<?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>S1981-416x2025000301484</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.086.ao05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Nas interações é possível brincar... e no brincar se constrói a brincadeira: análises do documento Brinca Curitiba sobre cenários do brincar]]></article-title>
<article-title xml:lang="es"><![CDATA[En las interacciones es posible jugar... y al jugar se construye el juego: análisis del documento Brinca Curitiba sobre los escenarios de juego]]></article-title>
<article-title xml:lang="en"><![CDATA[In interactions, it is possible to play... and in playing, the game is built: analyses of the document Brinca Curitiba on playing scenarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garanhani]]></surname>
<given-names><![CDATA[Marynelma Camargo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nadolny]]></surname>
<given-names><![CDATA[Lorena de Fatima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paula]]></surname>
<given-names><![CDATA[Déborah Helenise Lemes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Rede Municipal de Ensino de Curitiba  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Rede Municipal de Ensino de Curitiba  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>86</numero>
<fpage>1484</fpage>
<lpage>1499</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000301484&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000301484&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000301484&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo analisa cenários do brincar na escola da criança, publicados no documento BRINCA CURITIBA (Curitiba, 2016). Esse documento é o relatório de um projeto de pesquisa do Departamento de Educação Infantil da Secretaria Municipal de Educação de Curitiba, que se organizou como caderno formação de professores, para compreensão do direito ao brincar como eixo central das práticas pedagógicas. Os cenários do brincar analisados, numa pesquisa documental, mostraram como as interações criança- criança e criança-adulto, bem como as interações com os espaços escolares, constituem o brincar e caracterizam a brincadeira por meio da fantasia e dos desafios. Assim, com a compreensão de que o brincar é uma forma de interação com o mundo e, entrelaçada com o brinquedo, produz brincadeiras, concluímos: os cenários do brincar são lugares que promovem interações e a reprodução interpretativa do contexto em que a criança vive, por meio da produção de cenas. E estas cenas caracterizam-se em brincadeiras que poderão ser compreendidas como narrativas do corpo criança. Assim, cenários do brincar poderão se constituir fundamento pedagógico da Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio analiza escenarios del jugar en la escuela infantil, publicados en el documento BRINCA CURITIBA (Curitiba, 2016). Este documento es el relato de un proyecto de investigación del Departamento de Educación Infantil de la Secretaría Municipal de Educación de Curitiba que se organizó como un cuaderno de formación docente para comprender el derecho al juego como eje central de las prácticas pedagógicas. Los escenarios del jugar analizados, en una investigación documental, mostraron cómo las interacciones niño-niño y niño-adulto, así como las interacciones con los espacios escolares, constituyen el jugar y caracterizan el juego a través de la fantasía y los desafíos. Así, entendiendo que el jugar es una forma de interacción con el mundo y, entrelazado con los juguetes, produce juegos, concluimos que los escenarios del jugar son lugares que promueven las interacciones y la reproducción interpretativa del contexto en el que vive el niño, a través de la producción de escenas. Y estas escenas se caracterizan por juegos que pueden entenderse como narraciones del cuerpo del niño. Así, los escenarios del jugar pueden constituir la base pedagógica de la Educación Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study analyzes scenarios of the act of playing in children's schools, published in the document BRINCA CURITIBA (Curitiba, 2016). This document is the report of a research project conducted by the Department of Early Childhood Education of the Municipal Department of Education of Curitiba, which was organized as a teacher training booklet to understand the right to play as a central axis of pedagogical practices. The scenarios analyzed, through documentary research, showed how child-child and child-adult interactions, as well as interactions with school spaces, constitute the act of playing and characterize the play through fantasy and challenges. Thus, with the understanding that playing is a form of interaction with the world and, together with toys, produces games, we conclude that the playing scenarios are places that promote interactions and interpretative reproduction of the context in which the child lives, through the production of scenes. And these scenes are characterized by games that can be understood as narratives of the child&#8217;s body. Therefore, the playing scenarios can constitute the pedagogical foundation of Early Childhood Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interação]]></kwd>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeira]]></kwd>
<kwd lng="pt"><![CDATA[Cenário do brincar]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
<kwd lng="es"><![CDATA[Jugar]]></kwd>
<kwd lng="es"><![CDATA[Juego]]></kwd>
<kwd lng="es"><![CDATA[Escenarios de juego]]></kwd>
<kwd lng="en"><![CDATA[Interaction]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Game]]></kwd>
<kwd lng="en"><![CDATA[Playing Scenarios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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