<?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>S0104-40602025000102503</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.96146</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pandemia e os vínculos entre famílias e escolas na Educação Infantil: uma proposta de análise para além do NSE]]></article-title>
<article-title xml:lang="en"><![CDATA[The pandemic and the bonds between families and schools in Early Childhood Education: an analytical proposal beyond Socioeconomic Status (SES)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Xavier]]></surname>
<given-names><![CDATA[Rosa Seleta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Koslinski]]></surname>
<given-names><![CDATA[Mariane Campelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602025000102503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602025000102503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602025000102503&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo propõe-se a adotar o tipo de escola e as diferenças entre as formas de ação próprias do mercado e do Estado como categorias de análise relevantes e promissoras ao tratar das variações nas estratégias de aproximação e manutenção dos vínculos com as famílias na Educação Infantil, durante o primeiro ano da pandemia da Covid-19. Os procedimentos de investigação incluíram entrevistas e registros de diário de campo. As escolas da amostra estão localizadas em dois municípios brasileiros: Sobral (rede pública) e Rio de Janeiro (escolas privadas não conveniadas e conveniadas). Os resultados sugerem, entre outras conclusões, que: I) o tipo de escola e as diferenças entre os modos de ação próprios do mercado e do Estado constituem fatores de influência com potencial para serem investigados em estudos futuros; II) alinhar a literatura da Sociologia da Educação a leituras da área educacional, voltada à Educação Infantil, pode agregar chaves de análise, que ajudam a compreender a relação família-escola nesta etapa de escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article proposes adopting the type of school and the differences between market-driven and state-driven actions as relevant and promising analytical categories when examining variations in strategies for approaching and maintaining ties with families in Early Childhood Education during the first year of the Covid-19 pandemic. The research procedures included interviews and field diary records. The schools in the sample are located in two Brazilian municipalities: Sobral (public network) and Rio de Janeiro (non-affiliated and affiliated private schools). The results suggest, among other conclusions, that: (I) the type of school and the differences between market-driven and state-driven actions constitute influential factors with the potential to be explored in future studies; (II) aligning the literature of the Sociology of Education with educational research focused on Early Childhood Education can provide new analytical perspectives that help in understanding the family-school relationship at this stage of schooling.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relação Família-Escola]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Covid-19]]></kwd>
<kwd lng="en"><![CDATA[Family-School Relationship]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Covid-19]]></kwd>
</kwd-group>
</article-meta>
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