<?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>S0102-77352024000400107</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2024v62n74id37327</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Brilha, brilha, estrelinha: as apropriações e significações de Lúcia para os letramentos]]></article-title>
<article-title xml:lang="es"><![CDATA[Educação Brilha, brilha, estrelinha: as apropriações e significações de Lúcia para os letramentos em Questão]]></article-title>
<article-title xml:lang="en"><![CDATA[Twinkle, twinkle, little star: Lúcia&#8217;s appropriations and meanings for literacies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penafiel]]></surname>
<given-names><![CDATA[Kelly Jessie Queiroz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Maria de Fátima Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia (Campus Vilhena-Brasil)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>62</volume>
<numero>74</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352024000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352024000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352024000400107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo apresenta o resultado de pesquisa longitudinal e etnográfica que teve como objetivo compreender como um grupo de crianças de três anos de idade se apropria dos letramentos no contexto de uma escola municipal de Educação Infantil. Partiu-se destes questionamentos: Quais vivências possibilitaram a construção de sentidos e significados para os letramentos? Como Lúcia se apropriou e construiu sentidos e significados para tais vivências? A pesquisa se pautou nos pressupostos da Teoria Histórico-Cultural e da Etnografia em Educação, cujos diálogos geraram o construto teórico-metodológico Afeto/Cognição Social Situada/Culturas/Linguagens em Uso (ACCL), que sustenta a unidade de análise Vivências/Letramentos. Considerou-se que, em 2017 e 2018, as atribuições de sentidos e significados de Lúcia se entrelaçaram na relação dialética entre o individual e o coletivo. As significações produzidas por ela, por meio da unidade de análise (Vivências/Letramentos), possibilitaram compreender o humano como social, inserido na cultura e construtor da cultura por meio das emoções.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este artículo presenta los resultados de una investigación longitudinal y etnográfica que tuvo como objetivo comprender cómo un grupo de niños de tres años se apropia de las alfabetizaciones en el contexto de una escuela municipal de Educación Infantil. Se partió de las siguientes preguntas: ¿Qué experiencias posibilitaron la construcción de sentidos y significados para las alfabetizaciones? ¿Cómo Lucía se apropió y construyó sentidos y significados para tales experiencias? La investigación se fundamentó en los supuestos de la Teoría Histórico-Cultural y la Etnografía de la Educación, cuyos diálogos generaron el constructo teórico-metodológico Afecto/Cognición Social Situada/Culturas/ Lenguas en Uso (ACCL, sigla en portugués) que sustenta la unidad de análisis Experiencias/Alfabetizaciones. Consideramos que, en 2017 y 2018, las atribuciones de sentidos y significados de Lucía se entrelazaban en la relación dialéctica entre lo individual y lo colectivo. Los significados producidos por Lucía para la unidad de análisis (Experiencias/Alfabetizaciones) permitieron comprender lo humano como social, inserto en la cultura y constructor de cultura a través de las emociones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article presents the results of a longitudinal and ethnographic research that seeks to understand how a group of three-year-old children appropriates literacy events in the context of a municipal school of Early Childhood Education. We started with the following questions: What living experiences enabled the construction of senses and meanings for literacies? How did Lúcia, a toddler, appropriate and construct senses and meanings for such experiences? The research was based on the assumptions of Historical-Cultural Theory and Ethnography in Education, whose dialogues generated the theoretical-methodological construct Affection /Situated Social Cognition/Cultures/Languages in Use (ACCL, the acronym in Portuguese) that supports the unit of analysis, Living Experiences/Literacies. We consider that, in 2017 and 2018, Lúcia&#8217;s attributions of senses and meanings were intertwined in the dialectical relationship between the individual and the collective. The meanings produced by Lúcia through the unit of analysis (Experiences/Lettering) made it possible to understand the human being as social, inserted in culture and constructor of culture through emotions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vivências/Letramentos]]></kwd>
<kwd lng="pt"><![CDATA[Sentidos e significados]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="es"><![CDATA[Experiencias/Alfabetizaciones]]></kwd>
<kwd lng="es"><![CDATA[Sentidos y significados]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="en"><![CDATA[Living Experiences/Lettering]]></kwd>
<kwd lng="en"><![CDATA[Senses and meanings]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AGUIAR]]></surname>
</name>
</person-group>
<source><![CDATA[Wanda Maria Junqueira; OZELLA, Sergio]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALVIM]]></surname>
</name>
</person-group>
<source><![CDATA[Izabela da Cunha Pavan; SANTIAGO, Patricia Furst]]></source>
<year>2018</year>
<publisher-loc><![CDATA[ALVIM, Izabela da Cunha Pavan; SANTIAGO, Patricia Furst. &#8220;Quero ver você brilhar&#8221; ]]></publisher-loc>
<publisher-name><![CDATA[as &#8220;Twinkle Variations&#8221; e a abordagem técnicomusical para iniciantes no Suzuki Piano School]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AMORIM]]></surname>
</name>
</person-group>
<source><![CDATA[Kátia de Souza; ANJOS, Adriana Mara dos; ROSSETTI-FERREIRA, Maria Clotilde]]></source>
<year>2024</year>
<publisher-loc><![CDATA[AMORIM, Kátia de Souza; ANJOS, Adriana Mara dos; ROSSETTI-FERREIRA, Maria Clotilde. Processos interativos de bebês em creche. Psicologia ]]></publisher-loc>
<publisher-name><![CDATA[refleRevista Educação em Questão]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAPTISTA]]></surname>
</name>
</person-group>
<source><![CDATA[Mônica Correia]]></source>
<year>2022</year>
<publisher-loc><![CDATA[BAPTISTA, Mônica Correia. As crianças e o processo de apropriação da linguagem escrita ]]></publisher-loc>
<publisher-name><![CDATA[consensos e dissensos nos campos da alfabetização e da educação infantil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARBOSA]]></surname>
</name>
</person-group>
<source><![CDATA[Marinalva Vieira]]></source>
<year>2011</year>
<publisher-loc><![CDATA[BARBOSA, Marinalva Vieira. Sujeito, linguagem e emoção a partir do diálogo entre e com Bakhtin e Vigotski. In ]]></publisher-loc>
<publisher-name><![CDATA[SMOLKA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLOOME]]></surname>
</name>
</person-group>
<source><![CDATA[David; KALMAN, Judy; SEYMOUR, Matt]]></source>
<year>2019</year>
<publisher-loc><![CDATA[BLOOME, David; KALMAN, Judy; SEYMOUR, Matt. Fashioning literacy as social. In ]]></publisher-loc>
<publisher-name><![CDATA[BLOOME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRAGA]]></surname>
</name>
</person-group>
<source><![CDATA[Elizabeth dos Santos; SMOLKA, Ana Luiza Bustamante]]></source>
<year>2020</year>
<publisher-loc><![CDATA[BRAGA, Elizabeth dos Santos; SMOLKA, Ana Luiza Bustamante. Memória e sentido na narrativa de crianças ]]></publisher-loc>
<publisher-name><![CDATA[inspirações vigotskianas para a pesquisa na escola]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DELARI JUNIOR]]></surname>
</name>
</person-group>
<source><![CDATA[Achilles]]></source>
<year>2013</year>
<publisher-loc><![CDATA[DELARI JUNIOR, Achilles. Vigotski ]]></publisher-loc>
<publisher-name><![CDATA[consciência]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOMES]]></surname>
</name>
</person-group>
<source><![CDATA[Maria de Fátima Cardoso]]></source>
<year>2020</year>
<publisher-loc><![CDATA[GOMES, Maria de Fátima Cardoso. Memorial ]]></publisher-loc>
<publisher-name><![CDATA[trajetórias de uma pesquisadora e suas apropriações da Teoria histórico-cultural e da Etnografia em Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GREEN]]></surname>
</name>
</person-group>
<source><![CDATA[Judith; DIXON, Carol; ZAHARLIC, Amy]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GREEN]]></surname>
</name>
</person-group>
<source><![CDATA[Judith; CASTANHEIRA, Maria Lucia; YEAGER, Beth]]></source>
<year>2011</year>
<publisher-loc><![CDATA[GREEN, Judith; CASTANHEIRA, Maria Lucia; YEAGER, Beth. Researching the opportunities for learning for students with Learning Difficulties in Classrooms ]]></publisher-loc>
<publisher-name><![CDATA[An Ethnographic perspective]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GREEN]]></surname>
</name>
</person-group>
<source><![CDATA[Judith; CHIAN, Monalisa Maximo; STEWART, Ethny; COUCH, Stephanie]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MITCHELL]]></surname>
</name>
</person-group>
<source><![CDATA[John]]></source>
<year>1984</year>
<publisher-loc><![CDATA[MITCHELL, John. Clayde. Case studies. In ]]></publisher-loc>
<publisher-name><![CDATA[ELLEN]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PENAFIEL]]></surname>
</name>
</person-group>
<source><![CDATA[Kelly Jessie Queiroz]]></source>
<year>2023</year>
<publisher-loc><![CDATA[PENAFIEL, Kelly Jessie Queiroz. Letramentos como atividades humanas ]]></publisher-loc>
<publisher-name><![CDATA[uma investigação sobre a construção de sentidos e significados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PENAFIEL]]></surname>
</name>
</person-group>
<source><![CDATA[Kelly Jessie Queiroz; GOMES, Maria de Fátima Cardoso]]></source>
<year>2024</year>
<publisher-loc><![CDATA[PENAFIEL, Kelly Jessie Queiroz; GOMES, Maria de Fátima Cardoso. O uso do Banco de Dados de uma pesquisa longitudinal e etnográfica ]]></publisher-loc>
<publisher-name><![CDATA[discussões teórico-metodológicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINO]]></surname>
</name>
</person-group>
<source><![CDATA[Angel]]></source>
<year>2005</year>
<publisher-loc><![CDATA[PINO, Angel. As marcas do humano ]]></publisher-loc>
<publisher-name><![CDATA[às origens da constituição cultura da criança na perspectiva de Lev S]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVEIRA]]></surname>
</name>
</person-group>
<source><![CDATA[Lauro Frederico Barbosa]]></source>
<year>1981</year>
<publisher-loc><![CDATA[SILVEIRA, Lauro Frederico Barbosa. A produção social da linguagem ]]></publisher-loc>
<publisher-name><![CDATA[uma leitura do texto de Mikhail Bakhtin (V]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
</name>
</person-group>
<source><![CDATA[Magda]]></source>
<year>2020</year>
<publisher-loc><![CDATA[SOARES, Magda. Alfaletrar ]]></publisher-loc>
<publisher-name><![CDATA[toda criança pode aprender a ler e a escrever]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STREET]]></surname>
</name>
</person-group>
<source><![CDATA[Brian]]></source>
<year>2003</year>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VYGOTSKI]]></surname>
</name>
</person-group>
<source><![CDATA[Lev Semionovitch]]></source>
<year>1995</year>
<publisher-loc><![CDATA[VYGOTSKI, Lev Semionovitch. La prehistoria del desarrollo del lenguaje escrito. In ]]></publisher-loc>
<publisher-name><![CDATA[VYGOTSKI]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIGOTSKI]]></surname>
</name>
</person-group>
<source><![CDATA[Lev Semionovitch]]></source>
<year>1932</year>
<publisher-loc><![CDATA[VIGOTSKI, Lev Semionovitch. 7 Aulas de L. S. Vigotski ]]></publisher-loc>
<publisher-name><![CDATA[sobre os fundamentos da Pedologia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VOLÓCHINOV]]></surname>
</name>
</person-group>
<source><![CDATA[Valentin]]></source>
<year>2018</year>
<publisher-loc><![CDATA[VOLÓCHINOV, Valentin. Marxismo e filosofia da linguagem ]]></publisher-loc>
<publisher-name><![CDATA[problemas fundamentais do método sociológico na ciência da linguagem]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
