<?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>S1981-416x2025000200725</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.25.085.ds15pt</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Meu quintal é maior do que o mundo...&#8221;: o brincar vivenciado por professoras da Educação Infantil]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;Mi patio es más grande que el mundo...&#8221;: el juego vivido por las docentes de Educación Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;My backyard is bigger than the world...&#8221;: play as experienced by early childhood education teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Elisa Carneiro Santos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Lúcia Gracia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A2"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia (UFBA)  ]]></institution>
<addr-line><![CDATA[Feira de Santana BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia (UFBA)  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A2a">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia (UESB)  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></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>725</fpage>
<lpage>738</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2025000200725&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2025000200725&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2025000200725&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo, derivado de uma pesquisa de doutorado, tem como objetivo conhecer os modos de ver e vivenciar o brincar por professoras da Educação Infantil. Parte-se da concepção de que Ser-Professora-Brincante é uma construção atravessada pelo Desenvolvimento Profissional Docente na Educação Infantil. A pesquisa segue uma abordagem qualitativa com narrativas produzidas a partir de três dispositivos: um questionário, o Caderno de Memórias Brincantes e as narrativas orais geradas por meio da Entrevista Narrativa, mobilizando experiências brincantes de três docentes que atuavam em uma creche da rede pública de Rio Real (BA). A análise compreensiva-interpretativa das narrativas nos possibilitou emergir significados e características que nos ajudaram a conhecer os modos de Ser Professora na Educação Infantil, relacionados ao repertório de brincadeiras transmitidas ao longo da vida, ao brincar na escola, ao brincar fora da escola como liberdade, aos desafios da percepção adulta do brincar e sua influência na prática docente. Os resultados apontam que o brincar das professoras está muito associado às memórias da infância fora da escola e que estas relacionam-se ao desenvolvimento profissional docente. Assim, entendemos que reavivar o brincar de cada professora é um desafio a ser enfrentado, quando se entende que esta é uma especificidade desta profissão. Concluímos que o brincar precisa ser reconhecido como saber docente, devendo atravessar todo o percurso profissional de professoras das infâncias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo, derivado de una investigación doctoral, tiene como objetivo conocer las formas en que las profesoras de Educación Infantil perciben y vivencian el juego. Se parte de la concepción de que ser Maestra-Jugante es una construcción atravesada por el Desarrollo Profesional Docente en la Educación Infantil. La investigación adopta un enfoque cualitativo, con datos producidos a partir de tres dispositivos: un cuestionario, el Cuaderno de Memorias Jugantes y las narrativas orales generadas mediante la Entrevista Narrativa, movilizando experiencias lúdicas de tres docentes que trabajan en una guardería pública en Rio Real (BA), Brasil. El análisis comprensivo-interpretativo de las narrativas permitió que emergieran significados y características que nos ayudaron a comprender los modos de Ser Maestra en la Educación Infantil, relacionados con el repertorio de juegos transmitidos a lo largo de la vida, el juego en la escuela, el juego fuera de la escuela como libertad, los desafíos de la percepción adulta del juego y su influencia en la práctica docente. Los resultados indican que reavivar el juego en cada profesora es un desafío a ser enfrentado, especialmente cuando se comprende como una especificidad de esta profesión. Concluimos que el juego necesita ser reconocido como saber docente, atravesando todo el recorrido profesional de las maestras de la infancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article, derived from doctoral research, aims to understand the ways in which early childhood education teachers perceive and experience play. It is based on the conception that being a Playful Teacher is a construction shaped by the Professional Development of Teachers in Early Childhood Education. The research adopts a qualitative approach, with data produced through three instruments: a questionnaire, the Caderno de Memórias Brincantes (Playful Memory Notebook), and oral narratives generated through the Narrative Interview, mobilizing playful experiences of three teachers working at a public daycare center in Rio Real (BA), Brazil. The comprehensive-interpretative analysis of the narratives enabled the emergence of meanings and characteristics that helped us understand the ways of Being a Teacher in Early Childhood Education, related to the repertoire of play transmitted throughout life, play in school, play outside school as freedom, the challenges of adult perceptions of play, and its influence on teaching practice. The results indicate that reviving each teacher&#8217;s relationship with play is a challenge to be faced, particularly when understood as a specificity of this profession. We conclude that play needs to be recognized as teaching knowledge, running through the entire professional journey of early childhood teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional Docente]]></kwd>
<kwd lng="es"><![CDATA[Juego]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional Docente]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Professional Development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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