<?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>S1981-416x2025000200694</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds14</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Educational environment and material imagination: relationships that are woven through play]]></article-title>
<article-title xml:lang="es"><![CDATA[Ambiente educativo e imaginación material: relaciones que se tejen a través del juego]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ambiente educador e imaginação material: relações que se tecem no brincar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Julia Marianno Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayoub]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Visconde de Porto Seguro  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></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>694</fpage>
<lpage>708</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200694&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200694&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200694&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a master's degree research project in which we sought to identify ways in which young children create images of themselves and the world, when inhabiting and appropriating the educational environment in playful contexts and peer interaction. This is a narrative research project and was developed through a field study in a preschool in São Paulo, with children aged 4 and 5. During the research, we accompanied the children while they played, recording notes in the logbook, photographs, filming and recording interviews and conversations. The entire investigative process was conducted in dialogue with the children, considering not only their voices and words, but also their gestures, ways of occupying space and interacting with objects and elements of nature, giving greater visibility to the poetic dimensions of play. We conclude that elements of the material universe (such as texture, shape, weight and size) enhance play in its poetic and creative dimensions, supporting children in their interactions with each other and in the formulation of understandings about themselves and the world, highlighting the relationships between the educational environment and the material imagination that are woven in play.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un proyecto de investigación de maestría en el que buscamos identificar las maneras en que los niños pequeños crean imágenes de sí mismos y del mundo al habitar y apropiarse del entorno educativo en contextos lúdicos y de interacción con sus pares. Se trata de un proyecto de investigación narrativa, desarrollado a través de un estudio de campo en un preescolar de São Paulo, con niños de 4 y 5 años. Durante la investigación, acompañamos a los niños mientras jugaban, registrando notas en el cuaderno de bitácora, fotografías, filmando y grabando entrevistas y conversaciones. Todo el proceso de investigación se llevó a cabo en diálogo con los niños, considerando no solo sus voces y palabras, sino también sus gestos, formas de ocupar el espacio e interactuar con objetos y elementos de la naturaleza, dando mayor visibilidad a las dimensiones poéticas del juego. Concluimos que los elementos del universo material (como la textura, la forma, el peso y el tamaño) potencian el juego en sus dimensiones poéticas y creativas, apoyando a los niños en sus interacciones entre sí y en la formulación de interpretaciones sobre sí mismos y el mundo, destacando las relaciones entre el entorno educativo y la imaginación material que se tejen en el juego.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma pesquisa de mestrado, na qual buscamos identificar maneiras de as crianças pequenas criarem imagens de si e do mundo, ao habitarem e se apropriarem do ambiente educador em contextos lúdicos e de interação entre pares. Trata-se de uma pesquisa narrativa e foi desenvolvida por meio de um estudo de campo em uma escola de Educação Infantil de São Paulo, com crianças de 4 e 5 de idade. Durante a pesquisa, acompanhamos as crianças no momento do brincar, tendo como registro notações no diário de bordo, fotografias, filmagens e gravação de entrevistas e conversas. Todo o percurso investigativo foi dialogado e realizado com as crianças, considerando não somente as suas vozes e palavras, mas também seus gestos, modos de ocupar o espaço e interagir com objetos e elementos da natureza, dando maior visibilidade para as dimensões poéticas das brincadeiras. Concluímos que elementos do universo material (como textura, formato, peso e tamanho) potencializam o brincar nas suas dimensões poética e criativa, apoiando as crianças nas interações umas com as outras e na formulação de compreensões sobre si e sobre o mundo, relevando as relações entre o ambiente educador e a imaginação material que se tecem no brincar.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Imagination]]></kwd>
<kwd lng="en"><![CDATA[Educational environment]]></kwd>
<kwd lng="en"><![CDATA[Gesturality]]></kwd>
<kwd lng="es"><![CDATA[Juego]]></kwd>
<kwd lng="es"><![CDATA[Imaginación]]></kwd>
<kwd lng="es"><![CDATA[Entorno educativo]]></kwd>
<kwd lng="es"><![CDATA[Gestualidad]]></kwd>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Imaginação]]></kwd>
<kwd lng="pt"><![CDATA[Ambiente educador]]></kwd>
<kwd lng="pt"><![CDATA[Gestualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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