<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832022000100103</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v7.e7339</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente e as relações dialéticas da brincadeira e do jogo nas teorias de: Elkonin, Vigotski, Luria, Leontiev e Wallon]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación del profesorado y las relaciones dialécticas de la diversión y del juego en las teorías de: Elkonin, Vygotsky, Luria, Leontiev y Wallon]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training and dialectic relations of play and game in the theories of: Elkonin, Vigotski, Luria, Leontiev e Wallon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silvestre]]></surname>
<given-names><![CDATA[Bruno Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Ivone Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de Goiânia  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia GO]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>7</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832022000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832022000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta-se com o objetivo de analisar as relações dialéticas da brincadeira e do jogo no campo da educação, como atividades que promovem o desenvolvimento humano em uma perspectiva histórico-social-cultural e dialética, referenciando-se nas teorias de Elkonin (2009, 2017), Vigotski (1996, 2008, 2017), Leontiev (1983, 2010), Luria (1992, 2010) e Wallon (1975, 2007). Tem-se como problema: quais determinações teóricas os autores Elkonin, Vigotski, Leontiev, Luria e Wallon apresentam quanto à percepção e ao desenvolvimento da brincadeira e do jogo como atividade, desenvolvimento humano e recurso de ensino? Nessa perspectiva, destacam-se elementos fundamentais nas teorias dos autores mencionados determinando suas principais contribuições para sustentar as ações do trabalho docente. Apoia-se no método histórico-dialético para análise, evidenciado na obra de Marx (1968, 1982) e de Vicente (2007). Em seguida, desenvolvem-se algumas considerações, sinalizando uma aproximação teórica, por meio do materialismo histórico-dialético sobre os conhecimentos da brincadeira e do jogo, desenvolvendo categorias de totalidade, contradição, movimento e transformação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo se presenta con el objetivo de analizar las relaciones dialécticas entre la diversión y los juegos en el campo de la educación, como actividades promotoras del desarrollo humano en una perspectiva histórico-social-cultural y dialéctica, refiriéndose a las teorías de Elkonin (2009, 2017), Vigotski (1996, 2008, 2017), Leontiev (1983, 2010), Luria (1992, 2010) y Wallon (1975, 2007). El problema es: ¿qué determinaciones teóricas presentan los autores Elkonin, Vigotski, Leontiev, Luria y Wallon respecto a la percepción y desarrollo de la diversión y de los juegos como actividad, desarrollo humano y recurso didáctico? En esta perspectiva, se destacan elementos fundamentales en las teorías de los citados autores, determinando sus principales aportes para sustentar las acciones de la labor docente. Se apoya en el método de análisis histórico-dialéctico, evidenciado en los trabajos de Marx (1968, 1982) y de Vicente (2007). Luego, se desarrollan algunas consideraciones, señalando un abordaje teórico, a través del materialismo histórico-dialéctico sobre el conocimiento de la diversión y del juego, desarrollando categorías de totalidad, contradicción, movimiento y transformación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Os The article aims to analyze the dialectical relationships of play and game in the field of education, as activities that promote human development in a historical-social-cultural and dialectical perspective, referenced in Elkonin theories (2009, 2017), Vigotski (1996, 2008, 2017), Leontiev (1983, 2010), Luria (1992, 2010) and Wallon (1975, 2007). One has as a problem: what theoretical determinations do the authors Elkonin, Vigotski, Leontiev, Luria and Wallon present regarding the perception and development of play and play as: activity, human development and teaching resource? In this perspective, fundamental elements are highlighted in the theories of the mentioned authors determining their main contributions, to support the actions of teaching work. Based on the historical-dialectical method for analysis evidenced in the work of Marx (1968, 1982) and Vicente (2007). Next, some considerations are developed, signaling a theoretical approximation, through dialectical historical materialism, about the knowledge of play and game, developing categories of totality, contradiction, movement and transformation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[brincadeira e jogo]]></kwd>
<kwd lng="pt"><![CDATA[dialética e teoria histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[dialética y teoría histórico-cultural]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[play and game]]></kwd>
<kwd lng="en"><![CDATA[dialectic and historical-cultural theory]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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