<?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>S1983-92782022000300102</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n62.18508</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PAPEL DA BRINCADEIRA NAS VERSÕES DA BNCC: DISCURSOS CONSTITUINDO SABERES NA EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ROLE OF PLAY IN THE BNCC VERSIONS: DISCOURSES CONSTITUTING KNOWLEDGE IN THE EARLY CHILDHOOD EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PAPEL DEL JUEGO EN LAS VERSIONES DE LA BNCC: DISCURSOS CONSTITUYENDO SABERES EN LA EDUCACIÓN INFANTIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Luciane Oliveira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Valéria Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2022</year>
</pub-date>
<numero>62</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782022000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782022000300102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782022000300102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Base Nacional Comum Curricular (BNCC) é um documento normativo do currículo das escolas e das práticas pedagógicas. A Base Nacional Comum Curricular abrange a Educação Infantil e teve cinco versões durante o processo de elaboração. Diferentes equipes de governo e elaboradores atuaram em cada versão da Base, disputando, na política curricular, o poder do discurso para a constituição de saberes na educação brasileira. Assim sendo, este artigo visa discutir como o papel da brincadeira enunciado em cada versão do documento busca constituir saberes sobre a criança e a Educação Infantil. A pesquisa fundamenta-se no contexto de produção do texto da abordagem do ciclo de políticas, que serve para a interpretação crítica do processo de formulação de políticas educacionais, baseado na análise do discurso de Foucault. A coleta de dados deu-se no texto das versões da Base Nacional Comum Curricular, especialmente na parte introdutória e no capítulo que aborda a Educação Infantil. A análise mostra o papel da brincadeira dentre as continuidades e as descontinuidades nas versões da Base Nacional Comum Curricular, com enunciados que formaram diferentes discursos sobre a brincadeira e foram proferidos ao longo da construção da Base, com diferentes intenções de fazer existir e circular determinados saberes na Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Base Nacional Comum Curricular - BNCC [Common Core State Standards] is a normative document of school curriculum and pedagogical practices. The Common Core State Standards encompasses Early Childhood Education and had five versions during the drafting process. Different government teams and developers worked on each version of the Common Core, disputing in the curricular policy the power of the discourse for the constitution of knowledge in Brazilian education. Thus, this paper aims to discuss how the role of play enunciated in each version of the document seeks to constitute knowledge about the child and Early Childhood Education. The research is based on the context of text production of the policy cycle approach, which serves for the critical interpretation of the process of education policy formulation, based on the analysis of Foucault&#8217;s discourse. Data collection took place in the text of the Common Core State Standards versions, especially in the introductory part and in the chapter that addresses Early Childhood Education. The analysis shows the role of play among the continuities and discontinuities in the Common Core State Standards versions, with statements that formed different discourses about play and were uttered throughout the construction of the Common Core, with different intentions to make certain knowledge exist and circulate in Early Childhood Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Base Nacional Comum Curricular (BNCC) es un documento normativo del currículo de las escuelas y de las practicas pedagógicas. La Base Nacional Comum Curricular abarca a la Educación Infantil y tuvo cinco versiones durante el proceso de su elaboración. Diferentes equipos de gobierno y elaboradores actuaron en cada versión de la Base, disputando, en la política curricular, el poder del discurso para la constitución de saberes en la educación brasileña. Este artículo aspira a discutir como el papel del juego enunciado en cada versión del documento busca constituir saberes sobre el niño y la Educación Infantil. La investigación se fundamenta en el contexto de la producción del texto y en el abordaje del ciclo de políticas, que sirve para la interpretación crítica del proceso de formulación de políticas educacionales, basado en el análisis del discurso de Foucault. La recolección de datos se dio en el texto de las versiones de la Base Nacional Comum Curricular, especialmente en la parte introductoria y en el capítulo que aborda la Educación Infantil. El análisis muestra el papel del juego entre las continuidades y discontinuidades en las versiones de la Base Nacional Comum Curricular, con enunciados que formaron diferentes discursos sobre el juego y fueron dados a lo largo de la construcción de la Base, con diferentes intensiones de hacer existir y circular determinados saberes en la Educación Infantil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[brincadeira]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil.]]></kwd>
<kwd lng="en"><![CDATA[Common Core State Standards]]></kwd>
<kwd lng="en"><![CDATA[play]]></kwd>
<kwd lng="en"><![CDATA[early childhood education.]]></kwd>
<kwd lng="es"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[educación infantil.]]></kwd>
</kwd-group>
</article-meta>
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