<?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>S1984-59872021000100211</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.59827</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[atrever-se a uma escrita infantil: a infância como abrigo e refúgio]]></article-title>
<article-title xml:lang="en"><![CDATA[writing like a child: childhood as "shelter and refuge"]]></article-title>
<article-title xml:lang="es"><![CDATA[atreverse a una escritura infantil: la infancia como refugio y cobijo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[omar kohan]]></surname>
<given-names><![CDATA[walter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[costa carvalho]]></surname>
<given-names><![CDATA[magda]]></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[rio de janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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=S1984-59872021000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O presente texto é um exercício infantil de escrita. A partir de um convite para escrever um texto adulto, académico, a presença de uma mochila infantil altera as expressões que iriam ser elucidadas e a escrita adulta é suspendida pela força criadora da infância: &#8220;filosofia para crianças&#8221; tornou-se &#8220;crianças para filosofia&#8221;; &#8220;educação moral&#8221; passou a ser &#8220;finalização (da) moral&#8221; e &#8220;concepções de infância&#8221; voltou-se &#8220;infâncias de concepções&#8221;. Em diferentes seções do texto apresentamos o que permite pensar esse jogo infantil expressado em cada uma dessas novas expressões: a problematização de um programa e de uma forma de educar a infância; a finalização de uma carga pesada na educação das crianças; o recomeço de um jogo que não coloque a infância como objeto de estudo, mas como força movente do pensar. Para isso são chamados, tanto nas epígrafes quanto no corpo do texto, diversos interlocutores de campos distintos: da literatura, da filosofia, da educação, da &#8220;filosofia para crianças&#8221; e da própria infância cronológica. O texto conclui propondo pensar as relações entre desconstrução e infância, a partir de uma interlocução com H. Cisoux e J. Derrida. No texto inteiro a relação entre forma e conteúdo é implicitamente problematizada e há um esforço por afirmar a infância não apenas no conteúdo da escrita, mas na sua forma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child&#8217;s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, "philosophy for children", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself-not only in its content but in its form. As such, we present the reader with a fundamentally childlike text.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El presente texto es un ejercicio de escritura infantil. De la invitación a escribir un texto adulto, académico, la presencia de una mochila infantil cambia las expresiones que se iban a dilucidar y la escritura adulta queda suspendida por la fuerza creativa de la infancia: "filosofía para niños" se convirtió en "niños para la filosofía"; "educación moral" se convirtió en "finalización (de) la moral" y "concepciones de la infancia" se convirtió en "concepciones infantiles". En diferentes apartados del texto se presenta lo que permite pensar este juego de la infancia expresado en cada una de estas nuevas expresiones: la problematización de un programa y una forma de educar a la infancia; la finalización de una pesada carga en la educación de los niños; el reinicio de un juego que no sitúa a la infancia como objeto de estudio, sino como fuerza motriz del pensamiento. Para ello, se recurre a varios interlocutores de diferentes ámbitos, tanto en los epígrafes como en el cuerpo del texto: desde la literatura, la filosofía, la educación, la "filosofía para niños" y la propia infancia cronológica. El texto concluye proponiendo pensar las relaciones entre deconstrucción e infancia, a partir de una interlocución con H. Cisoux y J. Derrida. En todo el texto se problematiza implícitamente la relación entre la forma y el contenido y hay un esfuerzo por afirmar la infancia no sólo en el contenido de la escritura, sino en su forma.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[crianças para filosofia]]></kwd>
<kwd lng="pt"><![CDATA[concepções de infância]]></kwd>
<kwd lng="pt"><![CDATA[infância de concepções]]></kwd>
<kwd lng="pt"><![CDATA[educação moral.]]></kwd>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[children for philosophy]]></kwd>
<kwd lng="en"><![CDATA[conceptions of childhood]]></kwd>
<kwd lng="en"><![CDATA[childhood of conceptions]]></kwd>
<kwd lng="en"><![CDATA[moral education]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[niños para la filosofía]]></kwd>
<kwd lng="es"><![CDATA[concepciones de la infancia]]></kwd>
<kwd lng="es"><![CDATA[infancia de las concepciones]]></kwd>
<kwd lng="es"><![CDATA[educación moral.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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