<?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>S2448-35832024000100208</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v9.e11961</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ser menino e ser menina em uma turma de crianças de multi-idade no contexto da Educação Infantil: diálogos sobre identidade de gênero]]></article-title>
<article-title xml:lang="es"><![CDATA[Ser niño y ser niña en una clase de niños multiedad en el contexto de Educación Infantil: diálogos sobre identidades de género]]></article-title>
<article-title xml:lang="en"><![CDATA[Being a boy and being a girl in a class of multi-age children in the context of Early Childhood Education: Dialogues about gender identities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Angelita Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salva]]></surname>
<given-names><![CDATA[Sueli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></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>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832024000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832024000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é um recorte da dissertação de mestrado defendida em 2023 que teve o objetivo de compreender as significações construídas pelas crianças acerca dos modos de ser menino e ser menina existentes entre personagens em algumas histórias de literatura infantil que adotam uma perspectiva contra-hegemônica acerca de gênero. O estudo teve como metodologia a pesquisa qualitativo-etnográfica com crianças e construcionista social. Para a fundamentação teórica, foram utilizados autores como Candido (2011); Corsaro (2005); Fernandes (2016); Machado (2018, 2021, 2023); Vianna e Finco (2009). Foi possível identificar através deste estudo que as identidades de gênero ainda estão presentes em nossa sociedade como forma de diferenciar e controlar os corpos de meninos e meninas nas escolas de Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es parte de una disertación de maestría defendida en 2023 con el objetivo de comprender las significaciones construidas per los niños hasta las formas de ser niño y ser niña existentes entre personajes en historias de literatura infantil que usan una perspectiva contrahegemónica sobre género. El estudio usó como metodología la investigación etnográfica con niños y el construccionismo social. Para la fundamentación teórica, se recurrió a Candido (2011); Corsaro (2005); Fernandes (2016); Machado (2018, 2021, 2023); Vianna y Finco (2009). A través de esta investigación, se identificó que las identidades de género aún están presentes en la sociedad como manera de diferenciar y controlar los cuerpos de los niños en las escuelas de Educación Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is a part of a 2023 master&#8217;s dissertation aiming to understand children&#8217;s constructed meanings about the ways to be a boy or a girl among personages in children&#8217;s literature under counter-hegemonic perspective for gender. The methodology used ethnographic research with children and social constructionism. For the theoretical basis we have drawn to authors like Candido (2011); Corsaro (2005); Fernandes (2016); Machado (2018, 2021, 2023); Vianna and Finco (2009). Through this study we have found that gender identities are still present in our society as a way of differing and governing boys&#8217; and girls&#8217; bodies early childhood education schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[literatura infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[literatura infantil]]></kwd>
<kwd lng="en"><![CDATA[Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[children&#8217;s literature]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meninas e meninos na Educação Infantil: uma questão de gênero e poder]]></article-title>
<source><![CDATA[Cadernos Pagu]]></source>
<year>2009</year>
<volume>33</volume>
<page-range>265-83</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
