<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932025000100505</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v30a2025e13745</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A promoção da convivência no contexto da educação infantil: apontamentos da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Promoting coexistence in the context of early education: notes from the literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Daiane Prado da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tessaro]]></surname>
<given-names><![CDATA[Mônica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Joaçaba SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932025000100505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932025000100505&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932025000100505&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar estratégias pedagógicas utilizadas na educação infantil para a promoção da convivência, por meio de uma pesquisa de revisão bibliográfica. Os estudos analisados estão indexados nas bases de dados: Catálogo de Teses e Dissertação Capes; Portal de Periódicos Capes (Acesso CAFe) e The Scientific Electronic Library Online (SciELO), tendo como recorte temporal os anos de 2013 a 2023. Com base em critérios de inclusão e exclusão, foram selecionados 31 trabalhos para compor a discussão deste texto. Do processo analítico, seguindo os critérios metodológicos da pesquisa, emergiram três categorias: (a) percepções e a formação do professor para promoção da convivência; (b) o brincar como uma possibilidade de promoção da convivência na educação infantil; (c) reconhecimento da diversidade para a promoção da convivência. Entre os destaques desta investigação, identificou-se que a valorização do brincar e da diversidade na escola podem servir de base para a promoção da convivência entre as crianças, mas, para isso, os professores necessitam de formação inicial e continuada. Igualmente, verificamos que diferentes abordagens teórico-metodológicas são utilizadas para fundamentar as práticas pedagógicas dos professores, com vistas à promoção da convivência na infância.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze pedagogical strategies used in Early Childhood Education to promote coexistence through a bibliographic review study. The analyzed studies are indexed in the following databases: the Capes Theses and Dissertations Catalog, the Capes Journals Portal (CAFe Access), and The Scientific Electronic Library Online (SciELO), with a time frame from 2013 to 2023. Based on inclusion and exclusion criteria, 31 studies were selected for discussion in this text. From the analytical process, following the methodological criteria of the research, three categories emerged: a) teachers&#8217; perceptions and training for promoting coexistence; b) play as a possibility for promoting coexistence in Early Childhood Education; c) recognizing diversity to promote coexistence. Among the highlights of this investigation, it was identified that the appreciation of play and diversity in schools can serve as a foundation for promoting coexistence among children; however, for this to occur, teachers require initial and continuing training. Additionally, we found that different theoretical and methodological approaches are used to support teachers&#8217; pedagogical practices, with a view toward promoting coexistence in early childhood.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Convivência]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Coexistence]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
</kwd-group>
</article-meta>
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