<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782021000100113</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n56.11234</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O BRINCAR DAS CRIANÇAS NA ESCOLA EM TEMPO INTEGRAL: TENSÕES ENTRE AS FRONTEIRAS TERRITORIAIS E AS CULTURAS INFANTIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CHILDREN'S PLAYING IN THE SCHOOL IN FULL TIME: TENSIONS BETWEEN THE TERRITORIAL BORDERS AND CHILDREN'S CULTURES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Alessandra Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Celeste Reis Fernandes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNIVALE Secretaria Municipal de Educação ]]></institution>
<addr-line><![CDATA[Minas Gerais ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Vale do Rio Doce  ]]></institution>
<addr-line><![CDATA[Minas Gerais ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<numero>56</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782021000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782021000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782021000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo se sustenta na defesa da educação integral em tempo integral na Educação Infantil e visa contribuir para ampliar o debate nesse campo, ao tomar como objeto o brincar das crianças de 5 anos, em uma escola municipal, na qual elas permanecem 8 horas diárias. Como questão norteadora, indaga-se sobre as configurações do brincar dessas crianças na Escola em Tempo Integral. O referencial teórico estabelece um diálogo com autores da Sociologia da Infância que reconhecem a centralidade do brincar como constitutivo das culturas infantis, e autores do campo da Geografia que tematizam território e territorialidade. Participam do estudo 22 crianças e, para capturar as configurações do brincar, foram utilizados para a coleta dos dados: observação do cotidiano da escola, análise de documentos e rodas de conversa com as crianças. A análise coloca em evidência as tensões entre as culturas infantis e as fronteiras territoriais que buscam conformar o brincar das crianças na Escola em Tempo Integral (ETI). Os resultados indicam a forma escolar presente nas configurações do brincar e os escapes propiciados pelas práticas do brincar na imbricação território/territorialidade. As conclusões permitem refletir sobre a necessidade de reconhecimento, no tempo integral, de que o brincar é parte da cultura infantil, tem centralidade na infância e, portanto, é um direito das crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article is based on the defense of full-time integral education in early childhood education and aims to contribute to broadening the debate in this field by taking as object the playing of the 05 years old children in a municipal school, in which they remain 08 hours daily. As a guiding question, one inquires about the configurations of these children's playing in the Full Time School (ETI). The theoretical framework establishes a dialogue with authors of the Sociology of Childhood who recognize the centrality of the playing as constitutive of children's cultures, and authors of the field of Geography that discuss territory and territoriality. Twenty-two children participated in the study and, in order to capture the settings of the play, the data used were collected from daily observation of the school, analysis of documents and conversation groups with children. The analysis highlights the tensions between children's cultures and territorial borders, which seek to conform the playing of children in the ETI. The results indicate the school form present in the settings of the playing and the escapes, propitiated by the practices of the playing in the territory/territoriality imbrication. The conclusions allow us to reflect on the need for full-time recognition that playing is part of the culture of children, has a centrality in childhood, and therefore is a right of the children.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Tempo integral.]]></kwd>
<kwd lng="en"><![CDATA[Playing]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Full-time.]]></kwd>
</kwd-group>
</article-meta>
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