<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312024000100105</article-id>
<article-id pub-id-type="doi">10.26512/lc30202350751</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da pesquisa sobre crianças à pesquisa com elas: aprendizagens metodológicas transformadoras]]></article-title>
<article-title xml:lang="es"><![CDATA[De la investigación sobre niños a la investigación con ellos: aprendizajes metodológicos transformadores]]></article-title>
<article-title xml:lang="en"><![CDATA[From research on children to research with them: transformative methodological learnings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Natália de Borba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Maria Cecília da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria, Santa Maria, RS, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria, Santa Maria, RS, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</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=S1981-04312024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312024000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo expõe os aprendizados metodológicos e formativos oriundos de uma pesquisa com crianças, realizada em uma turma multietária de Educação Infantil. Destaca-se, assim: o aprofundamento da compreensão sobre escuta sensível, pela convivência intensa nos cotidianos com as crianças; a superação de modelos de metodologias que se mostram limitados diante da dinamicidade da pesquisa com crianças e suas diferentes linguagens; a relação com os registros que fez emergir a potência da documentação, envolvendo o narrar, o refletir e as aprendizagens centradas na experiência. A organização dos tempos-espaços impactou na qualidade das interações vividas no cotidiano com as crianças e nas decorrentes elaborações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta aprendizajes metodológicos y formativos derivados de una investigación con niños realizada en una clase de Educación Infantil multi-edad. Entre los puntos destacados se incluyen: una comprensión más profunda de la escucha sensible a través de interacciones diarias intensas con los niños; superar las limitaciones de las metodologías existentes frente a la naturaleza dinámica de la investigación con niños y sus diversos lenguajes; la relación con la documentación que puso de manifiesto el poder de la grabación, involucrando la narración, la reflexión y el aprendizaje centrado en la experiencia. La organización del tiempo y el espacio tuvo un impacto en la calidad de las interacciones experimentadas a diario con los niños y los desarrollos posteriores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article describes the methodological and formative lessons learned from a research project with children, carried out in a multi-age Early Childhood Education class. Highlights include a deeper understanding of sensitive listening, due to the intense daily interaction with the children; overcoming methodological models that are limited in the face of the dynamism of research with children and their different languages; the relationship with records that brought out the power of documentation, involving narration, reflection and learning centered on experience. The organization of the times and spaces had an impact on the quality of the daily interactions with the children and the resulting elaborations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa com crianças]]></kwd>
<kwd lng="pt"><![CDATA[Educação multietária]]></kwd>
<kwd lng="pt"><![CDATA[Escuta sensível]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Investigación con niños]]></kwd>
<kwd lng="es"><![CDATA[Educación multi-edad]]></kwd>
<kwd lng="es"><![CDATA[Escucha sensible]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Research with children]]></kwd>
<kwd lng="en"><![CDATA[Multi-age education]]></kwd>
<kwd lng="en"><![CDATA[Sensitive listening]]></kwd>
</kwd-group>
</article-meta>
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