<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312007000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Afeto e auto-estima nas relações interativas em início de escolarização]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Simão Francisco de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Faculdades JK  ]]></institution>
<addr-line><![CDATA[DF ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2007</year>
</pub-date>
<volume>13</volume>
<numero>25</numero>
<fpage>299</fpage>
<lpage>310</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312007000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312007000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312007000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo, à luz da perspectiva sócio-histórico-cultural, discute o afeto e a auto-estima nas relações diádicas professora-alunos e alunos-alunos no início da escolarização. Discorre acerca dos principais conceitos envolvidos e destaca os papéis da comunicação e da metacomunicação em tais interações, relacionando-os à construção da auto-estima. Sumariza estudo empírico realizado pelo autor envolvendo 12 crianças de uma 1ª Série do Ensino Fundamental (atual Segundo Ano) de uma escola pública no DF (seis com indícios de desejável e seis de indesejável auto-estima). Objetivou, entre outras questões, compreender as possíveis motivações potencialmente incrementadoras de mudanças no curso dos processos de construção da auto-estima, a partir das interações comunicativas e metacomunicativas diádicas criançascrianças e professora-crianças. Entre as principais conclusões, sugere-se o premente e permanente investimento na qualidade das interações comunicacionais e metacomunicacionais afetivas no contexto estudado para a ampliação das possibilidades da construção mais desejável possível da auto-estima dos nossos pequenos escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article, in the light of the social-historical-cultural perspective, discusses the affection and self-esteem in the didactic relations between teacher-students and students-students in early school education. Presents the main concepts and outlines the role of communication and metacommunication in such interactions, relating them with the construction of self-esteem. Summarizes the empirical study carried out by the author involving 12 children of one 1st Grade of Primary Education (current Second Year) of a public school of the Federal District (six with and six with no indications of desirable self-esteem). It objectified, among other questions, to understand the possible motivations potentially capable of increasing changes in the course of the processes of construction of self-esteem, starting from the communicative and metacommunicative didactic interactions between children-children and teacherchildren. Among the main conclusions, we suggest the urgent and permanent investment in the quality of affective communication and metacommunication interactions in the context studied to expand the possibilities of the most desirable construction of self-esteem in our small children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Cet article, à la lumière de la perspective socio-historique-culturelle, discute l’affection et l’auto-estime dans les relations didactiques maître-élève et élèves-élèves en début de scolarisation. Traite de discourir sur les principaux concepts impliqués et met en relief les rôles de la communication et de la metacommunication dans telles interactions, en les mettant en relation avec la construction de l’auto-estime. Fait la synthèse d’une étude empirique réalisée par l’auteur impliquant 12 enfants d’une première année de l’enseignement primaire (actuelle deuxième année) d’une école publique du District Fédéral (six avec et six sans des indices d’auto-estime désirable). Tient comme objet, entre autres questions, de comprendre les possibles motivations qui peuvent potentialiser les changements dans le cours des processus de construction de l’auto-estime, à partir des interactions communicatives et metacommunicatives didactiques enfantsenfants et maître-enfants. Parmi les principales conclusions, nous suggérons l’investissement urgent et permanent dans la qualité des relations didactiques de communication et metacommunication affective dans le contexte étudié pour élargir les possibilités d’une construction plus désirable de l’auto-estime chez nos petits enfants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo discute el afecto y la autoestima en las relaciones interactivas promovidas en la educación infantil. Presenta posibilidades conceptuales para ambos constructos y sus relaciones con el binomio inteligencia/escolarización, comprendendo que, entre las necesidades para garantizar la supervivencia, la vivencia y la convivencia humana en el contexto sociohistoricocultural, está la afectiva. Discurre acerca de la unidad afecto/cognición a partir de Wallon y Vygotsky; destaca la comunicación afectiva y su papel en la construcción de la autoestima en contextos de aprendizaje. Defende la inversión en el afecto y en la autoestima en el proceso de enseñanza-aprendizaje infantil, tiendo por base un estúdio empírico en curso conducido por el autor de este texto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Afeto]]></kwd>
<kwd lng="pt"><![CDATA[Auto-Estima]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Início de Escolarização]]></kwd>
<kwd lng="en"><![CDATA[Affection]]></kwd>
<kwd lng="en"><![CDATA[Self-Esteem]]></kwd>
<kwd lng="en"><![CDATA[Child Development]]></kwd>
<kwd lng="en"><![CDATA[Early School Education]]></kwd>
<kwd lng="fr"><![CDATA[Affection]]></kwd>
<kwd lng="fr"><![CDATA[Auto-Estime]]></kwd>
<kwd lng="fr"><![CDATA[Développement de L’Enfance]]></kwd>
<kwd lng="fr"><![CDATA[Scolarisation Initiale]]></kwd>
<kwd lng="es"><![CDATA[Afecto]]></kwd>
<kwd lng="es"><![CDATA[Autoestima]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Afeto e auto-estima nas  rela&ccedil;&otilde;es interativas em in&iacute;cio de escolariza&ccedil;&atilde;o.</h2> <h3>Affection and self-esteem in the interactive relationships in early  school education.</h3> <h3>L&rsquo;affection et l&rsquo;auto-estime dans les relations interactives dans la  scolarisation initiale.</h3> <h3>Afecto y autoestima en las relaciones interactivas en la educaci&oacute;n infantil.</h3>     <p>&nbsp;</p> <h4>Sim&atilde;o Francisco de Miranda    <br> </h4> </font>      ]]></body><back>
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