<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2025000200380</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds01</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[&#8220;Hands up, ma&#8217;am, this is a robbery!&#8221; Interpretive reproduction in sociodramatic role playing experienced in preschool]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;¡Manos arriba, señora, esto es un asalto!": la reproducción interpretativa en un juego socio-dramático vivida en el preescolar]]></article-title>
<article-title xml:lang="pt"><![CDATA[&#8220;Mãos ao alto madame, isso é um assalto!&#8221;: a reprodução interpretativa em uma brincadeira sociodramática vivenciada na pré-escola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Rodrigo Saballa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>380</fpage>
<lpage>393</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200380&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200380&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200380&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Based on the contributions of Childhood Social Studies, the article aims to discuss the process of interpretive reproduction emerging from a cultural routine of sociodramatic role playing experienced in the schoolyard by a group of preschool children. Methodologically, the study results from an ethnographic research with children, which used the following data generation strategies: observation, field diary, conversation circles, photographic records, and audio recordings. The study was conducted in a public school of Early Childhood Education, with 24 5-year-old children, over one school year. The focus of the analysis is the routine of a &#8220;beauty salon robbery&#8221; role play, due to its constant occurrence during the children's free activity moments and the large number of participants. From the analysis of the role playing routines, alliances between children, the definition of roles, interpretative reproduction, and the production of children's cultures in the schoolyard are highlighted. The research infers the need for children to have guaranteed free time to play and support from teachers concerning their demands in the role playing proposals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con base en las contribuciones de los Estudios Sociales de la Infancia, este artículo tiene el objetivo de discutir el proceso de reproducción interpretativa emergente de una rutina cultural de juego socio-dramático vivida en el patio de la escuela por un grupo de niños del preescolar. Metodológicamente, el estudio resulta de una investigación etnográfica con niños, que utiliza las siguientes estrategias de generación de datos: observación; diario de campo; círculos de conversación; registros fotográficos; grabaciones de audio. La investigación se realizó en una escuela pública de Educación Infantil, con 24 niños de 5 años de edad, durante un año escolar. El enfoque de análisis del artículo es la rutina del juego &#8220;asalto al salón de belleza", por ocurrir de modo constante en los momentos de actividad libre de los niños y con elevado número de participantes. A partir del análisis de las rutinas de juegos, se evidencian alianzas entre los niños, la definición de papeles, la reproducción interpretativa y la producción de culturas infantiles en el patio escolar. Con la investigación, se infiere la necesidad de que se garantice que los niños tengan tiempo libre para jugar, así como soporte de los docentes con relación a sus demandas en las propuestas de juegos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com base nas contribuições dos Estudos Sociais da Infância, o artigo tem como objetivo discutir o processo de reprodução interpretativa emergente de uma rotina cultural de brincadeira sociodramática vivenciada no pátio da escola por um grupo de crianças da pré-escola. Metodologicamente, o estudo é decorrente de uma pesquisa etnográfica com crianças, a qual utiliza as seguintes estratégias de geração de dados: observação; diário de campo; rodas de conversas; registros fotográficos; gravações de áudio. A pesquisa foi realizada em uma escola pública de Educação Infantil, com 24 crianças de 5 anos de idade, no período de um ano letivo. O foco de análise do artigo é a rotina da brincadeira de &#8220;assalto ao salão de beleza&#8221;, pela constância de sua ocorrência nos momentos de atividade livre das crianças e elevado número de participantes. A partir da análise das rotinas de brincadeiras, são evidenciadas as alianças entre as crianças, a definição de papeis, a reprodução interpretativa e a produção de culturas infantis no pátio escolar. Com a pesquisa, infere-se a necessidade de que as crianças tenham tempo livre garantido para brincar, assim como suporte dos docentes em relação às suas demandas nas propostas de brincadeira.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Sociodramatic role playing]]></kwd>
<kwd lng="en"><![CDATA[Peer culture]]></kwd>
<kwd lng="en"><![CDATA[Interpretive reproduction]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Juego socio-dramático]]></kwd>
<kwd lng="es"><![CDATA[Cultura de pares]]></kwd>
<kwd lng="es"><![CDATA[Reproducción interpretativa]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeira sociodramática]]></kwd>
<kwd lng="pt"><![CDATA[Cultura de pares]]></kwd>
<kwd lng="pt"><![CDATA[Reprodução interpretativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</back>
</article>
