<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100100</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.64619</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação ambiental, infância, filosofia e escola: possibilidades de encontros a partir de experiências filosóficas]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación ambiental, infancia, filosofía y escuela: posibilidades de encuentros a partir de experiencias filosóficas]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental Education, childhood, Philosophy and school: possibilities of intertwinement with philosophical experiences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Paola Silveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[Paula Corrêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Gisele Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO.   O presente texto busca entender como o exercício do pensamento pode ser provocado no encontro com crianças da Educação Infantil, acerca do mundo em que vivemos e das nossas relações com o planeta. A partir de experiências filosóficas, procurou-se mobilizar a provocação ao pensamento de um grupo de crianças que frequentavam a Educação Infantil, no ano de 2021, na rede pública de um município do extremo sul gaúcho. Apostando na filosofia com crianças, pretendeu-se instigá-las a cuidar do mundo em que vivemos, possibilitando a criação de alguns espaços de respiro na escola, na articulação entre escola, infância, filosofia e Educação Ambiental. O texto problematiza tal experiência no encontro com as fissuras que se buscou criar na escola. Buscamos compreender que sentidos as crianças atribuíam aos lugares os quais transitavam, principalmente o espaço escolar e seu entorno. Será que as crianças se sentiam realmente pertencentes ao espaço escolar? Será que elas se sentiam integrantes do mundo? Enquanto professoras e professores, qual o nosso papel nesse processo? Como as infâncias experienciavam a escola? O que elas pensavam sobre os lugares por onde passavam? O processo metodológico tomou assento no conceito de problematização em Michel Foucault, articulado a hipercrítica de Alfredo Veiga-Neto, fazendo uso dos estudos pós-críticos em Educação, tensionando alguns dos valores de verdade dos discursos em Educação Ambiental, para, quiçá, romper com as fronteiras do pensamento e partir da imprevisibilidade, de experiências irrepetíveis e singulares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El presente texto busca comprender cómo se puede provocar el ejercicio del pensamiento en el encuentro con niños de la Educación Infantil, sobre el mundo en que vivimos y nuestras relaciones con el planeta. A partir de experiencias filosóficas, buscamos movilizar la provocación del pensamiento de un grupo de niños que cursaban Educación Infantil, en el año 2021, en la red pública de uma ciudad del extremo sur del Rio Grande do Sul. Apostando por la filosofía con los niños, se pretendía incentivarlos a cuidar el mundo en que vivimos, posibilitando la creación de unos respiros en la escuela, en la articulación entre escuela, infancia, filosofía y Educación Ambiental. El texto problematiza esta experiencia en el encuentro con las fisuras que intentamos crear en la escuela. Buscamos comprender qué significados atribuían los niños a los lugares por donde transitaban, en especial al espacio escolar y su entorno. ¿Realmente los niños sintieron que pertenecían al espacio escolar? ¿Se sintieron parte del mundo? Como docentes, ¿cuál es nuestro papel en este proceso? ¿Cómo vivieron los niños la escuela? ¿Qué pensaban sobre los lugares a los que iban? El proceso metodológico se basó en el concepto de problematización de Michel Foucault, articulado con la hipercrítica de Alfredo Veiga-Neto, haciendo uso de los estudios poscríticos en Educación, tensionando algunos de los valores de verdad de los discursos en Educación Ambiental, para, quizás, romper con las fronteras del pensamiento y partir de lo impredecible, de experiencias únicas e irrepetibles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This study aimed at understanding how the exercise of thinking about the world in which we live and our relations with the planet may be aroused in children who attend Early Childhood Education (ECE). Based on philosophical experiences, we aimed at stimulating thinking in a group of children who attended ECE in a public school in a city located in the extreme south of Rio Grande do Sul (RS) state, Brazil in 2021. We intended to instigate them to take care of the world in which we live with the use of Philosophy, the creation of some breathing spaces in school and the intertwinement among school, childhood, Philosophy and Environmental Education (EE). The text problematized this experience when it addressed the gaps that have been created in school. We aimed at understanding what meanings children attributed to the places where they circulated, especially the school and its surroundings. Did the children actually feel that they belonged to school? Did they feel that they belonged to the world? What are the teachers&#8217; roles in this process? How did the children experience school? What did they think about the places where they passed through? The methodological process was based on Michel Foucault&#8217;s concept of problematization linked to Alfredo Veiga-Neto&#8217;s hypercriticism. It used post-critical studies in Education and questioned some values of truth found in discourses on EE in order to break the frontiers of thought and start from unpredictability, from unrepeatable and unique experiences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[filosofia]]></kwd>
<kwd lng="pt"><![CDATA[teorizações pós-críticas]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[filosofía]]></kwd>
<kwd lng="es"><![CDATA[teorizaciones poscríticas]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Philosophy]]></kwd>
<kwd lng="en"><![CDATA[post-critical theorization]]></kwd>
</kwd-group>
</article-meta>
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