<?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>S1982-03052020000300017</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.42487</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CATEGORIA PRÁXIS: elemento para se pensar o trabalho pedagógico na Educação Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CATEGORY PRAXIS: an element to think about the pedagogical work in childhood education]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CATEGORÍA PRÁXIS: elemento para pensar el trabajo pedagógico en la educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merett]]></surname>
<given-names><![CDATA[Francielle Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Marta Silene Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>spe</numero>
<fpage>17</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000300017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar e discutir de que maneira apráxis é compreendida e materializada no contexto da Educação Infantil. Para tanto, foi realizado um estudo de caso de abordagem crítico dialética. A coleta de dados se deu pela aplicação de uma entrevista semiestruturada com professores de duas escolas do norte do Paraná. A partir da análise, verificou-se a necessidade de problematizar a formação continuada dos professores da Educação Infantil, uma vez que a formação inicial pode não subsidiar a compreensão da práxis enquanto possibilidade de efetivação de um trabalho que vise a aprendizagem e o desenvolvimento das crianças de 0 a 5 anos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze and discuss how praxis is understood and materialized in the context of Early Childhood Education. To this end, a case study of a critical dialectical approach was carried out. Data were collected through the application of a semistructured interview with teachers from two schools in the north of Paraná. From the analysis, it was verified the need to problematize the continuing education of the teachers of Early Childhood Education, since the initial formation may not subsidize the understanding of the praxis as a possibility to carry out a work that aims at the learning and development of the children of 0 to 5 years.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar y discutir de qué manera la praxis es comprendida y materializada en el contexto de la Educación Infantil. Con este fin, se realizó un estudio de caso de un enfoque dialéctico crítico. La recolección de datos se dio por la aplicación de una entrevista semiestructurada con profesores de dos escuelas del norte de Paraná. A partir del análisis, se verificó la necesidad de problematizar la formación continuada de los profesores de Educación Infantil, pues la formación inicial puede no subsidiar la comprensión de la práxis como posibilidad de efectivización de un trabajo que apunta el aprendizaje y el desarrollo de los niños de 0 a 5 años]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[práxis]]></kwd>
<kwd lng="en"><![CDATA[childhood education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[praxis]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[práxis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Linguagem, desenvolvimento e aprendizagem]]></source>
<year>2010</year>
<numero>11</numero>
<issue>11</issue>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Ícone]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
