<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822025000100191</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v30i68.1997</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A criança que interroga e a professora que responde: a construção de práticas pedagógicas não medicalizantes na creche]]></article-title>
<article-title xml:lang="en"><![CDATA[The child who asks and the teacher who answers: the construction of non-medicalizing pedagogical practices in daycare]]></article-title>
<article-title xml:lang="es"><![CDATA[El niño que pregunta y la profesora que responde: la construcción de prácticas pedagógicas no medicalizantes en la guardería]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avila]]></surname>
<given-names><![CDATA[Ângela Aline Hack Schlindwein]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Claudia Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>68</numero>
<fpage>191</fpage>
<lpage>212</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822025000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822025000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822025000100191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A medicalização na Educação Infantil refere-se ao processo de interpretar comportamentos e singularidades infantis como sinais de possíveis transtornos, frequentemente resultando na antecipação de diagnósticos e na busca por intervenções que nem sempre consideram a complexidade do desenvolvimento infantil. Na creche, etapa que atende crianças entre 0 e 3 anos, a inquietação docente diante das diferenças nos tempos e modos de aprendizagem pode ser atravessada por discursos medicalizantes, influenciando a prática pedagógica. Este artigo apresenta parte de uma pesquisa maior de uma das autoras e analisa os impactos desse fenômeno na docência, problematizando como os modos de olhar e narrar as crianças afetam as práticas educativas. Com base em referenciais teóricos e narrativas docente, discute-se a importância do olhar coletivo, da escuta qualificada e do cuidado na construção de práticas pedagógicas que se afastam de reduções normativas e patologizantes. Conclui-se que a docência na creche pode ser fortalecida a partir da reflexão sobre as próprias práticas e do compromisso com uma educação que respeite as singularidades da infância. Ao reconhecer a infância como um tempo singular, em que cada criança se desenvolve em ritmos próprios, a docência se constitui como um espaço de acolhimento, experimentação e construção de sentidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Medicalization in Early Childhood Education refers to the process of interpreting children&#8217;s behaviors and singularities as signs of possible disorders, often leading to the anticipation of diagnoses and the search for interventions that do not always consider the complexity of child development. In daycare centers, which serve children between 0 and 3 years old, teachers&#8217; concerns about differences in learning rhythms and styles may be influenced by medicalizing discourses, shaping pedagogical practices. This article presents part of a larger research study conducted by one of the authors and analyzes the impacts of this phenomenon on teaching, problematizing how ways of looking at and narrating children affect educational practices. Based on theoretical references and teacher narratives, the discussion highlights the importance of collective perspectives, attentive listening, and care in building pedagogical practices that move away from normative and pathologizing reductions. It is concluded that teaching in daycare centers can be strengthened through reflection on pedagogical practices and a commitment to education that respects the singularities of childhood. By recognizing childhood as a unique period in which each child develops at their own pace, teaching becomes a space for acceptance, experimentation, and the construction of meaning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La medicalización en la Educación Infantil se refiere al proceso de interpretar los comportamientos y singularidades infantiles como signos de posibles trastornos, lo que a menudo conduce a la anticipación de diagnósticos y a la búsqueda de intervenciones que no siempre consideran la complejidad del desarrollo infantil. En la guardería, etapa que atiende a niños y niñas de 0 a 3 años, la inquietud docente ante las diferencias en los tiempos y modos de aprendizaje puede estar atravesada por discursos medicalizantes, influyendo en la práctica pedagógica. Este artículo presenta parte de una investigación más amplia realizada por una de las autoras y analiza los impactos de este fenómeno en la docencia, problematizando cómo las formas de mirar y narrar a la infancia afectan las prácticas educativas. Basándose en referencias teóricas y narrativas docentes, se discute la importancia de la mirada colectiva, la escucha atenta y el cuidado en la construcción de prácticas pedagógicas que se alejen de reducciones normativas y patologizantes. Se concluye que la enseñanza en la guardería puede fortalecerse a partir de la reflexión sobre las propias prácticas y del compromiso con una educación que respete las singularidades de la infancia. Al reconocer la infancia como un tiempo singular, en el que cada niño y niña se desarrolla a su propio ritmo, la docencia se constituye como un espacio de acogida, experimentación y construcción de sentidos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[creche]]></kwd>
<kwd lng="pt"><![CDATA[medicalização]]></kwd>
<kwd lng="pt"><![CDATA[narrativa docente]]></kwd>
<kwd lng="en"><![CDATA[daycare]]></kwd>
<kwd lng="en"><![CDATA[medicalization]]></kwd>
<kwd lng="en"><![CDATA[teacher narratives]]></kwd>
<kwd lng="es"><![CDATA[guardería]]></kwd>
<kwd lng="es"><![CDATA[medicalización]]></kwd>
<kwd lng="es"><![CDATA[narrativa docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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