<?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>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742024000100191</article-id>
<article-id pub-id-type="doi">10.25749/sis.31165</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Education, Democracy and Childhood: The Rebirth of an Everlasting Conversation?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação, Democracia e Infância: O Renascimento de uma Conversa Eterna?]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación, Democracia e Infancia:¿El Renacimiento de una Conversación Eterna?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomás]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Elisabete X.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gazzinelli]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nova de Lisboa CICS.NOVA - Centro Interdisciplinar de Ciências Sociais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Setúbal Escola Superior de Educação de Setúbal CIEF]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Université de Sherbrooke Faculté d'Éducation ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>28</day>
<month>02</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>28</day>
<month>02</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>3</numero>
<fpage>191</fpage>
<lpage>215</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742024000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742024000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742024000100191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Building on a dialogue and an opportunity to open the conversation between Educational Theory and Philosophy and Sociology of Childhood, this paper departs from the emerging theories about common/s in education, proposing a new terrain (beyond public and private) where more collective educational experiences may emerge. We aim to contribute to revisit the field of education, democracy, and childhood. Considering Chantal Mouffe&#8217;s conception of agonistic democracy and Jacques Rancière&#8217;s plea for its eventful existence, we argue that education must embrace the tensions within democratic experiences, overcoming the modern and rational approaches that underlie its theory and policy. Our argument is strengthened when we bring forth the contribution of Sociology of Childhood to revise conceptions of childhood underneath the established theories of education and democracy. We argue for a view of education as a common good and a commoning experience that enhances children&#8217;s opportunities to participate in a common world.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Construindo um diálogo e uma oportunidade para estabelecer uma conversa entre a Teoria da Educação e a Filosofia e a Sociologia da Infância, este artigo parte das teorias emergentes sobre o(s) comum(s) na educação, propondo um novo terreno (para além do público e privado) em que podem surgir mais experiências educativas coletivas. Pretendemos contribuir para revisitar o campo da educação, da democracia e da infância. Considerando a conceção de democracia agonística de Chantal Mouffe e o apelo de Jacques Rancière por uma existência plena de acontecimentos, argumentamos que a educação deve abraçar as tensões dentro das experiências democráticas, superando as abordagens modernas e racionais que fundamentam a sua teoria e política. O nosso argumento reforça-se quando incorporamos a contribuição da Sociologia da Infância para rever as conceções de infância subjacentes às teorias consagradas da educação e da democracia. Defendemos uma visão da educação como um bem comum e uma experiência comum, que amplia as oportunidades das crianças para participar de um mundo comum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Partiendo de un diálogo y una oportunidad para abrir la conversación entre la Teoría de la Educación y la Filosofía y la Sociología de la Infancia, este artículo parte de las teorías emergentes sobre lo común en la educación, proponiendo un nuevo terreno (más allá de lo público y lo privado) donde más experiencias educativas colectivas puede surgir. Pretendemos contribuir a revisitar el campo de la educación, la democracia y la infancia. Considerando la concepción de democracia agonística de Chantal Mouffe y el alegato de Jacques Rancière por su existencia accidentada, argumentamos que la educación debe aceptar las tensiones dentro de las experiencias democráticas, superando los enfoques modernos y racionales que subyacen a su teoría y política. Nuestro argumento se fortalece cuando presentamos el aporte de la Sociología de la Infancia para revisar las concepciones de la niñez bajo las teorías establecidas de la educación y la democracia. Abogamos por una visión de la educación como un bien común y una experiencia común que mejora las oportunidades de los niños para participar en un mundo común.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[democracy]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[common/s]]></kwd>
<kwd lng="en"><![CDATA[childhood.]]></kwd>
<kwd lng="pt"><![CDATA[democracia]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[comum(s)]]></kwd>
<kwd lng="pt"><![CDATA[infância.]]></kwd>
<kwd lng="es"><![CDATA[democracia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[los comunes]]></kwd>
<kwd lng="es"><![CDATA[infancia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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