<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100157</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698368536641</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIFERENÇAS CONCEITUAIS E PEDAGÓGICAS ENTRE OS TERMOS &#8220;BRINCADEIRA&#8221; E &#8220;JOGO&#8221; NO BRASIL]]></article-title>
<article-title xml:lang="es"><![CDATA[DIFERENCIAS CONCEPTUALES Y PEDAGÓGICAS ENTRE LOS TÉRMINOS "BRINCADEIRA" Y "JOGO" EN BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[CONCEPTUAL AND PEDAGOGICAL DIFFERENCES BETWEEN THE TERMS &#8220;BRINCADEIRA&#8221; AND &#8220;GAME&#8221; IN BRAZIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MELLO]]></surname>
<given-names><![CDATA[MARIA APARECIDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo é parte de tese produzida para concursopara o cargo de professora titular, cujo objetivo foi identificar as diferenças teóricas entre os conceitos de jogo e brincadeira, o papel de cada um deles nas aprendizagens das crianças e suas implicações nas práticas pedagógicas na Educação Infantil. A Teoria Histórico-Cultural fundamentou a pesquisa teórica por meio do método genético na metodologia, a partir do levantamento bibliográfico em livros e artigos científicos sobre &#8220;brincadeira&#8221; e &#8220;jogo&#8221;, e em autores russos apenas sobre o &#8220;jogo&#8221;. Os resultados apontaram a importância da diferenciação entre ambos os termos na Educação Infantil, bem como possibilitaram a proposição de que brincadeira seja a atividade principal de crianças de 0 a 3 anos, e o jogo, principalmente &#8220;jogo de papéis, como atividade principal de crianças de três a seis anos. A importância desses resultados para as aprendizagens das crianças corrobora a centralidade do aspecto lúdico nas atividades da Educação Infantil, distinguindo a brincadeira e o jogo em seus conteúdos, motivos, necessidades e especificidades para as crianças. Essa proposta de mudança da atividade principal na Educação Infantil indica, também, a necessidade de a brincadeira de 0 a 3 anos se desenvolver para jogos de papéis para crianças de 3 a 6 anos, uma vez que ambos são essenciais para que as atividades das crianças, também, se modifiquem de atividades involuntárias para voluntárias e volitivas. As implicações desta pesquisa para as práticas pedagógicas centram-se na necessidade de o corpo docente conhecer e passar a incluir os jogos de papéis nas atividades das crianças de 3 a 6 anos, auxiliando-as no desenvolvimento da autonomia, de atividades volitivas e autocontrole de suas atitudes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo forma parte de una tesis, cuyo objetivo fue identificar las diferencias teóricas entre los conceptos de &#8220;juego&#8221; y de &#8220;brincadeira&#8221;1, el papel de cada uno de ellos en los aprendizajes de los niños y sus implicaciones para las prácticas pedagógicas en la Educación Infantil. La Teoría Histórico-Cultural basó la investigación teórica y a través del método genético en la metodología, a partir del levantamiento bibliográfico en libros y artículos científicos. Los resultados indicaron la importancia de la diferenciación entre ambos los términos en la Educación Infantil, bien como hizo posible la propuesta de que la &#8220;brincadeira&#8221; sea la principal actividad de los niños de cero a tres años, y el &#8220;juego&#8221;, principalmente el &#8220;juego de roles&#8221;, como actividad principal de los niños de tres a seis años. La importancia de estos resultados para el aprendizaje de los niños corrobora la centralidad del aspecto lúdico en las actividades de la Educación Infantil, distinguindo la &#8220;brincadeira&#8221; y el &#8220;juego&#8221; en sus contenidos, razones, necesidades y especificidades para los niños. Esta propuesta de cambio de la actividad principal en la Educación Infantil indica, también, la necesidad de la &#8220;brincadeira&#8221; de los niños de 0 a 3 años desarrollar para &#8220;juegos de roles&#8221; de niños de 3 a 6 años, ya que ambos son imprescindibles para que las actividades de los niños, también, evolucionen de actividades involuntarias a actividades voluntarias y volitivas. Las implicaciones para las prácticas pedagógicas se centran en la necesidad de que el profesorado conozca y comience a incluir juegos de roles en las actividades de los niños de 3 a 6 años, ayudándoles a desarrollar la autonomía, las actividades volitivas y el autocontrol de sus actitudes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article is part of a thesis produced for a competitive examination for the full professor position. Its objective was to identify the theoretical differences between the concepts of &#8220;brincadeira&#8221; and &#8220;game,&#8221; the role of each one in children&#8217;s learning, and its implications in pedagogical practices in Early Childhood Education. The Cultural-Historical Theory was the basis for the theoretical research through the genetic method in the methodology from a bibliographic survey in books and scientific articles about &#8220;brincadeira&#8221; and &#8220;game,&#8221; and in Russian authors only about &#8220;game.&#8221; The results pointed out the importance of the differentiation between both terms in Early Childhood Education, as well as enabled the proposition that &#8220;brincadeira&#8221; is the main activity of children from 0 to 3 years old, and &#8220;game,&#8221; especially &#8220;role-play,&#8221; as the main activity of children from three to six years old. The importance of these results for children&#8217;s learning corroborates the centrality of the playful aspect in the activities of Early Childhood Education, distinguishing &#8220;brincadeira&#8221; and games in their contents, motives, needs, and specificities for children. This proposal to change the main activity in Early Childhood Education also indicates the need for &#8220;brincadeira&#8221; from 0 to 3 years old to develop into role-play games for children from 3 to 6 years old since both are essential for children&#8217;s activities to also change from involuntary to voluntary and volitional activities. The implications of this research for teaching practices are centered on the need for teachers to know and include role-play games in the activities of 3 to 6-year-old children, helping them develop autonomy, volitional activities, and self-control of their attitudes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[jogo]]></kwd>
<kwd lng="pt"><![CDATA[brincadeira]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[jogo de papéis]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[brincadeira]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[juego de roles]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="en"><![CDATA[game]]></kwd>
<kwd lng="en"><![CDATA[brincadeira]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[role play]]></kwd>
<kwd lng="en"><![CDATA[early childhood education.]]></kwd>
</kwd-group>
</article-meta>
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