<?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>S2526-76472023000300208</article-id>
<article-id pub-id-type="doi">10.14393/obv7n3.a2023-72091</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Apropriação da linguagem como processo estruturante e organizador da atividade humana: contribuições à Educação Infantil]]></article-title>
<article-title xml:lang="es"><![CDATA[Apropiación del lenguaje como proceso estructurante y organizador de la actividad humana: aportes a la Educación Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Appropriation of language as a structuring and organizing process of human activity: the contributions to Early Childhood Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ghirello-Pires]]></surname>
<given-names><![CDATA[Carla Salati Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barroco]]></surname>
<given-names><![CDATA[Sonia Mari Shima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000300208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000300208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Apresentam-se aspectos de cunho teórico sobre a internalização da linguagem, seu papel na estruturação do psiquismo, além de elementos que poderão favorecer seu desenvolvimento nos primeiros anos de vida da criança. A partir de sua apropriação outras funções psicológicas superiores e a própria formação da consciência poderão se estabelecer organizando, assim, um sistema funcional que opera de forma dinâmica. A integridade das estruturas orgânicas é fundamental, entretanto não é suficiente, pois essa apropriação não está determinada geneticamente. Desde a formação da cóclea, intrauterinamente, o bebê passa a receber informações de ordem auditiva, mas é a partir de seu nascimento, por meio das interações com outros humanos, que o mundo lentamente passa a lhe ser compreensível de forma bastante elementar, regido por mecanismos biológicos, rumo à forma intencional e consciente. A apropriação da linguagem tem seu início, não pelo sentido ou significado das palavras, mas pela afetividade materializada na prosódia dos interlocutores e por suas expressões faciais, que paulatinamente introduzem os elementos culturais da sociedade. Essa primeira fase, trata-se de um período de fundamental importância, embora muitas vezes desconsiderada ou negligenciada pelos profissionais que têm o primeiro contato com os pais ou cuidadores e o bebê, por considerarem um processo &#8220;natural&#8221;, espontâneo, não necessitando da atuação do adulto linguisticamente proficiente. A importância da orientação aos pais, cuidadores e professores da Educação Infantil sobre o estabelecimento dessa interação inicial é de crucial importância, pois sua falta, poderá gerar não somente atrasos no funcionamento da linguagem como algumas dificuldades e transtornos no desenvolvimento do psiquismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se presentan aspectos de carácter teórico sobre la internalización del lenguaje, su papel en la estructuración de la psique, además de elementos que pueden favorecer su desarrollo en los primeros años de vida del niño. A partir de su apropiación se pueden establecer otras funciones psicológicas superiores y la propia formación de la conciencia, organizando así un sistema funcional que opera dinámicamente. La integridad de las estructuras orgánicas es esencial, sin embargo no es suficiente, ya que esta apropiación no está determinada genéticamente. Desde la formación de la cóclea, intrauterina, el bebé comienza a recibir información auditiva, pero es desde el nacimiento, a través de las interacciones con otros humanos, que el mundo se vuelve poco a poco comprensible de manera muy elemental, regido por mecanismos biológicos, hacia lo intencional y forma consciente. La apropiación del lenguaje comienza no con el significado o significado de las palabras, sino con la afectividad materializada en la prosodia de los interlocutores y sus expresiones faciales, que paulatinamente introducen los elementos culturales de la sociedad. Esta primera fase es un período de fundamental importancia, aunque muchas veces ignorado o descuidado por los profesionales que tienen el primer contacto con los padres y su bebé, ya que lo consideran un proceso &#8220;natural&#8221;, espontáneo, que no requiere la intervención de un adulto lingüísticamente competente. La importancia de brindar orientación a padres, cuidadores y maestros de jardín de infantes sobre el establecimiento de esta interacción inicial es de crucial importancia, ya que su falta podría conducir no sólo a retrasos en el funcionamiento del lenguaje, sino también a algunas dificultades y trastornos en el desarrollo de la psique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Theoretical aspects about the internalization of language, its role in the structuring of psychism, as well as elements that may favor its development in the early years of the child are presented. From its appropriation, other higher psychological functions and the formation of consciousness itself can be established, thus organizing a functional system that operates dynamically. The integrity of organic structures is of a fundamental character, however, it is not enough, since this appropriation is not genetically determined. Since the formation of the cochlea, intrauterinally, the baby starts to receive information of auditory order, however, it is from his birth, through interactions with other humans, that the world slowly becomes understandable - in a very elementary way, governed by biological mechanisms, towards the intentional and conscious form. The appropriation of language has its beginning, not by the meaning or significance of the words, but by the affectivity materialized in the prosody of the interlocutors and by their facial expressions, which gradually introduce the cultural elements of society. This first phase, not at all simple, is a period of crucial importance although often disregarded or neglected by professionals who have the first contact with the parents and their baby, for considering it a &#8220;natural&#8221;, spontaneous process, not requiring the action of a linguistically proficient adult. The importance of guidance to parents, caregivers, and teachers of Early Childhood Education on the establishment of this initial int eraction is of crucial importance, because its lack may generate not only delays in the functioning of language but also some difficulties and disorders in the development of the psychism.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[Primeiro ano de vida]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Teoría histórico-cultural]]></kwd>
<kwd lng="es"><![CDATA[Primer año de vida]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[The first year of life]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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