<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782019000300103</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n50.14109</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O BRINCAR NAS POLÍTICAS EDUCATIVAS E NA FORMAÇÃODE PROFISSIONAIS PARA A EDUCAÇÃODE INFÂNCIA - PORTUGAL (1997-2017)]]></article-title>
<article-title xml:lang="en"><![CDATA[PLAYING ON EDUCATIONAL POLICIES AND EARLY CHILDHOOD PROFESSIONALS TRAINING - PORTUGAL (1997-2017)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomás]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Escola Superior de Educação de Lisboa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto Faculdade de Psicologia e de Ciências da Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782019000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782019000300103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782019000300103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No atual panorama socioeducativo identifica-se uma controvérsia na Educação de Infância em que a escalada da sua &#8216;escolificação&#8217; vem sendo confrontada com a sua desconstrução e a defesa de uma pedagogia da infância na qual o brincar, como direito das crianças e expressão cultural infantil, é assumido como (com)texto informal de aprendizagens holísticas, essenciais à sua formação pessoal, social e cultural. Entrecruzando contributos dos Estudos da Infância e das Ciências da Educação, analisam-se políticas para a Educação de Infância (1997-2017) e relatórios da Prática de Ensino Supervisionada dos mestrados profissionalizantes para a docência com crianças até 6 anos, em instituições de ensino superior públicas e privadas de Portugal (20142017), visando, no primeiro caso, i) identificar a presença do brincar nas Orientações Curriculares para a Educação Pré-escolar (1997, 2016), e suas conceções; no segundo caso, i) mapear os relatórios dedicados ao brincar em contextos de creche e jardim de infância; ii) analisar e problematizar as conceções do brincar que são privilegiadas e, por consequência, as de criança, educação e educador/a, nas lógicas e sentidos atribuídos pelas estudantes por relação com a sua prática pedagógica. Advogando a educação de infância como promotora da cidadania das crianças, reivindica-se o brincar como direito de participação delas e como base empírica imprescindível para fundamentar práticas pedagógicas contra-hegemónicas mais equitativas e justas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Early Childhood Education shows a controversy between schooling on one side, and its deconstruction and pedagogy in early childhood education on the other side. To play is a children&#8217;s right and an expression of culture of childhood, and it is assumed as an informal learning holistically of central importance to their personal, social and cultural foundation. Combining Childhood Studies research (1997-2017) and Reports of Supervised Teaching Practices at professional Master graduate program&#8217;s at public and Private Higher Education Institutions in Portugal (2014-2017) - which aim to prepare educators who are going to work with children until the age of 6, we intend (i) to identify playing in the Pre-School Curriculum Guidelines (1997, 2016), and its conceptions; (ii) to analyse the Reports that deal with playing at day-care centres and kindergartens; (iii) to analyse children&#8217;s possibilities of playing, and thus having access to education. Children&#8217;s education must be seen, as a citizenship right, therefore playing is a right of children. Playing constitutes the empirical and necessary basis in order to create egalitarian counter-hegemonic pedagogical practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Infância]]></kwd>
<kwd lng="pt"><![CDATA[Lógicas e Sentidos Atribuídos pelas Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="pt"><![CDATA[Relatórios da PES.]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Logics and Meanings Attributed by the Students]]></kwd>
<kwd lng="en"><![CDATA[Education Policies]]></kwd>
<kwd lng="en"><![CDATA[STP Reports.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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