<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052018000100028</article-id>
<article-id pub-id-type="doi">10.12957/teias.2018.30926</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CRIANÇAS TUPINAMBÁ: RIOS, COLINAS, BANCOS DE AREIA E MATAS COMO LUGARES DO BRINCAR COTIDIANO]]></article-title>
<article-title xml:lang="en"><![CDATA[TUPINAMBÁ CHILDREN: RIVERS, HILLS, SAND BANKS AND FOREST AS PLACES OF EVERYDAY PLAYING]]></article-title>
<article-title xml:lang="es"><![CDATA[NIÑOS TUPINAMBÁ: RIOS, COLINAS, BANCOS DE ARENA Y MATAS COMO LUGARES DEL BRINCAR COTIDIANO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tiriba]]></surname>
<given-names><![CDATA[Léa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Profice]]></surname>
<given-names><![CDATA[Christiana Cabicieri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro Escola de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UESC Departamento de Filosofia e Ciências Humanas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>19</volume>
<numero>52</numero>
<fpage>28</fpage>
<lpage>47</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052018000100028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052018000100028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052018000100028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O texto apresenta resultados de pesquisa-intervenção sobre processos de escolarização indígena entre povos Tupinambá de Olivença, em especial no que diz respeito às interações afetivas e apego à natureza. Orientam a investigação concepções de Espinosa e Guatarri, bem como conceitos do campo de estudos pessoa-ambiente, tais como apego ao lugar e biofilia. Análises parciais revelam que as brincadeiras com a natureza ocupam posição de destaque na vida infantil; que as práticas escolares fortalecem sentimentos de pertencimento ao mundo natural e a inventividade das crianças, criadoras de seus próprios artefatos; e que os núcleos Tupinambá de Educação Infantil poderão inspirar pedagogias comprometidas com a escuta das crianças e a proteção de todas as formas de vida, não apenas a humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The text present reaserch - intervention results on the process of indigenous schooling among the Tupinambá people of Olivença, especially with respect to affective interactions and attachment to nature. They guide the investigation of Espinosa and Guatarri conceptions, as well as concepts from the field of human-environment studies, such as attachment to place and biofilia. Partial analyzes reveal that play with nature occupies a prominent position in children&#8217;s lives; that school practices strengthen feelings of belonging to the natural world and the inventiveness of children, creators of their own artifacts; and that the Tupinambá nuclei of Early Childhood Education may inpire pedagogies committed to listening children and protecting all forms of life, not just human life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto presenta resultados de investigación-intervención sobre procesos de escolarización indígena entre los Tupinambá de Olivenza, referente a las interacciones afectivas y apego a la naturaleza. La investigación la orientan concepciones de Espinosa y Guatarri, así como conceptos del campo de estudio persona-ambiente, tales como apego al lugar y biofilia. Análisis parciales revelan que los juegos con la naturaleza se destacan en la vida infantil; que las prácticas escolares fortalecen sentimientos de pertenencia al mundo natural y a la inventiva de los niños, creadora de sus propios artefactos; y que los núcleos Tupinambá de Educación Infantil podrán inspirar pedagogías comprometidas con la escucha de los niños y la protección de todas las formas de vida, no sólo la humana.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crianças Tupinambá]]></kwd>
<kwd lng="pt"><![CDATA[Educação Escolar Indígena]]></kwd>
<kwd lng="pt"><![CDATA[Brincadeiras com a Natureza]]></kwd>
<kwd lng="en"><![CDATA[Tupinambá Children]]></kwd>
<kwd lng="en"><![CDATA[Indigenous School Education]]></kwd>
<kwd lng="en"><![CDATA[Nature&#8217;s Play]]></kwd>
<kwd lng="es"><![CDATA[Niños Tupinambá]]></kwd>
<kwd lng="es"><![CDATA[Educación Escolar Indígena]]></kwd>
<kwd lng="es"><![CDATA[Juguetes con la Naturaleza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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