<?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>S2526-84492025000100106</article-id>
<article-id pub-id-type="doi">10.26694/rles.v29i59.5779</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ORGANIZAÇÃO DOS ESPAÇOS E DOS TEMPOS NA PROMOÇÃO DO PROTAGONISMO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ORGANIZATION OF SPACES AND TIMES IN THE PROMOTION OF CHILD PROTAGONISM]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ORGANIZACIÓN DE LOS ESPACIOS E TIEMPOS EN LA PROMOCIÓN DEL PROTAGONISMO INFANTIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Digilaini Machado dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Forneck]]></surname>
<given-names><![CDATA[Kári Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becker]]></surname>
<given-names><![CDATA[Vitória Petter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>29</volume>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492025000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492025000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492025000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta um estudo que teve por objetivo verificar, por meio das narrativas de professores, se a organização dos espaços e dos tempos oportuniza ou não aos bebês e crianças pequenas experiências para o desenvolvimento do protagonismo infantil. De natureza qualitativa, este estudo empregou como instrumento de pesquisa um questionário aberto, respondido por 32 professores de Educação Infantil da rede municipal de uma cidade de Santa Catarina. Os dados foram analisados numa aproximação com a Análise Textual Discursiva (ATD), da qual emergiram quatro categorias de análise. Uma delas, A (trans)formação dos espaços e tempos em ambientes de aprendizagem, é apresentada neste estudo. As análises evidenciaram que há ainda uma percepção adultocêntrica do processo de organização dos espaços e dos tempos, demonstrando que esta organização não vem favorecendo o protagonismo infantil. Conclui-se que é necessário superar espaços, rotinas e práticas adultocêntricas, que não convidem a criança a ser autora de suas experiências e aprendizagem, sendo o olhar sensível do professor um aspecto fundamental nesse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents a study that aimed to verify, through the narratives of teachers, whether the organization of spaces and times provide opportunities for babies&#8217; and young children&#8217;s experiences for the development of child protagonism. Based on a qualitative nature, this study used an open questionnaire as a research tool, targeted to 32 teachers of Early Childhood Education from the municipal network of a city in the state of Santa Catarina. The data were analyzed in an approximation with discursive textual analysis (ATD), from which four categories of analysis emerged. One of them, &#8220;The (trans)formation of spaces and times in learning environments&#8221;, we present in this study. The analyzes showed that there is still an adult-centric perception of the process of organizing spaces, routine, and time, demonstrating that this organization has not been favoring child protagonism. It is concluded that it is necessary to overcome adult-centric spaces, routines, and practices that do not invite the child to be the author of their experiences and learning, with the sensitive gaze of the teacher being a fundamental point in this process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo presenta un estudio que tuvo como objetivo verificar, a través de las narrativas de los docentes, si la organización de los espacios y los tiempos brinda o no a los bebés y niños pequeños experiencias para el desarrollo del protagonismo infantil. De naturaleza cualitativa, este estudio empleó como instrumento de investigación un cuestionario abierto, respondido por 32 docentes de Educación Infantil de la red municipal de una ciudad de Santa Catarina. Los datos fueron analizados en una aproximación con el Análisis Textual Discursivo (ATD), del cual emergieron cuatro categorías de análisis. Una de ellas, La (trans)formación de los espacios y tiempos en ambientes de aprendizaje, se presenta en este estudio. Los análisis evidenciaron que aún existe una percepción adultocéntrica del proceso de organización de los espacios y los tiempos, demostrando que esta organización no favorece el protagonismo infantil. Se concluye que es necesario superar los espacios, rutinas y prácticas adultocéntricas, que no inviten al niño a ser autor de sus experiencias y aprendizaje, siendo la mirada sensible del docente un aspecto fundamental en este proceso.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Organização dos espaços]]></kwd>
<kwd lng="pt"><![CDATA[Tempo]]></kwd>
<kwd lng="pt"><![CDATA[Rotina]]></kwd>
<kwd lng="pt"><![CDATA[Protagonismo infantil.]]></kwd>
<kwd lng="en"><![CDATA[Organization of spaces]]></kwd>
<kwd lng="en"><![CDATA[Time]]></kwd>
<kwd lng="en"><![CDATA[Routine]]></kwd>
<kwd lng="en"><![CDATA[Child protagonism.]]></kwd>
<kwd lng="es"><![CDATA[Organización de los espacios]]></kwd>
<kwd lng="es"><![CDATA[Tiempo]]></kwd>
<kwd lng="es"><![CDATA[Rutina]]></kwd>
<kwd lng="es"><![CDATA[Protagonismo infantil.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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