<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442018000300393</article-id>
<article-id pub-id-type="doi">10.5902/1984644428323</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensiones sobre la pr&#225;ctica Pedag&#243;gica del profesor: la l&#250;dica en la Hora del Cuento1]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding the pedagogical practice of the teacher: fun during storytelling]]></article-title>
<article-title xml:lang="pt"><![CDATA[Compreensões sobre a prática pedagógica do professor: o lúdico na hora do conto]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robayo]]></surname>
<given-names><![CDATA[Adriana Del Rosario Pineda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Felicetti]]></surname>
<given-names><![CDATA[Vera Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Costa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colômbia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade La Salle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>43</volume>
<numero>3</numero>
<fpage>393</fpage>
<lpage>412</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442018000300393&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442018000300393&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442018000300393&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad la reflexi&#243;n pedag&#243;gica alrededor de la educaci&#243;n, parece apuntar desde diferentes instancias, hacia el estudio de lo que ocurre en el microcosmos del aula de clase y espec&#237;ficamente con las pr&#225;cticas docentes. El objetivo del art&#237;culo es comprender el significado que tiene la inclusi&#243;n de procesos de acompa&#241;amiento pedag&#243;gico a trav&#233;s de estrategias l&#250;dicas en la hora del cuento sobre la pr&#225;ctica pedag&#243;gica de profesores. La metodolog&#237;a es cualitativa, y desde la perspectiva del An&#225;lisis Textual Discursivo, se indaga por la reflexividad de cuatro docentes de una escuela p&#250;blica de Porto Alegre, Brasil, que participaron de un proceso de acompa&#241;amiento en el aula estructurado como parte del proyecto Biblioteca Viva: Espacio de apoyo a los procesos de Ense&#241;anza y aprendizaje. Los resultados evidencian que el acompa&#241;amiento pedag&#243;gico, trav&#233;s de interacciones l&#250;dicas, se consolidan como espacios altamente valorados por los profesores en la medida que les facilita de una manera pr&#225;ctica y experiencial, resignificar, reaprender, recordar y observar su pr&#225;ctica pedag&#243;gica, tanto desde una dimensi&#243;n personal y de autoconocimiento, como desde la instancia interactiva, relacional y potenciadora de aprendizajes para sus estudiantes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today, pedagogical reflections on education from different perspectives seem to point to the study of what occurs in the microcosm of the classroom and, more specifically, to teacher practices. The objective of this article is to understand the importance of including pedagogical support processes through playful strategies using storytelling in the pedagogical practices of teachers. The methodology is qualitative and, from the perspective of Textual Discourse Analysis, we question the ability to reflect in four teachers in a public school in Porto Alegre in Brazil. They participated in a support process in the classroom organized as part of the Projeto Biblioteca Viva: espa&#231;o de apoio ao ensino e aprendizagem (&#8220;Live Library Project: support space for teaching and learning&#8221;). The results show that educational support, through playful interactions, can be established as a highly valued space for teachers, to the extent in which it facilitates, in a practical and experimental way, creating new meanings, relearning, remembering and observing their teaching practices. This occurs on a personal level, regarding self-awareness, but also in an interactive, relational way, and as a driving force for student learning. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na atualidade, a reflex&#227;o pedag&#243;gica sobre educa&#231;&#227;o, parece apontar, de diferentes lugares, para o estudo do que ocorre no microcosmo da sala de aula e mais especificamente com as pr&#225;ticas docentes. O objetivo deste artigo &#233; compreender a import&#226;ncia da inclus&#227;o de processos de apoio pedag&#243;gico por meio de estrat&#233;gias l&#250;dicas desenvolvidas na hora do conto sobre a pr&#225;tica pedag&#243;gica de professores. A metodologia &#233; qualitativa e a partir da perspectiva da An&#225;lise Textual Discursiva, se questiona sobre a reflexibilidade de quatro professores de uma escola p&#250;blica de Porto Alegre no Brasil. Estes participaram de um processo de apoio em sala de aula estruturado como parte do Projeto Biblioteca Viva: espa&#231;o de apoio ao ensino e aprendizagem. Os resultados mostram que o apoio educacional, por meio de intera&#231;&#245;es l&#250;dicas se consolidada como espa&#231;o altamente valorizado pelos professores, na medida em que facilita, de uma forma pr&#225;tica e experimental, o resignificar, o reaprender, o lembrar-se e observar suas pr&#225;ticas de ensino, tanto em uma dimens&#227;o pessoal e de autoconhecimento como tamb&#233;m de uma forma interativa, relacional e potencializadora para a aprendizagem de seus alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Lúdica]]></kwd>
<kwd lng="es"><![CDATA[La hora del cuento]]></kwd>
<kwd lng="en"><![CDATA[Teaching practices]]></kwd>
<kwd lng="en"><![CDATA[Play]]></kwd>
<kwd lng="en"><![CDATA[Storytelling]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Lúdico]]></kwd>
<kwd lng="pt"><![CDATA[Hora do conto]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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