<?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>S1982-03052021000100241</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.49885</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IMPLICAÇÕES DO AFETO NO DESENVOLVIMENTO DO PSIQUISMO DOS BEBÊS NO PRIMEIRO ANO DE VIDA]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPLICATIONS OF AFFECTION ON THE DEVELOPMENT OF BABY'S PSYCHISM IN THE FIRST YEAR OF LIFE]]></article-title>
<article-title xml:lang="es"><![CDATA[IMPLICACIONES DE AFECTO EN EL DESARROLLO DEL PSICISMO DEL BEBÉ EN EL PRIMER AÑO DE VIDA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paredes]]></surname>
<given-names><![CDATA[Camila Godoy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kohle]]></surname>
<given-names><![CDATA[Érika Christina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Educação Universidade Estadual Paulista CAPES ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Educação Universidade Estadual Paulista CAPES ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>64</numero>
<fpage>241</fpage>
<lpage>254</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000100241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute a relevância do afeto na organização da atividade pedagógica direcionada ao desenvolvimento das capacidades humanas dos bebês no primeiro ano de vida. Por meio de um diálogo entre teoria e prática, problematiza questões do dia a dia de uma escola de educação infantil situada no interior do estado de São Paulo, com base nos referenciais da teoria histórico-cultural sobre as implicações da função afetiva nas experiências vividas pelos bebês na creche. Considerando que, nas últimas décadas, a produção de pesquisas e a constante reformulação da legislação brasileira tentaram apresentar pressupostos orientadores para a articulação entre a dimensão afetiva e o processo educativo, faz-se necessário compreender como o afeto contribui para o desenvolvimento das funções psicológicas e para o desenvolvimento das capacidades humanas na escola da infância. Os resultados elucidam que aproximar teoria e prática pode evitar equívocos conceituais sobre a dimensão afetiva e as leis de desenvolvimento dos pequenos, estabelecendo o lugar social do professor como sujeito que cuida, educa e contribui para a formação da personalidade desde os primeiros meses de vida dos bebês.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses the relevance of affection in the organization of pedagogical activity aimed at the development of babies' human capacities in the first year of life. Through a dialogue between theory and practice, it questions the day-to-day issues of a School of Early Childhood Education located in the interior of the State of São Paulo, based on the references of historical-cultural theory, about the implications of the affective function in experiences lived by babies in daycare. Considering that, in the last decades, the production of research and the constant reformulation of Brazilian legislation tried to present guiding assumptions for the articulation between the affective dimension and the educational process, it is necessary to understand how affection contributes to the development of psychological functions and for the development of human capacities in the kindergarten. The results elucidate that bringing theory and practice together can avoid conceptual misunderstandings about the affective dimension and the development laws of the little ones, establishing the social place of the teacher, as a subject who cares, educates and contributes to the formation of personality from the first months of life of babies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza la relevancia del afecto en la organización de la actividad pedagógica dirigida al desarrollo de las capacidades humanas de los bebés en el primer año de vida. A través de un diálogo entre la teoría y la práctica, cuestiona los problemas cotidianos de una Escuela de Educación de la Primera Infancia ubicada en el interior del Estado de São Paulo, basada en las referencias de la teoría históricocultural, sobre las implicaciones de la función afectiva en experiencias vividas por bebés en guarderías. Teniendo en cuenta que, en las últimas décadas, la producción de investigación y la constante reformulación de la legislación brasileña intentaron presentar supuestos orientadores para la articulación entre la dimensión afectiva y el proceso educativo, es necesario comprender cómo el afecto contribuye al desarrollo de las funciones psicológicas. y para el desarrollo de capacidades humanas en el jardín de infantes. Los resultados aclaran que unir la teoría y la práctica puede evitar malentendidos conceptuales sobre la dimensión afectiva y las leyes de desarrollo de los pequeños, estableciendo el lugar social del maestro, como un sujeto que se preocupa, educa y contribuye a la formación de la personalidad desde los primeros meses de vida de bebes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[afeto]]></kwd>
<kwd lng="pt"><![CDATA[primeiro ano de vida]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="en"><![CDATA[affection]]></kwd>
<kwd lng="en"><![CDATA[first year of life]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[cariño primer año de vida]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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