<?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>S0104-70432021000200243</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n62.p243-258</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONTROVÉRSIAS E BINARISMOS: CONCEPÇÕES DE PROFESSORAS SOBRE BRINCADEIRAS E GÊNERO NA EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTROVERSIES AND BINARISMS: TEACHERS' CONCEPTIONS ABOUT PLAY AND GENDER IN EARLY CHILDHOOD EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[CONTROVERSIAS Y BINARISMOS: CONCEPCIONES DEL PROFESOR EN JUEGOS INFANTILES Y GÉNERO EN LA EDUCACIÓN INFANTIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Luciane Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graupe]]></surname>
<given-names><![CDATA[Mareli Eliane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A2"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bragagnolo]]></surname>
<given-names><![CDATA[Regina Ingrid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Município de Lages  ]]></institution>
<addr-line><![CDATA[Lages Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Planalto Catarinense Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A2a">
<institution><![CDATA[,Universidade do Planalto Catarinense Programa de Pós-Graduação em Ambiente e Saúde ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UFSC Núcleo de Desenvolvimento Infantil ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>62</numero>
<fpage>243</fpage>
<lpage>258</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000200243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000200243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000200243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como objetivo analisar as concepções de gênero e de brincadeiras de professoras de Educação Infantil de uma cidade do interior do Sul do Brasil. O referencial teórico abarca autores(as) como Butler (1990), Meirelles (2015), Campos e Barbosa (2015), Kishimoto (2008), Finco (2003) e Louro (2014). A pesquisa é de cunho qualitativo e teve como registro metodológico entrevistas focalizadas com cinco docentes e observação participante passiva. Os dados apontam que o debate de gênero na Educação Infantil apresenta controvérsias e ambivalências, na concepção das professoras, ao tratar das brincadeiras e gênero na medida que fazem uso de uma ordem conceitual pautada nos binarismos: entre meninos e meninas, nos brinquedos e brincadeiras e nos modos de organização dos corpos nos espaços educativos. Desse modo, a ampliação da produção de conhecimentos no campo de estudos de gênero e educação infantil é urgente e necessária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to analyze the conceptions of gender and play of teachers of early childhood education in a city in the south of Brazil. The theoretical framework encompasses authors such as: Butler (1990), Meirelles (2015), Campos &amp; Barbosa (2015), Kishimoto (2008), Finco (2003), Louro (2014), among others. This qualitative research had as methodological record focused interviews with five teachers and passive participant observation. The data indicate that the gender debate in early childhood education presents controversies and ambivalences, in the teachers' conception, when dealing with play and gender, as they make use of a conceptual order based on binarisms: binarisms between boys and girls, binarisms in toys and games and binarisms in the modes of organization of bodies in educational spaces. Thus, the expansion of knowledge production in the field of gender studies and early childhood education is urgent and necessary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo analizar las concepciones de género y juegos infantiles de los docentes de educación infantil en una ciudad del sur de Brasil. El marco teórico abarca autores como: Butler (1990), Meirelles (2015), Campos y Barbosa (2015), Kishimoto (2008), Finco (2003) y Louro (2014). La investigación es cualitativa y tuvo como registro metodológico entrevistas enfocadas con cinco maestros y observación pasiva participante. Los datos indican que el debate de género en la educación de la primera infancia presenta controversias y ambivalencias, en la concepción de los maestros, cuando se trata de juegos y género, ya que hacen uso de un orden conceptual basado en binarismos: entre niños y niñas, sobre juguetes y juegos y en los modos de organización de los cuerpos en espacios educativos. Por lo tanto, la expansión de la producción de conocimiento en el campo de los estudios de género y la educación de la primera infancia es urgente y necesaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[brincadeiras]]></kwd>
<kwd lng="pt"><![CDATA[gênero]]></kwd>
<kwd lng="pt"><![CDATA[binarismos]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[play]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[binarisms]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infância]]></kwd>
<kwd lng="es"><![CDATA[juegos infantiles]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[binarismo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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