<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022024000100859</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202450269229por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indissociabilidade entre emoções e letramentos na sala de aula de bebês e crianças]]></article-title>
<article-title xml:lang="en"><![CDATA[Inseparability between infants&#8217; and children&#8217;s emotions and literacies in the classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Maíra Tomayno de Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Maria de Fátima Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penafiel]]></surname>
<given-names><![CDATA[Kelly Jessie Queiroz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Faculdade Ciências Médicas de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[Vilhena Rondônia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022024000100859&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022024000100859&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022024000100859&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como objetivo analisar, do ponto de vista da Teoria Histórico-Cultural e da Etnografia em Educação, as relações entre emoções e letramentos construídas em duas salas de aula, uma de bebês e outra de crianças pertencentes a duas pesquisas etnográficas e longitudinais realizadas em dois períodos diferentes por integrantes do mesmo grupo de pesquisa. A primeira foi realizada entre 2006 e 2008 e a segunda entre 2017 e março de 2020. As descrições e análises permitiram-nos fazer contrastes entre os padrões culturais das duas salas quando os eventos da roda de história aconteciam em ambas. Percebemos que as atividades de letramentos são atividades humanas e envolvem os sujeitos em todas as suas dimensões, e concluímos que a condição para a formação das funções psíquicas superiores em bebês e crianças que têm suporte da indivisibilidade da unidade dialética [emoções-letramentos] precisa considerar as vivências culturais e sociais das crianças, bem como suas ações e interações com colegas e professoras, ou seja, é na dialética entre o coletivo e o individual que os sentidos dos eventos de letramentos, assim como, as subjetividades são constituídos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to analyze, based on historical-cultural theory and ethnography in education, the relations between emotions and literacies constructed in two classrooms (one for babies and another for children) in two ethnographic and longitudinal studies in two different periods by members of the same research group. The first research was carried out from 2006 to 2008 and the other, from 2017 to March 2020. Descriptions and analyses contrasted the cultural patterns of the two classrooms during their story telling events. We found that literacy activities are human activities that involve subjects in all their dimensions and that the condition for building higher psychic functions in infants and children who are supported by the indivisibility of the dialectical unit [emotions-literacies] must consider children&#8217;s cultural and social experiences and actions and interactions with colleagues and teachers, i.e., the dialectic between the collective and the individual constitute the meanings of literacy events and subjectivities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Emoções-letramentos]]></kwd>
<kwd lng="pt"><![CDATA[Bebês]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="en"><![CDATA[Emotions-literacies]]></kwd>
<kwd lng="en"><![CDATA[Infants]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
</kwd-group>
</article-meta>
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