<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000300367</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.61638</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O BRINCAR EM SENTIDO ECOLÓGICO]]></article-title>
<article-title xml:lang="en"><![CDATA[PLAYING IN ECOLOGICAL SENSE]]></article-title>
<article-title xml:lang="es"><![CDATA[JUGAR EN SENTIDO ECOLÓGICO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antério]]></surname>
<given-names><![CDATA[Djavan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Adelaide]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>70</numero>
<fpage>367</fpage>
<lpage>388</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000300367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000300367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000300367&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo traz um apanhado do que foi o trabalho de pesquisa doutoral intitulado Brincando na Roda dos Saberes, apresentado em 2018 ao Programa de Pós-Graduação em Educação da Universidade Federal Paraíba, Brasil. Através de programas de extensão universitária envolvendo pesquisadores bolsistas e voluntários, crianças matriculadas em escolas da rede de ensino público tiveram acesso a conhecimentos artísticos e culturais vivenciando o projeto Brincando Capoeira, com oficinas integradas aos projetos políticos pedagógicos das escolas parceiras, dentre elas a Escola de Educação Básica da UFPB, e a Escola Viva Olho do Tempo. Dos resultados obtidos, destaca-se a tese de que o ato de educar pela prática da capoeira sob uma perspectiva ecológica repercute positivamente e diretamente na corporeidade. Para isso, a criatividade, a inteiração socioambiental, o engajamento solidário-afetivo e a reverência aos saberes de tradições populares, sobretudo os corpo-orais, devem estruturar a pedagogia do processo, constituindo-se em ações transdisciplinares. O brincar, neste processo, vem a ser chave de religação entre o corpo que brinca e a sabedoria que se manifesta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article brings an overview of what was the doctoral research work entitled Brincando na Roda dos Saberes, presented in 2018 to the Graduate Program in Education at the Federal University of Paraíba, Brazil. Through university extension programs involving fellow researchers and volunteers, children enrolled in public schools had access to artistic and cultural knowledge by experiencing the Brincando Capoeira project, with workshops integrated into the political pedagogical projects of partner schools, among them the Escola de Basic Education at UFPB, and the Viva Olho do Tempo School. From the results obtained, the thesis stands out that the act of educating through the practice of capoeira from an ecological perspective has a positive and direct impact on corporeality. For this, creativity, socio-environmental interaction, solidary-affective engagement and reverence for the knowledge of popular traditions, especially oral-body knowledge, must structure the pedagogy of the process, constituting transdisciplinary actions. Playing, in this process, becomes the key to reconnect the body that plays and the wisdom that manifests itself.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo trae un panorama de lo que fue el trabajo de investigación doctoral titulado Brincando na Roda dos Saberes, presentado en 2018 al Programa de Posgrado en Educación de la Universidad Federal de Paraíba, Brasil. A través de programas de extensión universitaria que involucran a compañeros investigadores y voluntarios, los niños matriculados en escuelas públicas tuvieron acceso al conocimiento artístico y cultural a través del proyecto Brincando Capoeira, con talleres integrados a los proyectos políticopedagógicos de las escuelas asociadas, entre ellas la Escola de Educación Básica de la UFPB, y la Escuela Viva Olho do Tempo. De los resultados obtenidos, la tesis destaca que el acto de educar a través de la práctica de la capoeira desde una perspectiva ecológica tiene un impacto positivo y directo en la corporeidad. Para ello, la creatividad, la interacción socioambiental, el compromiso afectivo-solidario y la reverencia por el conocimiento de las tradiciones populares, especialmente el oral-corporal, deben estructurar la pedagogía del proceso, constituyendo acciones transdisciplinares. Jugar, en este proceso, se convierte en la clave para reconectar el cuerpo que juega y la sabiduría que se manifiesta.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação ecológica]]></kwd>
<kwd lng="pt"><![CDATA[brincar]]></kwd>
<kwd lng="pt"><![CDATA[corporeidade]]></kwd>
<kwd lng="pt"><![CDATA[capoeira angola]]></kwd>
<kwd lng="en"><![CDATA[ecological education]]></kwd>
<kwd lng="en"><![CDATA[to play]]></kwd>
<kwd lng="en"><![CDATA[corporeality]]></kwd>
<kwd lng="en"><![CDATA[capoeira angola]]></kwd>
<kwd lng="es"><![CDATA[educación ecológica]]></kwd>
<kwd lng="es"><![CDATA[jugar]]></kwd>
<kwd lng="es"><![CDATA[corporeidad]]></kwd>
<kwd lng="es"><![CDATA[capoeira angola]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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