<?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>S1984-59872021000100218</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.62845</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[o que podemos no encontro com a infância? um convite a um olhar heterotópico]]></article-title>
<article-title xml:lang="en"><![CDATA[what can we do in the encounter with childhood? an invitation to a heterotopic look]]></article-title>
<article-title xml:lang="es"><![CDATA[¿qué podemos en el encuentro con la infancia? una invitación a una mirada heterotópica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[borges]]></surname>
<given-names><![CDATA[letícia de lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[menezes]]></surname>
<given-names><![CDATA[eliana da costa pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,universidade federal de santa maria  ]]></institution>
<addr-line><![CDATA[santa maria rio grande do sul]]></addr-line>
<country>brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,universidade federal de santa maria  ]]></institution>
<addr-line><![CDATA[santa maria rio grande do sul]]></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=S1984-59872021000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo objetiva propor um convite a olhar a infância que estamos produzindo a partir das práticas da Educação Especial, na articulação com as práticas da Educação Infantil, problematizando as tramas discursivas que se constituem nessa articulação, a partir dos olhares operados sobre a infância por professoras de Educação Especial de escolas de Educação Infantil da Rede Municipal de Ensino. Tais discussões justificam-se a partir do desassossego de pensarmos como estamos produzindo a infância, a partir da política de ampliação da obrigatoriedade de frequência para os quatro anos de idade. O exercício analítico, inspirado na análise de discurso proposta por Michel Foucault, possibilitou-nos tensionar a produção de sujeitos, verdades e realidades nas &#8220;confissões&#8221; das professoras entrevistadas, em que destacamos dois modos de pensar e produzir a infância: a infância capturada, produzida via operacionalização das práticas de normalização pelas ações da Educação Especial, determinadas pela vontade de saber e vontade de poder sobre a infância; a infância como heterotopia, produzida como movimento potente de resistência e desnaturalização das práticas normalizadoras - uma infância pensada a partir de outros lugares, como um vir a ser infinito, múltiplo, não-nomeável, sempre indeterminado, como um convite ao pensamento: o que podemos no encontro com a(s) infância(s)?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This paper aims to propose an invitation to look at the kind of childhood we have been constructing from the practices of Special Education, in articulation with the practices of Early Childhood Education. It problematizes the discursive webs formed in this articulation, considering the way that Special Education teachers working with Early Childhood in public schools regard childhood. Such discussions have derived from the uneasiness of thinking about how we have been producing childhood, given the policy of expanding mandatory attendance to four-year-old children. The analytical exercise, inspired by the discourse analysis proposed by Michel Foucault, has enabled us to question the production of subjects, truths and realities in the &#8220;confessions&#8221; of the interviewed teachers, in which we have identified two ways of thinking about and producing childhood: captured childhood, which is produced through the operationalization of normalization practices by Special Education, determined by the will to knowledge and the will to power over childhood; and childhood as heterotopy, produced as a powerful movement of resistance and denaturalization of normalizing practices - childhood regarded from other places, as an infinite, multiple, non-nameable, ever undetermined becoming, as an invitation to thought: what can we do in the encounter with childhood(s)?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo tiene por objetivo proponer una invitación a observar la infancia que estamos produciendo a partir de las prácticas de la Educación Especial, en la articulación con las prácticas de la Educación Infantil, problematizando las tramas discursivas que se constituyen en esa articulación, a partir de las observaciones operadas sobre la infancia por profesoras de Educación Especial de escuelas de Educación Infantil de la Red Municipal de Enseñanza. Tales discusiones se justifican a partir del desasosiego de pensar cómo estamos produciendo la infancia, a partir de la política de ampliación de la asistencia obligatoria para los cuatro años de edad. El ejercicio analítico, inspirado en el análisis del discurso propuesto por Michael Foucault, nos posibilitó tensionar la producción de sujetos, verdades y realidades en las &#8220;confesiones&#8221; de las profesoras entrevistadas, en las que destacamos dos modos de pensar y producir la infancia: la infancia capturada, producida vía operacionalización de las prácticas de normalización por las acciones de Educación Especial, determinadas por la voluntad de saber y la voluntad de poder sobre la infancia; la infancia como heterotopía, producida como movimiento potente de resistencia y desnaturalización de las prácticas normalizadoras - una infancia pensada a partir de otros lugares, como un venir a ser infinito, múltiple, innombrable, siempre indeterminado, como una invitación al pensamiento: ¿qué podemos en el encuentro con la(s) infancia(s)?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[discurso]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[heterotopia.]]></kwd>
<kwd lng="en"><![CDATA[discourse]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[heterotopy.]]></kwd>
<kwd lng="es"><![CDATA[discurso]]></kwd>
<kwd lng="es"><![CDATA[infância]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[heterotopía.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Michel Foucault: o governo da infância]]></source>
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