<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100215</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s14952</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise sobre os espaços lúdicos e brinquedotecas presentes em centros municipais de educação infantil brasileiros]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of playful space and playrooms present in Brazilian municipal early childhood education centers]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de los espacios lúdicos y ludotecas presentes en los centros municipales de educación infantil de Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianchini]]></surname>
<given-names><![CDATA[Luciane Guimarães Batistella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Ronielison Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Andressa dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Pitágoras Unopar  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Pitágoras Unopar  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Faculdade de Tecnologia do Vale do Ivaí  ]]></institution>
<addr-line><![CDATA[Ivaiporã Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A atividade lúdica na educação infantil é relevante, uma vez que se trata de uma das linguagens que a criança utiliza para construir a realidade. Nesse contexto, surgem as brinquedotecas escolares, oferecendo possibilidades variadas de brinquedos e brincadeiras que podem promover enriquecimento das ações lúdicas e se articulam à proposta político-pedagógica da escola e às práticas do professor. O objetivo consistiu em analisar as brinquedotecas presentes em Centros Municipais de Educação Infantil (CMEIs) brasileiros. Participaram da pesquisa 246 acadêmicos do curso de Pedagogia EaD de diferentes regiões do país. Os participantes dirigiram-se a um (ou mais) CMEI de sua respectiva cidade e, a partir da observação realizada naquele contexto, responderam a dois questionários disponibilizados na forma on-line. A análise dos dados foi organizada em dois eixos: a) caracterização dos CMEIs; e b) espaços lúdicos, brinquedotecas e prática pedagógica nos CMEIs. Os resultados indicaram que muitos CMEIs têm brinquedotecas ou espaços lúdicos, no entanto são utilizados, em sua maioria, para cobrir lacunas da rotina escolar, o que possibilita reflexões sobre a formação docente na Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Playful activities in early childhood education is relevant, since it is one of the languages that the child uses to construct the reality. In this context, school playrooms appear, offering several possibilities of toys and games that can promote the enrichment of playful actions and articulate the school&#8217;s political-pedagogical proposal and the teacher&#8217;s practices. The objective was to analyze the playrooms present in Brazilian Centros Municipais de Educação Infantil (CMEIs). 246 academics from the Distance Education Pedagogy course from different regions of the country participated in the research. Participants went to one (or more) CMEI in their respective city and, based on the observation made in that context, they answered two questionnaires that were available online. The data analysis was organized in two axes: a) characterization of CMEI; and b) playful spaces, playrooms and pedagogical practice in the CMEIs. The results indicated that many CMEIs have playrooms or play spaces. However, they are mostly used to cover gaps in the school routine, which allows reflections on teacher training in early childhood education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La actividad lúdica en la educación de la primera infancia es relevante, ya que es una de los lenguajes que el niño usa para construir la realidad. Así, surgen las ludotecas, que ofrecen diversas posibilidades de juguetes y juegos que pueden promover el enriquecimiento de las acciones lúdicas y articular la propuesta político-pedagógica de la escuela y las prácticas de los maestros. El objetivo ha sido analizar las ludotecas presentes en los Centros Municipais de Educação Infantil (CMEIs). Han participado de la investigación 246 académicos del curso de Pedagogía EaD de diferentes regiones del país. Los participantes fueron a uno (o más) CMEI en sus respectivas ciudades y, desde la observación realizada en ese contexto, contestaron a dos cuestionarios disponibles on-line. El análisis de los datos se organizó en dos ejes: a) caracterización de los CMEIs; b) espacios lúdicos, ludotecas y práctica pedagógica en los CMEIs. Los resultados indicaron que muchos CMEIs cuentan con ludotecas o espacios de juego. Sin embargo, se utilizan mayoritariamente para cubrir los vacíos de la rutina escolar, lo que permite reflexiones sobre la formación docente en educación infantil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Brinquedotecas]]></kwd>
<kwd lng="pt"><![CDATA[Espaço Lúdico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Child Education]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Playroom]]></kwd>
<kwd lng="en"><![CDATA[Playful Space]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Jugar]]></kwd>
<kwd lng="es"><![CDATA[Ludotecas]]></kwd>
<kwd lng="es"><![CDATA[Espacio Lúdico]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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