<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100188</article-id>
<article-id pub-id-type="doi">10.1590/0102-469839825</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A EXPERIÊNCIA SOCIAL DAS COORDENADORAS PEDAGÓGICAS DA EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA EXPERIENCIA SOCIAL DE LAS COORDINADORAS PEDAGÓGICAS DE EDUCACIÓN INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL EXPERIENCE OF THE PEDAGOGICAL COORDINATORS OF THE EARLY CHILDHOOD EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[SANDRO VINICIUS SALES DOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BARROSO]]></surname>
<given-names><![CDATA[FABIANA PINHEIRO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais (MG)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação  ]]></institution>
<addr-line><![CDATA[Turmalina Minas Gerais (MG)]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100188&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este texto objetiva analisar o processo de constituição profissional das coordenadoras pedagógicas de creches e pré-escolas, a partir das experiências sociais por elas vividas no contexto da Educação Infantil. O artigo ancora-se conceitualmente nas Pedagogias da Infância e da Educação Infantil (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; entre outros), articuladas à sociologia da experiência, formulada por François Dubet (1996). Do ponto de vista metodológico, o material empírico foi produzido por meio de análise documental e entrevistas com seis coordenadoras pedagógicas de Turmalina, cidade situada na porção setentrional do estado de Minas Gerais e, consecutivamente, foi submetido à análise de conteúdo (BARDIN, 1977). As análises desse material permitiram verificar que elas atuam a partir de diferentes lógicas de ação para se constituírem profissionais, o que incide no processo de construção de suas profissionalidades. O estudo evidencia a emergência de um estatuto epistemológico que defina as funções devidas à coordenação pedagógica de creches e pré-escolas, tendo em vista as especificidades sociopolíticas e pedagógicas da Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este texto tiene como objetivo analizar el proceso de constitución profesional de las coordinadoras pedagógicas de guarderías infantiles e instituciones preescolares, a partir de las experiencias sociales por ellas vividas en el contexto de la Educación Infantil. El artículo conceptualmente se ancla en las Pedagogías de la Infancia y de la Educación Infantil (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; entre otros), articuladas a la sociología de la experiencia, formulada por François Dubet (1996). Del punto de vista metodológico, el material empírico fue producido por medio del análisis documental y entrevistas con seis coordinadoras pedagógicas de Turmalina, ciudad situada en la parte septentrional del estado de Minas Gerais, Brasil y, consecutivamente, fue sometido al análisis de contenido (BARDIN, 1977). Los análisis de este material permitieron verificar que ellas actúan a partir de diferentes lógicas de acción para constituirse en profesionales, lo que incide en el proceso de construcción de sus profesionalidades. El estudio pone en evidencia la emergencia de un estatuto epistemológico que defina las funciones debidas a la coordinación pedagógica de guarderías e instituciones preescolares, teniendo en vista las especificidades socio políticas y pedagógicas de la Educación Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  This text aims to analyze the process of professional constitution of the pedagogical coordinators of daycare centers and preschools, based on the social experiences they have lived in Early Childhood Education. The article is conceptually based on the Pedagogies of Childhood and Early Childhood Education (FERNANDES; CAMPOS, 2015; ROCHA, 2001; SILVA, 2008; among others), articulated with the sociology of experience, formulated by François Dubet (1996). From the methodological point of view, the empirical material was produced through document analysis and interviews with six pedagogical coordinators from Turmalina, a city situated in the northern of the State of Minas Gerais, Brazil, and, consecutively, was submitted to content analysis (BARDIN, 1977). The analyzes of this material allowed to verify that they act from different logic of action to become professionals, which affects the construction process of their professionalities. The study highlights the emergence of an epistemological statute that defines the roles due to the pedagogical coordination of daycare centers and preschools, considering the sociopolitical and pedagogical specificities of Early Childhood Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Coordenação Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Experiência Social]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Coordinación Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Experiencia Social]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Coordination]]></kwd>
<kwd lng="en"><![CDATA[Social Experience]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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