<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812024000100211</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5781</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Didática na educação infantil: mediação para humanização de crianças]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactics in Childhood Education: mediation for humanization of children]]></article-title>
<article-title xml:lang="es"><![CDATA[Didáctica en la educación infantil: mediación para la humanización de los niños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Eliana Sousa Alencar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Maria de Nazareth Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí (UFPI)  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí (UFPI)  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Piauí (UFPI).  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Piauí (UFPI)  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo trata de pesquisa realizada com o objetivo de analisar significações produzidas por discentes acerca do ensino na educação infantil com vistas à humanização das crianças. A investigação envolveu 21 discentes do quinto período de um curso de Pedagogia. Os dados foram produzidos em roda de conversa, diário formativo, construção de brinquedos e memoriais formativos durante a disciplina Didática da Educação Infantil. Os resultados evidenciam que os estudos pautados na Psicologia Histórico-Cultural e na Pedagogia Histórico-Crítica colaboram para que as discentes em formação avancem na compreensão do desenvolvimento da criança atrelado à maturação biológica para o desenvolvimento do psiquismo envolvendo a produção de funções psicológicas superiores, mediado pelo brincar como atividade guia do desenvolvimento infantil. Conclui-se que os fundamentos das teorias histórico-culturais medeiam a expansão de significações sobre a atividade pedagógica com vistas à humanização das crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study tackles the research conducted with the purpose of analyzing the contexts produced by students regarding teaching in childhood education within a perspective on the humanization of children. The investigation involved 21 students from the fifth period of a pedagogy course. The data derived from a conversation circle, formative diary and production of toys and formative memorials during the course Didactics of Childhood Education. The results demonstrate that studies based on Cultural-Historical Psychology and Historical-Critical Pedagogy aid students in the understanding of child development tied to the biological maturation in order to develop psychism involving the production of higher psychological functions, interceded by playtime as a guiding activity of child development. Thus, it was concluded that the foundations of the historical-cultural theories mediate the expansion of contexts regarding the pedagogical activity with a focus on the humanization of children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo aborda una investigación realizada con el objetivo de analizar los significados producidos por los estudiantes sobre la enseñanza en educación infantil con miras a humanizar a los niños. La investigación involucró a 21 estudiantes del quinto semestre de la carrera de Pedagogía. Los datos se produjeron en círculo de conversación, diario de formación, producción de juguetes y memoriales de formación durante la asignatura Didáctica de la Educación Infantil. Los resultados muestran que los estudios basados en la Psicología Histórico-Cultural y la Pedagogía Histórico-Crítica ayudan a los estudiantes en formación a avanzar en la comprensión del desarrollo infantil vinculado a la maduración biológica para el desarrollo del psiquismo, involucrando la producción de funciones psicológicas superiores, mediadas por el juego, como actividad orientadora del desarrollo infantil. Se concluye que los fundamentos de las teorías histórico-culturales median en la ampliación de significados sobre la actividad pedagógica con miras a la humanización de los niños.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[humanização]]></kwd>
<kwd lng="en"><![CDATA[childhood education]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[humanization]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[humanización]]></kwd>
</kwd-group>
</article-meta>
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