<?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>S1981-416x2025000200444</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;E não é que acabei gostando desse lugar!&#8221;: os impactos das interações e da brincadeira na Educação Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA["And I ended up liking this place! " The impact of interaction and play in early childhood education]]></article-title>
<article-title xml:lang="es"><![CDATA["¡Y acabó gustándome este sitio! " El impacto de la interacción y el juego en la educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Fernanda Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></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>444</fpage>
<lpage>461</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200444&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200444&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200444&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo refletir sobre os impactos das interações e brincadeira na Educação Infantil, a partir da perspectiva de um grupo de crianças em uma escola pública de Piracicaba. Com base em uma experiência desenvolvida nesse contexto, busca-se compreender como as crianças vivenciam esses processos, mas também suas percepções sobre a escola e as proposições pedagógicas intencionalizadas pela professora-pesquisadora, interpretando seus engajamentos. O artigo, que é decorrente de uma pesquisa de doutorado, está ancorado no campo dos estudos da infância, dialogando com as contribuições de Vigotski (perspectiva Histórico-Cultural) e Walter Benjamin (Teoria Crítica), que destacam o papel das relações sociais, da cultura e da agência infantil. O contexto investigado é uma "Escola da Infância", conceito inspirado em Comenius, que prioriza o físico, emocional, social e cognitivo das crianças. A instituição articula a Pedagogia da Infância -que valoriza a criança como sujeito ativo na construção do conhecimento - e a perspectiva Macunaímica (inspirada na obra de Mário de Andrade), refletindo a diversidade cultural brasileira e a formação de identidades múltiplas. Adotou-se a Pesquisa Narrativa como abordagem teórico-metodológico, privilegiando as vozes das crianças por meio de desenhos, falas e registros fotográficos, além de registros reflexivos da professora-pesquisadora sobre suas intervenções. As análises evidenciam que a escola configura-se como um espaço de negociação entre as proposições adultas e as interpretações infantis, revelando como as crianças ressignificam as práticas educativas. Como conclusão, reforça-se a importância de articular as intencionalidades pedagógicas com as percepções das crianças, destacando seu protagonismo na construção de uma Educação Infantil democrática e significativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to reflect on the impact of interaction and play in Early Childhood Education from the perspective of a group of children at a public school in Piracicaba. Based on an experience carried out in this setting, it explores how the children go through these processes, as well as their perceptions of the school and of the pedagogical proposals put forward by the teacher&#8209;researcher, interpreting their engagement. This article, which is the outcome of doctoral research, is anchored in the field of childhood studies, engaging with the contributions of Vygotsky (historical&#8209;cultural perspective) and Walter Benjamin (critical theory), who underscore the role of social relations, culture, and children&#8217;s agency. The context under investigation is a &#8220;School of Childhood,&#8221; a concept inspired by Comenius that prioritizes children&#8217;s physical, emotional, social, and cognitive development. The institution combines the Pedagogy of Childhood - which values the child as an active subject in knowledge construction - with the Macunaic perspective (inspired by the work of Mário de Andrade), reflecting Brazilian cultural diversity and the formation of multiple identities. Narrative research was adopted as the theoretical&#8209;methodological approach, focusing on the children&#8217;s voices through drawings, utterances, and photographic records, alongside the teacher&#8209;researcher&#8217;s reflective notes on her interventions. The analysis shows that the school functions as a space for negotiation between adult proposals and children&#8217;s interpretations, revealing how children ascribe new meaning to educational practices. In conclusion, the importance of aligning pedagogical intentions with children&#8217;s perceptions is reinforced, underscoring their leading role in the construction of a democratic and meaningful early childhood education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es reflexionar sobre el impacto de la interacción y el juego en la educación infantil, desde la perspectiva de un grupo de niños de una escuela pública de Piracicaba. A partir de una experiencia desarrollada en ese contexto, busca comprender cómo los niños viven esos procesos, pero también sus percepciones sobre la escuela y las propuestas pedagógicas de la profesora-investigadora, interpretando sus compromisos. El artículo, resultado de investigación doctoral, se ancla en el campo de los estudios sobre la infancia, en diálogo con las contribuciones de Vygotsky (perspectiva Histórico-Cultural) y Walter Benjamin (Teoría Crítica), que destacan el papel de las relaciones sociales, la cultura y la agencia infantil. El contexto investigado es una «Escuela de la Infancia», concepto inspirado en Comenius, que prioriza el desarrollo físico, emocional, social y cognitivo de los niños. La institución articula la Pedagogía de la Infancia - que valora al niño como sujeto activo en la construcción del conocimiento - y la perspectiva Macunaica (inspirada en la obra de Mário de Andrade), reflejando la diversidad cultural brasileña y la formación de múltiples identidades. Se adoptó la investigación narrativa como abordaje teórico-metodológico, privilegiando las voces de los niños a través de dibujos, discursos y registros fotográficos, así como los registros reflexivos de la profesora-investigadora sobre sus intervenciones. Los análisis muestran que la escuela es un espacio de negociación entre las propuestas de los adultos y las interpretaciones de los niños, revelando cómo los niños resignifican las prácticas educativas. En conclusión, se destaca la importancia de articular las intenciones pedagógicas con las percepciones de los niños, resaltando su papel protagónico en la construcción de una educación infantil democrática y significativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interações]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeira]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="en"><![CDATA[Interactions]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="es"><![CDATA[Interacciones]]></kwd>
<kwd lng="es"><![CDATA[El Juego]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Narrativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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