<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000500095</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.68686</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los materiales usados en escuelas de Educación Infantil proyectados en sus webs y blogs]]></article-title>
<article-title xml:lang="pt"><![CDATA[Os materiais utilizados nas escolas de Educação Infantil projetados em seus sites e blogs]]></article-title>
<article-title xml:lang="en"><![CDATA[The materials used in early Childhood Schools, projected on their websites and blogs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[María Montserrat Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Coruña  ]]></institution>
<addr-line><![CDATA[Coruña ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>77</numero>
<fpage>95</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000500095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000500095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000500095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En España, la Educación Infantil (EI) no es una etapa de escolarización obligatoria, pero, en la actualidad casi el 100% del alumnado de 3-6 años está escolarizado. En los últimos años en la comunidad científica se ha despertado un interés por investigar sobre diferentes aspectos curriculares relacionados con la praxis educativa de esta etapa. En este marco, los materiales juegan un rol fundamental como mediadores para el acceso al conocimiento y también para el desarrollo de proyectos educativos. En paralelo, las políticas de incentivación del uso de las TIC en la sociedad y en la escuela generan nuevas formas traspasar muros: sus webs y blogs sirven de escaparate para que los centros dejen constancia de su trabajo. Este artículo presenta los resultados de una investigación que tiene dos objetivos: Identificar el tipo de materiales proyectados en los blogs y website de los centros educativos, y comprobar si éstos están contextualizados en la comunidad educativa.En esta investigación se seleccionan cuatro colegios que responde a cuatro modelos representativos en cuanto al uso de materiales y de webs/blogs. Es una selección intencionada a partir de los siguientes criterios: tipo de escuela, contexto socieconómico, uso de sus webs/blogs y tipos de materiales. Es una muestra de 27 aulas agrupadas en cuatro centros. El instrumento de investigación se elaboró a partir de los indicadores propuestos por Booth and Ainscow (2011). Los resultados indican que existe una cultura de compartir materiales; uso mayoritario de materiales de fuera de la comunidad excepto en los centros rurales. El uso de los blogs y website difiere: unos centros reflejan procesos y otros presentan los productos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Na Espanha, a Educação Infantil não é uma etapa escolar obrigatória, mas, atualmente, quase 100% dos alunos entre 3 e 6 anos estão na escola. Nos últimos anos, na comunidade científica, despertou-se interesse em investigar diferentes aspectos curriculares relacionados à práxis educacional dessa etapa. Neste contexto, os materiais desempenham um papel fundamental como mediadores para o acesso ao conhecimento e também para o desenvolvimento de projetos educacionais. Paralelamente, as políticas de incentivo ao uso das TICs na sociedade e na escola geram novas formas de ir além das paredes: seus sites e blogs servem de vitrine para os centros registrarem seus trabalhos. Este artigo apresenta os resultados de uma investigação que tem dois objetivos: identificar os tipos de materiais projetados nos blogs e sites dos centros educacionais e verificar se eles são contextualizados na comunidade educacional. Nesta pesquisa, são selecionadas quatro escolas que respondem a quatro modelos representativos referentes ao uso de materiais e sites/blogs. É uma seleção intencional baseada nos seguintes critérios: tipo de escola, contexto socioeconômico, uso de seus sites/blogs e tipos de materiais. É uma amostra de 27 salas de aula agrupadas em quatro centros. O instrumento de pesquisa foi desenvolvido com base nos indicadores propostos por Booth e Ainscow (2011). Os resultados indicam que existe uma cultura de compartilhamento de materiais e o uso majoritário de materiais de fora da comunidade, exceto em centros rurais. O uso de blogs e website difere: alguns centros refletem processos e outros apresentam os produtos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In Spain, Early Childhood Education is not a compulsory schooling stage, but, currently, almost 100% of students aged 3-6 are in school. In recent years in the scientific community an interest has been raised to investigate different curricular aspects related to the educational praxis of this stage. In this framework, materials play a fundamental role as mediators for access to knowledge and also for the development of educational projects. Also, the incentive policies for the use of ICTs in society and at school generate new ways to go beyond walls: their websites and blogs serve as a showcase for centers to record their work. This article presents the results of an investigation that has two objectives: Identify the type of materials projected on the blogs and websites of the educational centers, and check if they are contextualized in the educational community. In this research, four schools are selected that respond to four representative models regarding the use of materials and websites / blogs. It is an intentional selection based on the following criteria: type of school, socio-economic context, use of its websites / blogs and types of materials. It is a sample of 27 classrooms grouped in four centers. The research instrument was developed based on the indicators proposed by Booth and Ainscow (2011). The results indicate that there is a culture of sharing materials; majority use of materials from outside the community except in rural centers. The use of blogs and website differs: some centers reflect processes and others present the products.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Materiales]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Blogs]]></kwd>
<kwd lng="es"><![CDATA[Website]]></kwd>
<kwd lng="es"><![CDATA[Materiales contextualizados]]></kwd>
<kwd lng="pt"><![CDATA[Materiais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Blogs]]></kwd>
<kwd lng="pt"><![CDATA[Website]]></kwd>
<kwd lng="pt"><![CDATA[Materiais contextualizados]]></kwd>
<kwd lng="en"><![CDATA[Materials]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood]]></kwd>
<kwd lng="en"><![CDATA[Blogs]]></kwd>
<kwd lng="en"><![CDATA[Website]]></kwd>
<kwd lng="en"><![CDATA[Contextualized materials]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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