<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000300203</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i42.6293</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROCESSO DE DESENVOLVIMENTO INFANTIL: CRISES, RUPTURAS E TRANSIÇÕES]]></article-title>
<article-title xml:lang="en"><![CDATA[CHILD DEVELOPMENT PROCESS: CRISES, RUPTURE AND TRANSITIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[PROCESO DEL DESARROLLO INFANTIL: CRISIS, RUPTURA Y TRANSICIONE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marega]]></surname>
<given-names><![CDATA[Ágatha Marine Pontes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sforni]]></surname>
<given-names><![CDATA[Marta Sueli de Faria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>42</numero>
<fpage>406</fpage>
<lpage>422</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000300203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000300203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Embora o processo de desenvolvimento humano seja, normalmente, entendido como algo progressivo e harmonioso, autores da Teoria Histórico-Cultural, como Vigotski, Leontiev e Elkonin, apresentam o desenvolvimento infantil como um processo dialético em que as mudanças e transições são feitas revolucionariamente (idades com crises e idades estáveis). Assim, o desenvolvimento é evidenciado em momentos de transição, com a presença de saltos qualitativos, rupturas, crises, que muitas vezes são compreendidos, de forma equivocada, como sintomas negativos. Uma educação cuja finalidade é a promoção do desenvolvimento, necessita conhecer como ocorre esse processo. Neste sentido, este artigo resulta de uma pesquisa bibliográfica que teve por objetivo compreender esses momentos de transição, com a finalidade de poder atuar pedagogicamente nas crises, de modo que esses momentos sejam favoráveis ao desenvolvimento e não limitadores dele. Concluímos que a condução racional do processo de transição no ambiente escolar requer intervenção pedagógica organizada e assistida pelos adultos envolvidos (professores, pedagogos e familiares).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Although human development process is normally thought to be progressive and harmonious, authors based on the Historical and Culture Theory, such as Vygotsky, Leontiev and Elkonin, show that child development is a dialectical process in which transitions occur in a revolutionary manner (age with crises and stable ages). Development is thus evidenced in moments of transition, with the occurrence of qualitative leaps, ruptures, crises, which frequently are understood ambiguously as negative symptoms. Education, whose aim is the promotion of development, should know how the process works. Current paper is the result of a bibliographical research to understand transition moments so that one may act pedagogically during crises so that the latter may be favorable and not restricting to development. Results shows that the rational conduction of the transition process within the school needs an organized and assisted pedagogical intervention by the adults involved (teachers, pedagogues and parents).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Aunque el proceso del desarrollo humano sea, normalmente, entendido como algo progresivo y harmonioso, autores de la teoría Histórico-Cultural, cómo Vigotski, Leontiev y Elkonin, presentan al desarrollo infantil como un proceso dialéctico de cambios y transiciones de una edad a otra (edades con crisis y edades estables). De este modo, se evidencia que el desarrollo pasa momentos de transición, en donde existe la presencia de saltos cualitativos, rupturas, crisis, que muchas veces son comprendidos, de forma equivoca, como síntomas negativos. Una educación cuya finalidad es la promoción del desarrollo, necesita conocer cómo ocurre este proceso. En este sentido, este artículo es el resultado de una investigación bibliográfica que tuvo como objetivo comprender esos momentos de transición, así como, la finalidad de poder actuar pedagógicamente en las crisis, de modo que esos momentos sean favorables al desarrollo y no limitantes. Concluimos que la conducción racional del proceso de transición en el ambiente escolar requiere intervención pedagógica organizada y asistida por los adultos que están involucrados (profesores, pedagogos y familiares).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[desenvolvimento humano]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[intervenção pedagógica.]]></kwd>
<kwd lng="en"><![CDATA[human development]]></kwd>
<kwd lng="en"><![CDATA[Historical and Cultural Theory]]></kwd>
<kwd lng="en"><![CDATA[pedagogical intervention.]]></kwd>
<kwd lng="es"><![CDATA[desarrollo humano]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[intervención pedagógica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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