<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762018000100139</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i1p139-168</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Creche: desafios e possibilidades uma proposta curricular para além do educar e cuidar]]></article-title>
<article-title xml:lang="en"><![CDATA[The child care center: challenges and possibilities a curricular proposal beyond educating and caring]]></article-title>
<article-title xml:lang="es"><![CDATA[Guardería: desafíos y posibilidades una propuesta curricular más allá del educar y del cuidar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noffs]]></surname>
<given-names><![CDATA[Neide de Aquino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Rita de Cássia M. Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Programa Institucional de Bolsa de Iniciação à Docência ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Serviço Social da Indústria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>139</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo, realizado na linha de pesquisa Forma&#231;&#227;o de Educadores, tem como objetivo verificar e compreender como a intencionalidade pedag&#243;gica, na pr&#225;tica dos professores de creche, e a capacidade inventiva e inteligente dos saberes dos beb&#234;s e crian&#231;as pequenas, alinhavados pela afetividade, s&#227;o conceitos fundantes para a constru&#231;&#227;o de um curr&#237;culo a partir da escuta das m&#250;ltiplas formas de linguagem, considerando a observa&#231;&#227;o do que eles j&#225; sabem, os indicadores de desenvolvimento motor e cognitivo, e os indicadores de risco ps&#237;quico para o desenvolvimento infantil (Irdis). A metodologia &#233; a qualitativa. Dessa forma, utilizou-se a pesquisa bibliogr&#225;fica e an&#225;lise documental &#224; luz das concep&#231;&#245;es de curr&#237;culo Kramer (2011), Busnel (1997) e os documentos: Estatuto da Crian&#231;a e do Adolescente (BRASIL, 1990), Referenciais curriculares nacionais para a educa&#231;&#227;o infantil (BRASIL, 1998a), Pr&#225;ticas cotidianas na Educa&#231;&#227;o Infantil - Bases para a reflex&#227;o sobre as orienta&#231;&#245;es curriculares (BRASIL, 2009d), dentre outros. Esta pesquisa evid&#234;ncia a identifica&#231;&#227;o de dois caminhos, o primeiro, diz respeito &#224; preval&#234;ncia pelo anonimato, pela generaliza&#231;&#227;o e, consequentemente, pelo esvaziamento da subjetividade. O segundo, mostra-se permeado por marcas simb&#243;licas e sustentado por uma vis&#227;o de curr&#237;culo que prioriza a intencionalidade educativa na pr&#225;tica dos educadores de beb&#234;s e crian&#231;as pequenas, a partir da articula&#231;&#227;o dos seus direitos em ambientes de aprendizagem, por meio da conscientiza&#231;&#227;o da necessidade da escuta para suas m&#250;ltiplas formas de linguagem, o que possibilitaria transformar a &#8220;rotina&#8221; em &#8220;momentos&#8221; e aquele &#8220;espa&#231;o&#8221; em &#8220;ambiente&#8221;, n&#227;o s&#243; de conviv&#234;ncia, mas de aprendizagem entre seus atores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper represents a scientific work carried out in the research into Teacher Education. It aims at verifying and understanding how the pedagogical intentionality in the practice of the child care center educators and the creative and intelligent abilities of infants and toddlers&#8217; knowledge, bound by affection, are cornerstone concepts for designing a curriculum that contemplates listening to the multiple forms of language of infants and toddlers from the following: the observation of their previous knowledge; the motor and cognitive development indicators; and the Clinical Risk Indicators in Child Development (IRDIs). We have adopted a qualitative research approach using bibliographical research and documentary analysis in the conceptual frameworks for curriculum of different authors (Oliveira, 2015; Sarmento, 2015; Guimar&#227;es, 2008; Sacristan, 1995; Kramer, 2011; Busnel, 1997) and the regulatory documents: the Federal Constitution (1988); the Child and Adolescent Statute (1990); the National Education Guidelines and Framework Law (1996); the National Curriculum Guidelines for Early Childhood Education (1999); and the third and still under discussion version of the document the National Core Curriculum for Early Childhood Education; the National Curriculum References for Early Childhood Education (1998a), &#8220;Everyday Practices in Early Childhood Education - Basis for Reflection on the Curriculum Guidelines&#8221; (BRASIL, 2009d); and, finally, the Pedagogical Project and the Protocol and Procedures Manual of the Estrela Child Care Center, in addition to their teachers&#8217; portfolios and records. This research shows the identification of two paths: firstly, the prevalence of anonymity, generalization, and thus the emptiness of subjectivity; and secondly, underlined by symbolic marks and supported by a curriculum approach that favors the educational intentionality in the practice of infant-toddler educators, which takes place by articulating their rights in learning environments by being aware of the need of listening to their multiple forms of language, given that it enables to transform &#8220;everyday activities&#8221; into &#8220;moments&#8221; and their &#8220;space&#8221; into and &#8220;environment&#8221; not only geared towards coexistence, but also favorable to learning among their actors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este art&#237;culo presenta el trabajo cient&#237;fico desarrollado en la l&#237;nea de investigaci&#243;n de Formaci&#243;n de Educadores y tiene por objeto verificar y entender c&#243;mo la intencionalidad pedag&#243;gica en la pr&#225;ctica de los profesores de guarder&#237;a y la capacidad creativa e inteligente de los saberes de los beb&#233;s y ni&#241;os de corta edad, consolidados por la afectividad, constituyen los conceptos fundantes para la estructuraci&#243;n de un curr&#237;culo basado en la escucha de las m&#250;ltiples formas de lenguaje utilizadas por beb&#233;s y ni&#241;os de corta edad, teniendo en cuenta la observaci&#243;n de lo que ya conocen, los indicadores de desarrollo motor y cognitivo y los Indicadores de Riesgo para el Desarrollo Infantil (IRDI). La trayectoria metodol&#243;gica corresponde a una investigaci&#243;n cualitativa. Esto incluye la investigaci&#243;n bibliogr&#225;fica y el an&#225;lisis documental a la luz de los conceptos de curr&#237;culo de Oliveira (2015), Sarmento (2015), Guimar&#227;es (2008), Sacristan (1995), Kramer (2011), Busnel (1997) y de los siguientes documentos normativos brasile&#241;os: la Constituci&#243;n Federal (1988), el Estatuto del Ni&#241;o y del Adolescente (1990), la Ley de Directrices y Bases de la Educaci&#243;n Nacional (1996), las Directrices Curriculares Nacionales para la Educaci&#243;n Preescolar (1999), el documento, a&#250;n en fase de discusi&#243;n, Base Com&#250;n Curricular para la Educaci&#243;n Preescolar (3.&#170; versi&#243;n), los Referentes Curriculares Nacionales para la Educaci&#243;n Preescolar (1998a), el documento titulado &#8220;Pr&#225;ticas cotidianas na Educa&#231;&#227;o Infantil - Bases para a reflex&#227;o sobre as orienta&#231;&#245;es curriculares&#8221; (BRASIL, 2009d), el Proyecto Pedag&#243;gico y la Gu&#237;a de Procedimientos y Protocolos de la Guarder&#237;a Estrela, adem&#225;s de los portafolios y registros realizados por las profesoras. Esta investigaci&#243;n pone de relieve dos caminos: el primero se refiere a la prevalencia del anonimato, de la generalizaci&#243;n y, consecuentemente, del vaciamiento de la subjetividad. El segundo est&#225; impregnado de marcas simb&#243;licas y se sostiene sobre una visi&#243;n de curr&#237;culo que prioriza la intencionalidad educativa en la pr&#225;ctica de los educadores de beb&#233;s y ni&#241;os de corta edad, mediante la articulaci&#243;n de sus derechos en entornos de aprendizaje, a trav&#233;s de la concientizaci&#243;n de la necesidad de escucha de sus m&#250;ltiples formas de lenguaje, lo que permitir&#237;a transformar la &#8220;rutina&#8221; en &#8220;momentos&#8221; y el &#8220;lugar&#8221; en &#8220;entorno&#8221;, no s&#243;lo de convivencia, sino de aprendizaje entre los actores]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Bebê e Criança Pequena]]></kwd>
<kwd lng="pt"><![CDATA[Múltiplas Linguagens]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Creche]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Infants and Toddlers]]></kwd>
<kwd lng="en"><![CDATA[Multiple Languages]]></kwd>
<kwd lng="en"><![CDATA[Learning Environments]]></kwd>
<kwd lng="en"><![CDATA[Child Care Center]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Bebé y Niño de Corta Edad]]></kwd>
<kwd lng="es"><![CDATA[Múltiples Lenguajes]]></kwd>
<kwd lng="es"><![CDATA[Entornos de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Guardería]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
