<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822018000300047</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v23i49.1141</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes e conhecimentos que compõem currículos com bebês e crianças pequenas]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge and information that compose the curriculum of babies and small children]]></article-title>
<article-title xml:lang="es"><![CDATA[Saberes y conocimientos que componem currículos con bebés y niños pequeños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Maria Carmen Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[Sandra Regina Simonis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santa Cruz do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>49</numero>
<fpage>47</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822018000300047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822018000300047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822018000300047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Para enfatizarmos os direitos &#224; educa&#231;&#227;o e &#224; inf&#226;ncia, problematizamos a ampla tend&#234;ncia de conceber curr&#237;culo na Educa&#231;&#227;o Infantil como prescri&#231;&#227;o pela sele&#231;&#227;o de conhecimentos, organizados em &#225;reas disciplinares; propomos destacar a relev&#226;ncia de compreender que a&#231;&#245;es educativas com beb&#234;s e crian&#231;as pequenas requerem considerar a especificidade de serem por eles e elas vivido nas suas experi&#234;ncias existenciais de come&#231;ar-se no mundo comum e na constru&#231;&#227;o de narrativa das mesmas em diferentes dimens&#245;es linguageiras. Para contrapor concep&#231;&#245;es curriculares sustentadas no ensino dos conhecimentos acad&#234;micos, reivindicamos a necessidade de um curr&#237;culo institu&#237;do em linguagens e narrativas, composto por saberes e conhecimentos de distintas ordens. Investimos na proposi&#231;&#227;o de uma institui&#231;&#227;o educacional com beb&#234;s e crian&#231;as pequenas, discutida e culturalmente partilhada, ou seja, uma institui&#231;&#227;o aberta &#224;s fam&#237;lias e &#224; sociedade. Uma institui&#231;&#227;o que tenha como foco as a&#231;&#245;es e as narrativas l&#250;dicas entre adultos e crian&#231;as na qual a op&#231;&#227;o pedag&#243;gica aproxime saberes, linguagens e conhecimentos para constituir campos provocadores que potencializem uma experi&#234;ncia de inf&#226;ncia diversificada e alargada no tempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: To emphasize the rights to education and to infancy we problematize the broad tendency of conceiving curriculum in Children&#8217;s Education as a prescription for the knowledge selection, organizing in disciplinary areas. We propose to highlight the relevancy of understanding that educative measures with babies and small children require to consider the specificity of being lived by them in their own existential experiences of, to begin themselves in the common world and in the narrative of themselves in different language dimensions. To oppose curriculum conceptions sustained in the teaching of academic knowledge we claim the need of a curriculum instituted in languages and narratives, composed by knowledge and information of distinct orders. We invest in the proposition of an educational institution with babies and small children discussed and culturally shared, that is, an institution open to the families and to the society. A institution that has as focus the actions and playful narratives between adults and children in which the pedagogic option brings the knowledge together, language and information to build provocative fields that enhance the experience of an infancy that is diversified and stretched in time.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Para enfatizar los derechos a la educaci&#243;n y a la infancia es necesario problematizar la tendencia a concebir curr&#237;culo en la Educaci&#243;n Infantil como prescripci&#243;n de conocimientos, organizados en &#225;reas disciplinarias, y destacar la relevancia de comprender qu&#233; acciones educativas con beb&#233;s y ni&#241;os peque&#241;os requieren considerar la especificidad de bebes y ni&#241;os y ni&#241;as peque&#241;os vividas en sus experiencias existenciales de comenzar en el mundo com&#250;n y en la narrativa de las mismas en diferentes dimensiones linguageiras. Para contrarrestar concepciones curriculares sostenidas en la ense&#241;anza de los conocimientos acad&#233;micos reivindicamos la necesidad de un curr&#237;culo instituido en lenguajes y narrativas, compuesto por saberes y conocimientos de distintas &#243;rdenes. Hemos invertido en la proposici&#243;n de una instituci&#243;n educativa con beb&#233;s y ni&#241;os peque&#241;os discutida y culturalmente compartida, es decir, una instituci&#243;n abierta a las familias ya la sociedad. Una instituci&#243;n que tenga como foco las acciones y las narrativas l&#250;dicas entre adultos y ni&#241;os en la que la opci&#243;n pedag&#243;gica aproxima los saberes, lenguajes y conocimientos para constituir campos provocadores que potencialicen una experiencia de infancia diversificada y ampliada en el tiempo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[infancy]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<ref id="B27">
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<name>
<surname><![CDATA[RINALDI]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Di&#225;logos com Reggio Emilia</em>. Escutar, investigar e aprender]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[VECCHI]]></surname>
<given-names><![CDATA[Vea]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Arte y creatividad en Reggio Emilia.</em> El papel de los talleres y sus posibilidades en educaci&#243;n infantil]]></source>
<year></year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Morata]]></publisher-name>
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