Childhood and School: time and spaces of children

Abstract: Childhood is analysed, in this article, as an axis to discuss the chronological time, delimited by a linearity ordered by progress and rationality. Combining Mario Quintana's poetic writings with the dialogues and the experiential maps produced by children, the aim of this text is to discuss how time and spaces reverberate in childhood construction and children educational processes, in order to question the calculate and predictable dimensions assumed by these categories in this social context. Therefore, we search to give visibility to the unexpected time in children experiences, in school, by highlighting how, in this space, they operate breaks in the continuous, progressive and linear temporality.摘要：本文以童年为研究轴线，探讨由进步与理性规训的线性编年时间。本文结合马里奥·金塔纳（Mario Quintana）的诗歌作品，以及儿童创作的对话文本与体验地图，旨在探析时间与空间如何在童年建构及儿童教育进程中产生回响，进而对这一社会语境下这些范畴所承载的可计算、可预判维度提出质疑。据此，我们力求彰显儿童在校园经历中的非预期性时间，通过凸显儿童如何在此空间中打破连续、进步且线性的时间性。