<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000300110</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i58.5405</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENFOQUES CURRICULARES PARA A FORMAÇÃO INICIAL: MODOS DE SER E DE SE FAZER PROFESSOR/A DA EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR APPROACHES FOR INITIAL TRAINING: WAYS OF BEING AND BECOMING AN EARLY EARLY EDUCATION TEACHER]]></article-title>
<article-title xml:lang="es"><![CDATA[ENFOQUES CURRICULARES PARA LA FORMACIÓN INICIAL: FORMAS DE SER Y SER DOCENTE DE EDUCACIÓN TEMPRANA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Marinalva Veras]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Waldir Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Maranhão  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000300110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000300110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo é um recorte de uma pesquisa de Doutorado em Educação que discute o lúdico no Currículo do Curso de Pedagogia do Campus de Caxias-UEMA e suas possíveis implicações na formação do/a professor/a de Educação Infantil, fundamentada no Materialismo Histórico-Dialético. Insere-se no quadro teóricometodológico da pesquisa qualitativa, bibliográfica e documental. Está fundamentado em teóricos como  Martins (2010), Freitas (2002), André (2009), Teles (2018), Freire (2015), Saviani (2008), Vygotsky (2001, 2003), entre outros, e em documentos oficiais que direcionam historicamente a formação de professores, com destaque para a LDBEN/1996, o PNE/2014 e as Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica em nível Superior, estabelecidas a partir do Parecer do CNE/CP nº 9, de 8 de maio de 2001 e da Resolução CNE/CP nº 1, de 18 de fevereiro de 2002. O estudo permitiu compreender alguns enfoques curriculares que impactam a formação inicial de professores, seus modos de ser e de se fazer na profissão docente, e mais especificamente, a necessidade de formação de professor/a da Educação Infantil pautada na omnilateralidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article is an excerpt from a Doctorate in Education research that discusses play in the Curriculum of the Pedagogy Course at the Caxias-UEMA Campus and its possible implications for the training of Early Childhood Education teachers, based on Historical-Dialetic Materialism . It is part of the theoretical-methodological framework of qualitative, bibliographic and documentary research. It is based on theorists such as Martins (2010), Freitas (2002) André (2009), Teles (2018), Freire (2015), Saviani (2008), Vygotsky (2001, 2003), among others, and on official documents that historically guide teacher training, with emphasis on LDBEN/1996, PNE/2014 and the National Curricular Guidelines for the Training of Basic Education Teachers at Higher Education level, established based on CNE/CP Opinion No. 9, of May 8, 2001 and CNE/CP Resolution No. 1, of 18 February 2002. The study allowed us to understand some curricular approaches that impact the initial training of teachers, their ways of being and doing things in the teaching profession, and more specifically, the need for early childhood education teacher training based on omnilaterality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo es un extracto de una investigación de Doctorado en Educación que analiza el juego en el Plan de Estudios de la Carrera de Pedagogía del Campus Caxias-UEMA y sus posibles implicaciones para la formación de profesores de Educación Infantil, basado en el Materialismo Histórico-Dialético. Forma parte del marco teórico-metodológico de la investigación cualitativa, bibliográfica y documental. Se fundamenta en teóricos como Martins (2010), Freitas (2002) André (2009), Teles (2018), Freire (2015), Saviani (2008), Vygotsky (2001, 2003), entre otros, y en documentos oficiales que orientan históricamente la formación docente, con énfasis en LDBEN/1996, PNE. /2014 y los Lineamientos Curriculares Nacionales para la Formación de Profesores de Educación Básica en el Nivel de Educación Superior, establecidos con base en el Dictamen CNE/CP N° 9, de 8 de mayo de 2001 y la Resolución CNE/CP N° 1, de 18 de febrero de 2002. El estudio permitió comprender algunos enfoques curriculares que impactan en la formación inicial de los docentes, sus formas de ser y hacer en la profesión docente, y más específicamente, la necesidad de una formación docente de educación infantil basada en la omnilateralidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Formación de professores]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
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