<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100030</article-id>
<article-id pub-id-type="doi">10.5902/1984644435193</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A adoção de apostilas na Educação Infantil: reflexões sobre uma unidade didática]]></article-title>
<article-title xml:lang="en"><![CDATA[The adoption of learning packages in Kindergarten: reflections on a didactic unit]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[Marlon Dantas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reinke]]></surname>
<given-names><![CDATA[Gilvane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Simone de Cássia Soares da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Mato Grosso  ]]></institution>
<addr-line><![CDATA[Rondonópolis Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Mato Grosso  ]]></institution>
<addr-line><![CDATA[Rondonópolis Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Mato Grosso  ]]></institution>
<addr-line><![CDATA[Rondonópolis Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100030&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100030&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente texto reflete sobre a utilização de apostilas nas rotinas pedagógicas da Educação Infantil. Dados quantitativos são apresentados, revelando que a aquisição destes materiais por parte das prefeituras tem se expandido como política pública em nível nacional. Com aportes teóricos em Bakhtin (2011), Vygotsky (1991), Peirce (2005) e Dewey (1979), pretende-se analisar de que modo aparecem conceitos sobre aquisição da língua, experiência e signo, dentre outros de natureza comunicativa, no projeto discursivo dos materiais, especialmente em uma unidade didática coletada de um conhecido sistema de ensino, voltada para a faixa etária de cinco anos. Deste modo, o trabalho se caracteriza metodologicamente como análise semiótico-documental, concluindo que, se por um lado, os exercícios analisados encantam pelas imagens, diagramação e outras qualidades, por outro, reproduzem procedimentos tradicionais do ensino de língua, acentuando a dependência das crianças em relação ao educador, não valorizando a oralidade, a escrita espontânea e demais expressões do protagonismo delas na aprendizagem. Pelos conflitos inerentes à adoção de tais aparatos pedagógicos no contexto da Educação Infantil, defende-se a necessidade de ampliação do debate sobre tal, de modo que a adoção dos sistemas apostilados possa ser reavaliada, sem prejuízos para a infância.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text reflects on the use of learning packages in the pedagogical routines of kindergarten. Quantitative data are presented, revealing that the acquisition of these materials by municipalities has expanded as public policy at the national level. In this paper, Bakhtin (2011), Vygotsky (1991), Peirce (2005) and Dewey (1979) will analyze how concepts on the acquisition of language, experience and sign, among others, of communicative nature appear in the project discursive use of materials, especially in a didactic unit collected from a well-known teaching system, aimed at the age group of five years. In this way, the work is methodologically characterized as semiotic-documentary analysis, concluding that if, on the one hand, the exercises analyzed enchant the images, layout and some advances, on the other, they reproduce traditional procedures of language teaching, accentuating children's dependence in relation to the educator, not valuing orality and spontaneous writing, among other expressions of their protagonism in learning. Due to the conflicts inherent to the adoption of such pedagogical apparatuses in the context of Kindergarten, it is defended the need to broaden the debate on this, so that the adoption of the apostilled systems can be re-evaluated without prejudice to childhood.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Apostilas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="en"><![CDATA[Learning packages]]></kwd>
<kwd lng="en"><![CDATA[Kindergarten]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
</kwd-group>
</article-meta>
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