<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352023000200205</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2023v61n68id32758</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O tempo e o drama no registro diário e na documentação pedagógica]]></article-title>
<article-title xml:lang="es"><![CDATA[El tiempo y el drama en el registro diario y la documentación pedagógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Time and drama in the daily register and pedagogical documentation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Eduardo Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Municipal de Educação de Vinhedo  ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>61</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352023000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352023000200205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352023000200205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Uma pergunta desconcertante, um olhar enigmático, um silêncio incômodo, uma baderna endiabrada, um gesto inesperado, uma fala que expõe o saber e o sujeito da cena educativa podem se tornar o ponto de partida para composição de uma pequena narrativa sobre o que fazemos e o que sofremos cotidianamente na companhia das crianças em uma escola da infância. A partir do enlace entre os aportes teóricos provenientes das pedagogias da infância e das críticas literária e teatral, busco neste artigo descrever os três tempos do registro diário e da documentação pedagógica, indicando a possibilidade de transfigurar narrativamente a experiência vivida com as crianças. Sustento ainda que a transfiguração do registro diário em documentação pedagógica constitui uma atitude ético-política, na medida em que, ao trazer à luz do mundo público a experiência vivida entre os sujeitos da cena educativa, expõe os princípios de ação encarnados pelo/a professor/a em sua prática pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una pregunta desconcertante, una mirada enigmática, un silencio incómodo, un alboroto desenfrenado, un gesto inesperado, un discurso que expone el saber y el sujeto de la escena educativa pueden convertirse en el punto de partida para componer una breve narración sobre lo que hacemos y lo que sufrimos diariamente en compañía de los niños en un preescolar. A partir del vínculo entre los aportes teóricos de las pedagogías de la infancia y de la crítica literaria y teatral, busco en este artículo describir los tres tiempos del registro cotidiano y de la documentación pedagógica, indicando la posibilidad de transfigurar narrativamente la experiencia vivida con los niños. Argumento también que la transfiguración del registro diario en documentación pedagógica constituye una actitud ético-política, en la medida en que, al poner a la luz del mundo público la experiencia vivida entre los sujetos de la escena educativa, expone los principios de acción encarnados por el maestro en su práctica pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A disconcerting question, an enigmatic look, an uncomfortable silence, an unbridled mischief, an unexpected gesture, a speech that exposes the knowledge and the subject of the educational scene can become the starting point for composing a short narrative about what we do and what we suffer daily in the company of children in a preschool. From the link between the theoretical contributions from childhood pedagogies and literary and theatrical criticism, in this article, I seek to describe the three moments of the daily record and pedagogical documentation, indicating the possibility of narratively transfiguring the experience lived with children. I also argue that the transfiguration of the daily record into pedagogical documentation constitutes an ethical-political attitude, insofar as, by bringing to light the experience lived among the subjects of the educational scene, it exposes the principles of action embodied by the teacher in his/her pedagogical practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Tempo]]></kwd>
<kwd lng="pt"><![CDATA[Registro diário]]></kwd>
<kwd lng="pt"><![CDATA[Documentação pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Tiempo]]></kwd>
<kwd lng="es"><![CDATA[Registro cotidiano]]></kwd>
<kwd lng="es"><![CDATA[Documentación pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Childhood education]]></kwd>
<kwd lng="en"><![CDATA[Time]]></kwd>
<kwd lng="en"><![CDATA[Daily register]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical documentation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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