<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782015000200521</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206112</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A atitude do educador de infância e a participação da criança como referenciais de qualidade em educação]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ATTITUDE OF THE EARLY CHILDHOOD EDUCATOR AND CHILD PARTICIPATION AS BENCHMARKS OF QUALITY IN EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ACTITUD DEL EDUCADOR DE LA PRIMERA INFANCIA Y LA PARTICIPACIÓN DEL NIÑO COMO REFERENCIAS DE CALIDAD EN LA EDUCACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LUÍS]]></surname>
<given-names><![CDATA[JOANA DE FREITAS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANDRADE]]></surname>
<given-names><![CDATA[SOFIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[PAULA COELHO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[Aveiro ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>61</numero>
<fpage>521</fpage>
<lpage>541</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000200521&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000200521&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000200521&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo, fundamentado em dois estudos de caso em jardim de inf&#226;ncia, refletiu-se sobre como e com quais ferramentas de apoio se pode avaliar e promover qualidade e interven&#231;&#227;o educativa adequada nos contextos. Selecionou-se um grupo de crian&#231;as (entre 3 e 6 anos) e desenvolveram-se estrat&#233;gias com a finalidade de escutar e compreender o modo como elas participam. Ainda, em diversos tempos da rotina de cada contexto, identificaram-se intera&#231;&#245;es e atitudes do educador, analisando-se o respetivo impacto no n&#237;vel da participa&#231;&#227;o das crian&#231;as. Os resultados revelaram que, quando as crian&#231;as desenvolvem um sentimento de perten&#231;a ao contexto e lhes s&#227;o oferecidas oportunidades de participa&#231;&#227;o, mais facilmente se envolvem, revelam bem-estar emocional e motiva&#231;&#227;o para aprender, explorar e participar nos processos de tomada de decis&#227;o. A escuta ativa, o questionamento e o encorajamento do di&#225;logo assumem-se, por parte do adulto, compet&#234;ncias essenciais para a qualidade da interven&#231;&#227;o educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper, based on two case studies in a kindergarten context, describes a reflection on the most appropriate method and tools for the assessment and promotion of quality and context intervention. A group of children (between 3 and 6 years old) was selected and strategies were developed in order to listen to the children&#8217;s voices and understand how they were participating. Moreover, in different routine times within each context, interactions and attitudes of educators were identified, with the corresponding analysis of the impact on children&#8217;s participation. The results revealed that when children develop a sense of belonging in the context and they are offered opportunities to participate, they more easily get engaged, reveal emotional wellbeing and motivation to learn, explore and participate in decision-making processes. For the adult, active listening, questioning and encouragement of dialogue appear as essential skills to promote quality in educational intervention.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En el presente art&#237;culo, basado en dos estudios de caso en un jard&#237;n de infancia, se reflexion&#243; sobre c&#243;mo y con qu&#233; herramientas de apoyo se puede evaluar y promover calidad e intervenci&#243;n educativa apropiada en los contextos. Se seleccion&#243; un grupo de ni&#241;os (entre los 3 y 6 a&#241;os de edad) y se desarrollaron estrategias con la finalidad de escuchary comprender el modo como dichos ni&#241;os participan. Adem&#225;s, en diversos momentos de la rutina de cada contexto, se identificaron interacciones y actitudes del educador, analizando el respectivo impacto en la participaci&#243;n de los infantes. Los resultados revelaron que, cuando los ni&#241;os desarrollan un sentido de pertenencia al contexto y se les ofrece la oportunidad de participar, m&#225;s f&#225;cilmente se envuelven, revelan bienestar emocional y motivaci&#243;n para aprender, explorar y participar en la toma de decisiones. La escucha activa, el cuestionar y fomentar el di&#225;logo constituyen, para el adulto, competencias esenciales para la calidad de la intervenci&#243;n educativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[participação]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[participation]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[participación]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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