<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000100124</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17875</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre brincadeiras e experiências: o programa &#8220;Mesa Educadora&#8221; na formação continuada de educadoras da Educação Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Between play and experiences: the program &#8220;Mesa Educadora&#8221; in continuing teacher education at early Childhood Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Entre juegos y experiencias: el programa &#8220;Mesa Educadora&#8221; en la formación continua de educadoras de la Educación Infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramiro]]></surname>
<given-names><![CDATA[Eduardo Augusto Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayoub]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Prefeitura Municipal de Guarulhos  ]]></institution>
<addr-line><![CDATA[Guarulhos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></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>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa objetivou analisar como as profissionais da Educação Infantil do município de Guarulhos/SP conceberam o espaço de formação continuada &#8220;Programa Mesa Educadora para a Primeira Infância&#8221; (conhecido como Mesa Educadora [ME]), na sua constituição como educadoras dessa etapa de ensino, e, a partir disso, compreender as reverberações do referido programa na sua formação. Para tal, foi desenvolvida uma pesquisa de campo envolvendo a realização de entrevistas com cinco educadoras (professora, coordenadora pedagógica, vice-diretora, diretora e cozinheira) na perspectiva da história oral. Elegemos, como uma das preocupações centrais, a busca pela compreensão de como esse espaço pode ser um diferencial na formação lúdica das educadoras e como isso pode auxiliar na apreensão das temáticas acerca da educação infantil na rotina escolar e na relação das educadoras com o lúdico. Os resultados indicaram que as participantes da pesquisa consideraram o Mesa Educadora um programa relevante para a sua formação profissional, reconhecendo o seu valor como uma proposta de aproximação entre teoria e prática por meio da partilha de experiências e da vivência e conhecimento de práticas lúdicas, tendo em vista o brincar como uma atividade social da criança.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aim to analyze how the early childhood education professionals in the city of Guarulhos/SP conceive the space of continuing education &#8220;Programa Mesa Educadora para a Primeira Infância&#8221; (known as &#8220;Mesa Educadora&#8221; &#8211; [ME]), in their constitution as educators of this step of teaching and, based on that, to understand the impacts of this program on the education of these professionals. To this end, we developed a field research involving interviews with five educators (teacher, pedagogical coordinator, vice director, director and cook) in the perspective of oral history. We have chosen, as one of the central concerns, the search for understanding of how that space can make difference in ludic education, and how it can help in the apprehension of the themes about early childhood education in the school routine and the relationship of the educators with the ludic. The results indicate that the participants of the research consider the &#8220;Mesa Educadora&#8221; a program relevant to the professional education, recognizing his value as a proposal for an approchement between theory and practice through sharing of experiences and the experience and knowledge of ludic practices, in order to play as a children social activity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo como objetivo analizar cómo las profesionales de la Educación Infantil del municipio de Guarulhos/SP concibieron el espacio de la educación continua &#8220;Programa Mesa Educadora para a Primeira Infância&#8221; (conocido como Mesa Educadora [ME]), en su constitución como educadoras de esta etapa de la enseñanza, y, a partir de eso, comprender las repercusiones del citado programa en su formación. Para ello, se ha desarrollado una investigación de campo con entrevistas con cinco educadoras (profesora, coordinadora pedagógica, subdirectora, directora y cocinera) en la perspectiva de la historia oral. Hemos elegido, como una de las preocupaciones centrales, la búsqueda de la comprensión de cómo ese espacio puede ser un diferencial en la formación lúdica de las educadoras, y cómo puede ayudar en la comprensión de temáticas sobre educación infantil en la rutina escolar y en la relación de las educadoras con el lúdico. Los resultados indicaron que las participantes de la investigación consideraron el &#8220;Mesa Educadora&#8221; un programa relevante a su formación profesional, reconociendo su valor como propuesta de aproximación entre teoría y práctica a través del intercambio de experiencias y de la vivencia y conocimiento de prácticas lúdicas,teniendo en vista el juego como una actividad social del niño.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Lúdico]]></kwd>
<kwd lng="pt"><![CDATA[Programa Mesa Educadora]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Ludic]]></kwd>
<kwd lng="en"><![CDATA[Programa Mesa Educadora]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Lúdico]]></kwd>
<kwd lng="es"><![CDATA[Programa Mesa Educadora]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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