<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782025000100259</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782025300076</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A compreensão docente sobre a atividade de estudo: Implicações no processo pedagógico]]></article-title>
<article-title xml:lang="es"><![CDATA[La comprensión de la actividad de estudio por parte del profesor: Implicaciones en el proceso pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers understanding of the study activity: Implications in the pedagogical process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Szymanski]]></surname>
<given-names><![CDATA[Maria Lídia Sica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Rosa Cleide Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Prefeitura Municipal de Cascavel  ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></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>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782025000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782025000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782025000100259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A passagem da educação infantil para o 1º ano do ensino fundamental revela que a atividade-guia que envolve a protagonização de papéis vai gradativamente sendo substituída pela atividade de estudo, cuja compreensão docente é o objeto desta investigação. Apresenta-se uma pesquisa de campo, na qual se entrevistaram individualmente 26 professoras do 1º ano do ensino fundamental de 15 escolas de uma rede municipal de ensino no oeste do Paraná, cujo currículo se fundamenta na teoria histórico-cultural desde 2008. Os resultados demonstraram a apropriação docente de elementos importantes relativos ao conceito de atividade de estudo, mas esse processo é lento e complexo, exigindo regularidade e persistência em uma formação continuada que articule teoria e prática. A reflexão acerca da práxis docente implica o compromisso constante de desenvolver o pensamento teórico e educar o aluno para uma leitura crítica, que promova uma inserção ativa na realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El paso de la Educación Infantil al 1º de Educación Primaria revela que la actividad orientadora del juego de roles está siendo progresivamente sustituida por la actividad de estudio, cuya comprensión docente es objeto de esta investigación. Se presenta una investigación de campo, en la que se entrevistó individualmente a 26 docentes del 1er año de Educación Primaria de 15 escuelas de una red educativa municipal del Occidente de PR, cuyo currículo se basa en la teoría histórico-cultural desde 2008. Los resultados mostraron la apropiación docente de elementos importantes relacionados con el concepto de actividad de estudio. Sin embargo, este proceso es lento y complejo, y requiere regularidad y perseverancia en una formación continua que articule teoría y práctica. La reflexión sobre la praxis docente implica un compromiso constante con el desarrollo del pensamiento teórico y la formación de los estudiantes hacia una lectura crítica, que promueva una inserción activa en la realidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The transition from early childhood education to the 1st year of elementary school reveals that a guiding activity that involves role-playing will be gradually transformed into a study activity, whose teaching understanding is the object of this investigation. Field research is presented, in which 26 teachers from the 1st year of elementary school were interviewed individually from 15 schools in a municipal education network in western Paraná, whose curriculum has been based on historical-cultural theory since 2008. The results showed the teaching appropriation of important elements related to the concept of study activity. However, this process is slow and complex, requiring regularity and persistence in continued training that combines theory and practice. Reflection on teaching praxis implies a constant focus on developing theoretical thinking and training students for critical reading, which promotes an active insertion into reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atividade de Estudo]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="es"><![CDATA[Actividad de Estudio]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo]]></kwd>
<kwd lng="es"><![CDATA[Escuela Primaria]]></kwd>
<kwd lng="en"><![CDATA[Study Activity]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Development]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang=""><![CDATA[Aprendizagem e Desenvolvimento Intelectual na Idade Escolar]]></article-title>
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<name>
<surname><![CDATA[VIGOTSKII]]></surname>
<given-names><![CDATA[Lev Semenovich]]></given-names>
</name>
<name>
<surname><![CDATA[LURIA]]></surname>
<given-names><![CDATA[Alexander Romanovich]]></given-names>
</name>
<name>
<surname><![CDATA[LEONTIEV]]></surname>
<given-names><![CDATA[Alex N.]]></given-names>
</name>
<name>
<surname><![CDATA[Villalobos]]></surname>
<given-names><![CDATA[Maria da Penha]]></given-names>
</name>
</person-group>
<source><![CDATA[Linguagem, Desenvolvimento e Aprendizagem.]]></source>
<year>2010</year>
<edition>11. ed.</edition>
<page-range>103-17</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Ícone]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
