<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000300204</article-id>
<article-id pub-id-type="doi">10.14393/obv6n3.a2022-67178</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Hora da brinquedoteca: o jogo de papéis em foco]]></article-title>
<article-title xml:lang="en"><![CDATA[Toyroom time: the role-playing game in focus]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Marcela Cristina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Jataí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000300204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000300204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000300204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo é parte de pesquisa de doutorado e discute as atividades de crianças de 3 a 5 anos, desenvolvidas na brinquedoteca de uma escola de Educação Infantil, focalizando nos jogos de papéis sociais, fundamentada na teoria Histórico-Cultural. O objetivo foi observar se as crianças realizam jogos de papéis nas interações na brinquedoteca. Os resultados indicaram apego das crianças aos brinquedos/objetos, dificultando o avanço dos jogos de papéis, visto que gastam muito tempo com os conflitos. A turma de 5 anos apresentou aumento quantitativo de jogo de papéis sociais em relação à turma de 3 anos, porém essa diferença não significou avanço qualitativo, uma vez que a variedade de papéis sociais foi pequena; as ações tiveram pouca variação, bem como, os temas e os diálogos foram pontuais e exíguos. Não observamos a iniciativa, independência e cumprimento de objetivos nas crianças. Assim, sem a intervenção da professora, as crianças desenvolvem jogo de papéis sociais num formato simplificado, indicando a necessidade de uma intervenção planejada na zona de desenvolvimento proximal das crianças, auxiliando-as a selecionar e vivenciar temas em suas relações com brinquedos e outros objetos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is part of a doctoral research and discusses the 3 to 5 years old childre&#8217;ns activities developed in the playroom of a Childhood Education school, focusing on social role-playing, founded on the Cultural- Historical theory. The objective was to observe whether the children realize the role-playing on them interactions during the time in the playground. The results indicated children's attachment to toys/objects, hindering the advancement of role-playing, since they spend too much time on conflicts. The 5-year-old class showed a quantitative increase in social role play compared to the 3-year-old class, but that difference did not mean qualitative advances, once the variety of social roles was little; the actions had little variation too, as well, the themes and dialogues were punctual and short. We do not observe the initiative, independence and goal achievement in the children. Thus, without the teacher's intervention, children develop social role play in a simplified format, indicating the need for planned intervention in the children's zone of proximal development, helping them select and experience themes in their relationships with toys and other objects.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Jogo de papéis]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Role play]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical theory]]></kwd>
</kwd-group>
</article-meta>
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