<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432020000400308</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2020.v29.n60.p308-321</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PSICOMOTRICIDADE RELACIONAL SOB A ÓTICA DE CONCEITOS TEÓRICOS DE VYGOTSKY E BRONFENBRENNER]]></article-title>
<article-title xml:lang="en"><![CDATA[RELATIONAL PSYCHOMOTRICITY FROM THE PERSPECTIVE OF THEORETICAL CONCEPTS OF VYGOTSKY AND BRONFENBRENNER]]></article-title>
<article-title xml:lang="es"><![CDATA[PSICOMOTRICIDAD RELACIONAL DESDE LA PERSPECTIVA DE LOS CONCEPTOS TEÓRICOS DE VYGOTSKY Y BRONFENBRENNER]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bersch]]></surname>
<given-names><![CDATA[Ângela Adriane Schmidt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yunes]]></surname>
<given-names><![CDATA[Maria Angela Mattar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molon]]></surname>
<given-names><![CDATA[Susana Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rio Grande Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Salgado de Oliveira  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>29</volume>
<numero>60</numero>
<fpage>308</fpage>
<lpage>321</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432020000400308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432020000400308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432020000400308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem por objetivo apresentar a Psicomotricidade Relacional (PR) por meio do diálogo entre a teoria sócio-histórica de Lev Semionovitch Vygotsky e a teoria Bioecológica de Urie Bronfenbrenner. A PR tem por base os aspectos lúdicos do brincar com movimento e expressões corporal/artística/musical/verbal. Essas são as linguagens através das quais as crianças se manifestam e se comunicam, estabelecendo pontes entre o real e o imaginário. As relações na PR serão a tônica do diálogo conceitual estabelecido entre os autores, enfatizando-se o poder das díades em Bronfenbrenner e os processos de mediação semiótica em Vygotsky. Lançar o &#8220;olhar&#8221; sob o prisma destas duas teorias permite ressaltar a relevância do papel do psicomotricista como propulsor de interações de desenvolvimento com os participantes. A PR potencializa, por meio das relações, a criatividade, a busca da autonomia e uma compreensão maior de si mesmo, e pode projetar mudança de atitudes. Conclui-se que a PR representa um diferencial no que se refere à sua metodologia potencializadora de novas aprendizagens.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to present Relational Psychomotricity (RP) through a dialogue between the socio-historical theory of Lev Semionovitch Vygotsky and the Bioecological theory of Urie Bronfenbrenner. The RP is based on playful aspects of movement and its expressions in the body/art/ music/ verbal. These are languages &#8203;&#8203;through which children show and communicate making bridges between reality and fantasy. Relationships are the keynote of the conceptual dialogue established between the two authors with emphasis in the power of dyads in Bronfenbrenner and the semiotic mediation processes in Vygotsky. This &#8220;look&#8221; at RP in the light of these two theories allows to confirm the relevance of the role of the psychomotricist as leading developmental interactions with the participants. The RP leverages through relationships creativity, the pursuit of autonomy, a greater understanding of yourself and can design changing attitudes. In conclusion RP is remarked for its methodology that promotes learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo presentar la psicomotricidad Relacional (PR) a través del diálogo entre la teoría socio-histórica de Lev Semionovitch Vygotsky y la teoría Bioecologica de Urie Bronfenbrenner. PR se basa en los aspectos lúdicos de jugar con el movimiento y la expresión artística/musical/verbal del cuerpo. Estos son los idiomas a través del cual los niños se manifiestan y comunican el establecimiento de puentes entre lo real y lo imaginario. Relaciones en PR será la nota clave del diálogo conceptual establecido entre los autores, haciendo hincapié en el poder de las diades en Bronfenbrenner y los procesos del mediación semiótica en Vygotsky. Mirar a través del prisma de estas dos teorías permite hacer hincapié en la importancia del papel de las interacciones de desarrollo psicomotor como empujador con los participantes. PR aprovecha a través de relaciones, la creatividad, la búsqueda de la autonomía, una mayor comprensión de sí mismo y puede diseñar a cambiar la actitud. De ello se deduce que PR es un diferencial con respecto a su potenciación metodología de nuevas aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicomotricidade relacional]]></kwd>
<kwd lng="pt"><![CDATA[Bioecologia]]></kwd>
<kwd lng="pt"><![CDATA[Mediação semiótica]]></kwd>
<kwd lng="en"><![CDATA[Relational psychomotricity]]></kwd>
<kwd lng="en"><![CDATA[Bioecology]]></kwd>
<kwd lng="en"><![CDATA[Semiotim Mediation]]></kwd>
<kwd lng="es"><![CDATA[Psicomotricidad relacional]]></kwd>
<kwd lng="es"><![CDATA[Bioecologia]]></kwd>
<kwd lng="es"><![CDATA[Mediación semiótica]]></kwd>
</kwd-group>
</article-meta>
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