<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000301205</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.066.ds12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Infantil e Cidade Educadora: pelas representações do discurso documental e das narrativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Early Childhood Education and the Educating City: by representations of documentary discourse and narratives]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación Infantil y Ciudad Educadora: por las representaciones de lo discurso documental y de las narrativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donato]]></surname>
<given-names><![CDATA[Sueli Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nagel]]></surname>
<given-names><![CDATA[Jaqueline Salanek De Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Internacional Uninter  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>66</numero>
<fpage>1205</fpage>
<lpage>1229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000301205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000301205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000301205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo focaliza a educação infantil na interface com a cidade educadora. Para tanto, buscou-se, neste estudo, analisar o discurso presente na Carta das Cidades Educadoras, produzido pela Associação Internacional das Cidades Educadoras (AICE) e sua relação com o da Base Nacional Comum Curricular (BNCC) para a Educação Infantil, e do Programa Linhas do Conhecimento da Secretaria Municipal da Educação de Curitiba-PR. O estudo encontra guarida na Teoria das Representações (MOSCOVICI, 2015; JODELET, 2001), em articulação com os estudos de Jodelet (2007), Souza (2011), Teibel e Andrade (2017) sobre análises textuais. A investigação relaciona a análise do discurso do documento &#8220;Carta das Cidades Educadoras&#8221; (AICE), a BNCC e do Programa Linhas do Conhecimento. O documento foi processado pelo software Iramuteq (RATINAUD, 2009), que permitiu a realização da análise de Classificação Hierárquica Descendente (CHD), favorecendo a identificação de diferentes classes no texto documento com o discurso da Base Nacional Comum Curricular da Educação Infantil e o Programa Linhas do Conhecimento. O resultado revelou que as proposições presentes nos documentos estão ancoradas em princípios enaltecidos no discurso da Carta das Cidades Educadoras. Evidenciou, ainda, o grande desafio para sensibilizar todos os habitantes da cidade para que seus olhares sejam voltados ao processo educacional que existe e acontece na cidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article focuses on early childhood education in the interface with the educating city. Therefore, it was sought, in this study, to analyze the discourse from the Educating Cities Letter, produced by the International Association of Educating Cities (AICE) and its relationship with the one from the Common National Curricular Base (CNCB) for Early Childhood Education, and the Lines of Knowledge Program of the Municipal Education Secretariat of Curitiba-PR. The study finds support in the Theory of Representations (MOSCOVICI, 2015; JODELET, 2001), in conjunction with the studies of Jodelet (2007), Souza (2011), Teibel and Andrade (2017) on textual analysis. The investigation relates the discoursive analysis of the document &#8220;Educating Cities Letter&#8221; (AICE of Educating Cities) (AICE), CNCB and the Lines of Knowledge Program. The document was processed by the Iramuteq software (RATINAUD, 2009), which allowed the analysis of Descending Hierarchical Classification (CHD), favoring the identification of different classes in the text document with the discourse of the Common National Curricular Base of Early Childhood Education and the Program Knowledge Lines. The result revealed that the propositions present in the documents are anchored in principles highlighted in the discourse of the Educating Cities Letter. It also evidenced the great challenge to sensitize all the inhabitants of the city so that their eyes are turned to the educational process that exists and happens in the city.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se centra en la educación infantil en la interfaz con la ciudad educadora. Por lo tanto, se buscó, en este estudio, analizar el discurso de la Carta de Ciudades Educadoras, producida por la Asociación Internacional de Ciudades Educadoras (AICE) y su relación con el discurso de la Base Curricular Nacional Común (BNCC) para la Educación de la Primera Infancia y el Programa de Líneas de Conocimiento de la Secretaría Municipal de Educación de Curitiba-PR. El estudio encuentra apoyo en la Teoría de las representaciones (MOSCOVICI, 2015; JODELET, 2001), junto con los estudios de Jodelet (2007), Souza (2011), Teibel y Andrade (2017) sobre análisis textual. La investigación relaciona el análisis discursivo del documento "Carta de Ciudades Educadoras" (AICE), BNCC y el Programa Líneas de Conocimiento. El documento fue procesado por el software Iramuteq (RATINAUD, 2009), que permitió el análisis de la Clasificación Jerárquica Descendente (CHD), favoreciendo la identificación de diferentes clases en el documento de texto con el discurso de la Base Curricular Nacional Común de Educación Infantil y las líneas de conocimiento del programa. El resultado reveló que las proposiciones presentes en los documentos están ancladas en principios destacados en el discurso de la Carta de Ciudades Educadoras. También evidenció el gran desafío de sensibilizar a todos los habitantes de la ciudad para que sus ojos se vuelvan hacia el proceso educativo que existe y sucede en la ciudad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Carta das Cidades Educadoras]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Representações Sociais]]></kwd>
<kwd lng="en"><![CDATA[Educating Cities Letter]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood education]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="es"><![CDATA[Carta de Ciudades Educadoras]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Narrativas Representaciones sociales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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