<?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>S1981-416x2023000100093</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.076.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção de uma lógica na pesquisa com bebês]]></article-title>
<article-title xml:lang="en"><![CDATA[Logic of inquiry building in a research with babies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Elenice de Brito Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Vanessa Ferraz Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado da Bahia (UNEB)  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>76</numero>
<fpage>93</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000100093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000100093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000100093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Como a ontologia dos bebês como seres sociais potentes e vulneráveis impacta as decisões teórico-metodológicas na pesquisa? Como as questões epistemológicas circunscrevem a produção de uma lógica que apreenda as relações entre bebês e outras pessoas, as materialidades e contextos histórico-culturais? Estas questões são objetos de reflexão neste artigo, construído a partir da pesquisa sobre os processos de constituição da brincadeira em um grupo de bebês na Educação Infantil entre os anos de 2017 e 2018. A pesquisa buscou evidenciar a gênese cultural desta atividade no grupo, sua concretude nas práticas sociais coletivas e nas relações de alteridade construídas por meio do compartilhamento das fontes narrativas e simbólicas, das rotinas culturais e de cuidado na EMEI Tupi em Belo Horizonte, Minas Gerais. Com base nos fundamentos da Teoria Histórico-Cultural e da Etnografia em Educação, assim como nos diálogos com os Estudos da Infância e dos Bebês, buscamos conferir centralidade às ações e linguagens dos bebês dialeticamente situadas em relação aos acontecimentos sociais que possuem historicidade no grupo e na cultura mais ampla. Portanto, a natureza contextualizada da pesquisa e o cuidado ético de situar e considerar sempre as pessoas, materialidades, discursos, estruturas, métodos, como contextos para o que acontece, são duas premissas anunciadas entre os princípios orientadores da pesquisa com bebês que se desdobraram em implicações metodológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract How does the ontology of babies as potent and vulnerable social beings impact theoretical-methodological decisions in a research? How do epistemological questions circumscribe the production of a logic that apprehends the relationships between babies and other people, the materiality and cultural-historical contexts? These questions are objects of reflection in this article, built from the research on the processes of constitution of play in a group of babies in Early Childhood Education between 2017 and 2018. The research sought to highlight the cultural genesis of this activity in the group, its concreteness in collective social practices and in the relationships of otherness built through the sharing of narrative and symbolic sources, cultural and care routines at EMEI Tupi in Belo Horizonte, Minas Gerais. Based on the foundations of Cultural-Historical Theory and Ethnography in Education, as well as on the dialogues with Childhood and Baby Studies, we seek to give centrality to the actions and languages &#8203;&#8203;of babies dialectically situated in relation to social events that have historicity in the group and in the wider culture. Therefore, the contextualized nature of research and the ethical care to always situate and consider people, materiality, discourses, structures, methods, as contexts for what happens, are two premises announced among the guiding principles of research with babies that unfolded in methodological implications.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen ¿Cómo impacta la ontología de los bebés como seres sociales potentes y vulnerables en las decisiones teórico-metodológicas en investigación? ¿Cómo las cuestiones epistemológicas circunscriben la producción de una lógica que aprehende las relaciones entre bebés y otras personas, las materialidades y los contextos histórico-culturales? Estos interrogantes son objeto de reflexión en este artículo, construido a partir de la investigación sobre los procesos de constitución del juego en un grupo de bebés de Educación Infantil entre los años 2017 y 2018. La investigación buscó resaltar la génesis cultural de esta actividad en el grupo, su concreción en las prácticas sociales colectivas y en las relaciones de alteridad construidas a partir del intercambio de fuentes narrativas y simbólicas, rutinas culturales y de cuidado en EMEI Tupi en Belo Horizonte, Minas Gerais. A partir de los fundamentos de la Teoría Histórico-Cultural y de la Etnografía en Educación, así como de los diálogos con los Estudios de la Infancia y del Bebé, buscamos dar centralidad a las acciones y lenguajes de los bebés situados dialécticamente en relación a los hechos sociales que tienen historicidad. en el grupo y en la cultura más amplia. Por lo tanto, el carácter contextualizado de la investigación y el cuidado ético de situar y considerar siempre a las personas, las materialidades, los discursos, las estructuras, los métodos, como contextos de lo que sucede, son dos premisas anunciadas entre los principios rectores de la investigación con bebés que se desdoblaron en implicaciones metodológicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa com bebês]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Etnografia em Educação]]></kwd>
<kwd lng="en"><![CDATA[Research with babies]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Ethnography in Education]]></kwd>
<kwd lng="es"><![CDATA[Investigación de bebés]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Etnografía en la Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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