<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2007000100015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas da infância: os sentidos do brincar e a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caiado]]></surname>
<given-names><![CDATA[Katia Regina Moreno]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Carolina Lucenti]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,PUCCampinas Programa de Pós Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2007</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2007</year>
</pub-date>
<volume>07</volume>
<numero>20</numero>
<fpage>179</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2007000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2007000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2007000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo do trabalho é estudar as concepções do brincar na infância reveladas nas narrativas de futuros professores de educação especial. Entrevistamos 48 alunos concluintes do Curso de Pedagogia - formação de professor para Educação Especial, da Faculdade de Educação, oferecido numa Universidade. As narrativas foram escritas a partir de três eixos propostos, a saber: as lembranças do brincar na infância; a infância e o trabalho infantil; o papel do brincar na aprendizagem e desenvolvimento da criança ‘especial’. Considerou-se no estudo que as narrativas de vida de cada participante, futuros educadores, era uma unidade de análise reveladora da relação entre o social e o indivíduo; narrativas que expressam as possibilidades históricas concretas daquela vida se constituir. Organizamos seis perguntas abertas que nortearam a construção das narrativas escritas. Para análise dos textos trabalhamos com três categorias: 1. A infância e o brincar; 2. O trabalho infantil e o tempo das brincadeiras; 3. A memória, a identidade e a formação de professores. Os resultados da pesquisa apontam um descompasso entre as concepções teóricas sobre o brincar que elaboraram ao longo do curso e a prática pedagógica realizada nos estágios. No cotidiano escolar reproduziram uma escola onde o brincar não se vive, não se aprende.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The objective of the work is to study the concepts of playing during childhood that are revealed in narratives of future teachers of special education. We interviewed 48 concluding students of the Pedagogical Course - Teacher Training for Special Education given by the department of education of a university. The narratives were written with three proposed axes in mind: memories of playing during childhood; childhood and child labor; the role of playing in the learning and development of the “special” child. The study considered the narratives of life of each participant of these future teachers as a unit of analysis revealing the relation between the social and the individual; the narratives expressed the historical concrete possibilities for that life to be constructed. We organized six open questions that oriented the construction of the written narratives. We worked with three categories to analyze the texts: 1. Childhood and playing; 2. Child labor and time for playing; 3. Memory, identity and teacher training. Results of the study point out that the theoretical concepts about playing elaborated during the course were out of step with pedagogical practice during trial teaching. Daily school practice reproduces a school where playing is neither experienced nor learned.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Narrativas da Infância]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="en"><![CDATA[Childhood Narratives]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Playing]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Narrativas da inf&acirc;ncia: os  sentidos do brincar e a forma&ccedil;&atilde;o de professores.</h2> <h3>Childhood narratives: the significance of playing and teacher training.</h3>     <p>&nbsp;</p> <h4>Katia Regina Moreno Caiado,  Carolina Lucenti Pereira    <br> </h4> </font>      ]]></body>
</article>
