<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022020000100403</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202046236680</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Participação das crianças em projeto político-social elaborado por adultos: a Plenarinha no Distrito Federal]]></article-title>
<article-title xml:lang="en"><![CDATA[Children&#8217;s participation in a social-political project conducted by adults: the Plenarinha in the Federal District]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Etienne Baldez Louzada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Voltarelli]]></surname>
<given-names><![CDATA[Monique Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022020000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022020000100403&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022020000100403&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Falar de participação infantil remete a distintos graus e possibilidades em que as crianças tenham suas opiniões consideradas e possam exercer a cidadania por meio de processos iniciados por adultos ou por elas, mas que haja relações de equilíbrio de poder e parceria. Frequentemente, a participação das crianças é referida em projetos de forma decorativa, usando as falas das crianças, para reafirmar que elas estiveram envolvidas nos processos e tiveram suas vozes consideradas. Entretanto, essa ilustração remete apenas a etapas de não participação das crianças e que demandam repensar conceitos que envolvem esse complexo processo. Atentando-se a essas questões, o presente texto procurou compreender como ocorre a participação das crianças pequenas na Plenarinha no Distrito Federal proposta pela Secretaria de Estado de Educação. Por meio de uma pesquisa qualitativa, que fez uso de análise documental, buscou-se verificar nos textos oficiais publicados e notícias vinculadas no jornal Correio Braziliense se o programa considerava a voz das crianças na implementação de mudanças na educação infantil. Após análise dos documentos, pode-se referir que o programa não contemplou as infâncias presentes nas instituições de educação infantil, bem como ocultou nos documentos como os processos de participação das crianças ocorreram. Nota-se que a perspectiva adultocêntrica coloca-se como um impeditivo para legitimar a ação social das crianças, que têm sua competência comparada a padrões adultos, e que acabam por invisibilizar esse grupo minoritário, que historicamente esteve à margem da participação social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Talking about children´s participation leads to different degrees and possibilities in which children would have their opinions taken into account and practice citizenship through processes started by adults or by the children themselves. Instead, there should be balanced power relations and partnership. Often, children´s participation is decoratively mentioned in projects that utilize the children´s speech only to reassert that children were involved in processes and had their voices heard. However, such illustration has to do only with the absence of children´s participation and the concepts around this complex process should be reassessed. Paying attention to that, this paper has sought to understand how small children participate in the Plenarinha (little plenary) in the Federal District as proposed by its Education Department. By means of a qualitative research utilizing documental analysis, the aim was to screen the official texts that had been published and the news stories appearing in the newspaper Correio Braziliense to check whether the program took the children´s voice into consideration when implementing changes in child education. Upon the analysis of the documents, it may be said that the program did not include the childhoods present in the child education´s institutions and, also, the program´s documents concealed how the processes of children´s participation took place. It is noted that the adult-centered perspective represents an obstacle to legitimate the children´s social action, as children have their competency compared to adult standards. This eventually makes this minority group invisible, as they have historically been marginalized from social participation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Participação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Plenarinha]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="en"><![CDATA[Childhood participation]]></kwd>
<kwd lng="en"><![CDATA[Plenarinha]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
</kwd-group>
</article-meta>
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