<?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>S1981-416x2025000200617</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds11</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Children&#8217;s participation in the curricular production of early childhood education through playful activities and interactions]]></article-title>
<article-title xml:lang="es"><![CDATA[La participación de niños y niñas en la producción de planes de estudios de la educación infantil mediante sus juegos e interacciones]]></article-title>
<article-title xml:lang="pt"><![CDATA[A participação das crianças na produção curricular da Educação Infantil por meio de brincadeiras e interações]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Vanessa Guimarães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[André da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo (UFES) NAIF ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo (UFES) NAIF ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>85</numero>
<fpage>617</fpage>
<lpage>632</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200617&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200617&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200617&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to analyze children's participation in the curricular development of Early Childhood Education through playful activities and interactions, both among the children themselves and with adults. This Collaborative Action Research involved 50 children and five adults (teachers and the principal). Data was collected through field diaries, focusing on the children&#8217;s statements, narrative interviews with adults, and photography. The research focused on revitalizing a playroom in a municipal school of Early Children Educational in Vitória/ES/Brazil, where children use strategies to engage with and occupy this playful space in ways that reflect their interests and needs. In this context, the children challenge the adults to subvert the predictable logic of schooling and to explore alternative educational approaches that recognize their agency and cultural expressions. This process has had a significant impact on the professional development of the teachers involved, who were prompted to reframe their teaching practices and view the children as co-producers of the curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo el análisis de la participación de niños y niñas, mediante juegos e interacciones establecidos entre y con ellos, en la producción curricular de la Educación Infantil. Se trata de una Investigación-Acción Colaborativa, realizada con 50 menores y cinco adultos (maestras y director). Los datos se produjeron como diario de campo, centrado en las enunciaciones de los menores, entrevistas narrativas con los mayores y fotografías. El enfoque de la investigación se centró en la revitalización de la ludoteca de un Centro Municipal de Educación Infantil de Vitoria/ES, en el que los niños se movilizaron para ocupar y practicar ese sitio lúdico según sus intereses y necesidades. En este contexto, los pequeños desafiaron los adultos a subvirtir la lógica escolar de la previsibilidad y a discutir otras formas de educación que valoraran sus agencias y producciones culturales. Ese movimiento impactó la formación de los maestros involucrados, que fueron desafiados a resignificar sus prácticas docentes, de tal forma que consideraron los niños y niñas coautores de programas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo analisar a participação das crianças por meio das brincadeiras e interações estabelecidas entre e com elas, na produção curricular da Educação Infantil. Trata-se de uma Pesquisa-Ação Colaborativa, realizada com 50 crianças e cinco adultos (professoras e diretor). Os dados foram produzidos a partir de diário de campo, com ênfase nas enunciações das crianças, entrevistas narrativas com os adultos e fotografias. O foco da pesquisa incidiu sobre a revitalização da brinquedoteca de um Centro Municipal de Educação Infantil de Vitória/ES, em que as crianças mobilizaram táticas para ocupar e praticar esse lugar lúdico de acordo com os seus interesses e necessidades. Nesse contexto, as crianças desafiaram os adultos a subverterem a lógica escolar da previsibilidade e a discutir outras formas de educação, valorizando as suas agências e produções culturais. Esse movimento impactou na formação dos professores envolvidos, que foram desafiados a ressignificarem as suas práticas docentes, de modo a considerar as crianças como coprodutoras de currículos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Everyday life]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Participation]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Planes de estudios]]></kwd>
<kwd lng="es"><![CDATA[Cuotidiano]]></kwd>
<kwd lng="es"><![CDATA[Niños y niñas]]></kwd>
<kwd lng="es"><![CDATA[Participación]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Cotidiano]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Participação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>183-206</page-range><publisher-name><![CDATA[Instituto de Estudos da Criança da Universidade do Minho (Braga/Portugal)]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<collab>TERRITÓRIO DO BRINCAR</collab>
<source><![CDATA[Documentário]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
