<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000300049</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n3p49-60</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IND&#218;STRIA CULTURAL E O TRABALHO DOCENTE: CAMINHOS PARA COMPREENDER OS PROCESSOS DE CRIA&#199;&#195;O EM ARTE NA EDUCA&#199;&#195;O INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[Culture industry and teaching work: paths to understand the process of art creation in children education]]></article-title>
<article-title xml:lang="es"><![CDATA[La industria cultural y la labor de profesor: maneras de entender los procesos de creación de arte en la educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[ANILDE TOMBOLATO TAVARES DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BITTENCOURT]]></surname>
<given-names><![CDATA[CÂNDIDA ALAYDE DE CARVALHO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Arte Visual ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>3</numero>
<fpage>49</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000300049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O prop&#243;sito deste trabalho &#233; refletir sobre a rela&#231;&#227;o entre a Ind&#250;stria Cultural, processos de cria&#231;&#227;o e o Trabalho docente na Educa&#231;&#227;o Infantil, buscando definir a influ&#234;ncia e a imposi&#231;&#227;o de estere&#243;tipos nos processos criativos pela contribui&#231;&#227;o de Fayga Ostrower e de reprodu&#231;&#227;o da Ind&#250;stria Cultural por meio da revis&#227;o da literatura e pela contribui&#231;&#227;o de Theodor Adorno e Max Horkheimer. Argumentamos que a ess&#234;ncia da ind&#250;stria cultural n&#227;o s&#243; permanece atual e interfere nos processos criativos e nas rela&#231;&#245;es de consumo na sociedade contempor&#226;nea, como no processo de universaliza&#231;&#227;o da semiforma&#231;&#227;o que permeia o Trabalho Docente voltado para a inf&#226;ncia. Em contrapartida, acreditamos que o profissional que atua na educa&#231;&#227;o infantil tem o duplo desafio de articular os conhecimentos e leituras de mundo nas pr&#225;ticas pedag&#243;gicas e desconstruir as subjetividades impostas pela ind&#250;stria cultural, ressignificando e a resist&#234;ncia e interven&#231;&#227;o cr&#237;tica dos educadores. Dessa forma, a apropria&#231;&#227;o de uma teoria e das pr&#225;ticas cotidianas permite uma leitura para al&#233;m da utilidade e padroniza&#231;&#227;o humana, e devolve, efetivamente, aos espa&#231;os de educa&#231;&#227;o infantil e, especificamente, ao educador o exerc&#237;cio de sua atividade intelectual e criativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this paper is to reflect about the relation between cultural industry, creation process and teaching work in early childhood education, trying to define the influence and imposition of steriotypes in creative process by the contribution of Fayga Ostrower and the reproduction of the cultural industry by revising the literature and with the contribution of Theodor Adorno and Max Horkheimer. We discussed that the essence of cultural industry is not just actual, but also interfere creative process and consumism relations in the contemporary society as in the universalization process from semi formation that permeate teaching work facing infancy. On the other hand, we believe that a professional that acts in early childhood education has a double challenge in articulate knowledge and world&#8217;s reading in pedagogic practice in deconstructing the subjectivities imposed by cultural industry giving a new meaning to the resistance and critical intervention from educators. This way, the appropriation of a new theory and daily practices allow to read beyond human utility and standardization, returning, actually, to early childhood spaces and, specifically, to the educator the use of his/her intelectual activity and creativity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El prop&#243;sito de este trabajo es discutir la relaci&#243;n entre la industria cultural, los procesos de creaci&#243;n y la labor del profesor en la educaci&#243;n infantil, tratando de definir la influencia y los estereotipos imponentes en los procesos creativos con la aportaci&#243;n de Fayga Ostrower y reproducci&#243;n de la industria cultural a trav&#233;s de la revisi&#243;n de la literatura y la contribuci&#243;n de Theodor Adorno y Max Horkheimer. Argumentamos que la esencia de la industria cultural no s&#243;lo sigue siendo actual y interfiere en los procesos creativos y las relaciones de consumo en la sociedad contempor&#225;nea y la erudici&#243;n del proceso universal que impregna la obra frente Profesor para los ni&#241;os. Sin embargo creemos que los profesionales que trabajan en la educaci&#243;n infantil tiene el doble reto de articular los conocimientos y percepciones del mundo en las pr&#225;cticas de ense&#241;anza y deconstruir las subjetividades impuestas por la industria cultural redefiniendo la resistencia y la intervenci&#243;n cr&#237;tica de educadores. Por lo tanto, la propiedad de una teor&#237;a y una pr&#225;ctica diaria permite una lectura m&#225;s all&#225; de la utilidad y la estandarizaci&#243;n humana, volver efectivamente a los espacios de la educaci&#243;n de la primera infancia y, en concreto, el ejercicio educador de su actividad intelectual y creativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INDÚSTRIA CULTURAL]]></kwd>
<kwd lng="pt"><![CDATA[PROCESSOS DE CRIAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[TRABALHO DOCENTE]]></kwd>
<kwd lng="en"><![CDATA[CULTURAL INDUSTRY]]></kwd>
<kwd lng="en"><![CDATA[CREATION PROCESS]]></kwd>
<kwd lng="en"><![CDATA[TEACHING WORK]]></kwd>
<kwd lng="es"><![CDATA[INDUSTRIA CULTURAL]]></kwd>
<kwd lng="es"><![CDATA[PROCESOS DE CREACIÓN]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
