o intenso, aiónico? ¿Sería posible abrir espacio en la escuela para otras temporalidades cuándo esta se presenta inmersa en un tiempo cronológico, marcado por la organización de los tiempos pedagógicos que estructuran las rutinas en la Enseñanza Infantil? Al fin de cuentas, ¿dónde viven los tiempos de la niñez? Así que, por medio de investigación bibliográfica, hicimos una relación entre tiempo, Filosofía y Educación infantil, con el objetivo de procurar una comprensión sobre los tiempos de la niñez y otras posibilidades de relación entre el niño y la temporalidad en el contexto escolar. De ese modo, fue posible concluir que el tiempo del niño es el tiempo aiónico de la experiencia. Es a través de la experimentación con los juegos, con el movimiento y con las expresiones de sus múltiples lenguajes que es posible habitar los tiempos de niñez. Quien sabe esa sea la ruta de fuga para que los niños no vengan a sucumbir, como nosotros adultos, al tiempo chrónos de la existencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tempos da infância]]></kwd>
<kwd lng="pt"><![CDATA[crianças]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da educação]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia da infância.]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[time]]></kwd>
<kwd lng="en"><![CDATA[early education]]></kwd>
<kwd lng="en"><![CDATA[philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[childhood pedagogy]]></kwd>
<kwd lng="es"><![CDATA[tiempos de niñez]]></kwd>
<kwd lng="es"><![CDATA[niños]]></kwd>
<kwd lng="es"><![CDATA[enseñanza infantil]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[pedagogía de la infancia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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