<?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>S1981-416x2025000200573</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds09</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Children&#8217;s narratives about play in the context of transition from pre-school to the first elementary school year]]></article-title>
<article-title xml:lang="es"><![CDATA[Narrativas de niños sobre el juego en contexto de transición de la guardería a la enseñanza primaria]]></article-title>
<article-title xml:lang="pt"><![CDATA[Narrativas de crianças sobre o jogo em contexto de transição da educação infantil para o 1° ano do ensino fundamental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nois]]></surname>
<given-names><![CDATA[Letícia Joia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sommerhalder]]></surname>
<given-names><![CDATA[Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanotto]]></surname>
<given-names><![CDATA[Luana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar)  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar)  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás (UFG)  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></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>573</fpage>
<lpage>588</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200573&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200573&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200573&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract It aims to examine and problematize, through children&#8217;s narratives, the transition from kindergarten to the 1st year of elementary school, where it concerns playing at school. Authors like Formosinho and Brougère were considered, and it took a qualitative-exploratory nature via narrative interviews with 13 children in the last phase of kindergarten and the 1st year of elementary school. Based on Content Analysis, the results of the Play Culture category highlighted activities with water and/or pools; Dress-up and costume games; Tag and hide-and-seek; Sandboxes and Wooden Outdoor Playground. The findings showed children&#8217;s favorite games, environments or playful media they wished were available at the schools. The study was indicative of a less stimulating structure in the elementary school facility than in the kindergarten space in the elements: available playtime, playful environments and possibilities for experiences with symbolic games or with the whole body. The authors warn about the needed consideration about childhood staying transient to the 1st year and that the transition between cycles could be more successful if that aspect is valued yet in the perspective of a understanding of learning in continuity, as opposed to a rupture between cycles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Objetiva examinar y problematizar, por medio de narrativas de niños, la transición de la Guardería a la enseñanza primaria, con relación al juego en la escuela. Se han considerado los autores como Formosinhos y Brougère y asumió la naturaleza cualitativa-exploratoria por medio de entrevistas narrativas con 13 niños en la última fase de la guardería y en el primer año de la enseñanza primaria. Basado en el Análisis de Contenido, los resultados de la categoría Cultura Lúdica evidenciaron actividades con agua y/o piscina; Juegos con fantasía; Pilla-pilla y escondidas; Tanques de arena y Juegos de madera. Lo que fue encontrado nos enseñó los juegos preferidos de los niños, ambientes o suportes lúdicos que les gustaría tener en las escuelas. El estudio fue indicativo de que la escuela primaria tiene una estructura menos estimuladora que la guardería en los elementos: tiempo disponible para el juego, ambientes lúdicos y posibilidades para experiencias con el juego simbólico o con el cuerpo entero. Las autoras alertan bajo la necesaria consideración de que la niñez sigue en tránsito para el primer año de la primaria y la transición entre ciclos puede ser más exitosa si este aspecto es valorado en la perspectiva aún de una comprensión de aprendizaje en continuidad y no ruptura entre ciclos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetiva examinar e problematizar por meio de narrativas de crianças, a transição da Educação Infantil para o 1° ano do Ensino Fundamental no que se refere ao jogo na escola. Considerou-se os autores como Formosinho e Brougère e assumiu a natureza qualitativa-exploratória por meio de entrevistas narrativas com 13 crianças na última fase da Educação Infantil e no 1° ano do Ensino Fundamental. Com base na Análise de Conteúdo, os resultados da categoria Cultura Lúdica evidenciaram Atividades com água e/ou piscina; Brincadeiras com fantasia; Pega-pega e esconde-esconde; Tanques de areia e Brinquedão de madeira. Os achados mostraram os jogos preferidos das crianças, ambientes e/ou suportes lúdicos que gostariam que estivessem presentes nas escolas. O estudo foi indicativo de que a escola de Ensino Fundamental possui uma estrutura menos estimuladora do que a Educação Infantil nos seguintes elementos: tempo disponível para o jogo, ambientes lúdicos e possibilidades para experiências com o jogo simbólico ou com o corpo. As autoras alertam sob a necessária consideração de que a infância permanece em trânsito para o Ensino Fundamental e a transição entre ciclos pode ser mais exitosa se for valorizada na perspectiva de uma compreensão de aprendizagem em continuidade, e não da ruptura entre ciclos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Kindergarten to Elementary School Transition]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Children&#8217;s narratives]]></kwd>
<kwd lng="es"><![CDATA[Transición Guardería y Enseñanza Primaria]]></kwd>
<kwd lng="es"><![CDATA[Juego]]></kwd>
<kwd lng="es"><![CDATA[Narrativas de niños]]></kwd>
<kwd lng="pt"><![CDATA[Transição Educação Infantil e Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Jogo]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas de crianças]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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