<?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>S1984-64442022000100303</article-id>
<article-id pub-id-type="doi">10.5902/1984644470148</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Meninas no recreio escolar: dos conflitos ao aprender a negociar e a construir consensos para participar socialmente]]></article-title>
<article-title xml:lang="en"><![CDATA[Girls in school playground: from conflicts to learning to negotiate and to build consensus to participate socially]]></article-title>
<article-title xml:lang="es"><![CDATA[Niñas en el recreo escolar: de los conflictos al aprender a negociar y a construir consensos para participar socialmente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Elsa]]></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 Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A visão adultocêntrica dos conflitos infantis nos recreios escolares, pautada pela negatividade, tem negligenciado a sua análise a partir das crianças, desconsiderando a sua processualidade e o facto de, frequentemente, terminarem sem recurso à intervenção adulta. Recorrendo aos contributos dos Estudos Sociais da Infância e das Ciências da Educação, este artigo aborda as crianças como atores sociais, produtoras de culturas infantis e organizadas como grupo social, propondo-se repensar os conflitos como inerentes às relações e sociabilidades infantis, atravessados por poderes e emoções, e em cujos processos também aprendema negociar e construir consensos essenciais à participação social. A análise socioeducativa de conflitos entre meninas de 10 anos de idade, observados durante o recreio de uma escola do 1º ciclo, urbana e privada, procura dar conta i) da ocupação genderizada dos espaços formais do recreio; ii) da conflitualidade como processo e da compreensão das condições sociais da sua génese, desdobramentos e desfechos; iii) da sua interpretação no âmbito das relações de sociabilidade e seus poderes, atravessados por estatutos, prestígio e afinidades eletivas; iv) da aprendizagem de competências sociais relevantes para a participação social. Os conflitos femininos habitualmente surgidos quando iniciavam brincadeiras mostraram no seu desenvolvimento, geralmente em escalada verbal e emotiva, práticas em que estatutos, prestígio e afinidades eletivas eram usados para (re)construir e/ou reforçar alianças com fins de fechamento/exclusão, afirmar lideranças, confirmar princípios e valores. A sua resolução, decorrente de mediações, negociações e construção de consensos mostra-se relevante para o desenvolvimento da participação social e de competências políticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The adult-centric view of children's conflicts during school recess, guided by negativity, has neglected its analysis from children, disregarding its process and the fact that they often end up without recourse to adult intervention. Using the contributions of Childhood Social Studies and Education Sciences, this article approaches children as social actors, producers of children cultures and organized as a social group, proposing to rethink conflicts as inherent to children's relationships and sociability, traversed by powers and emotions, and in which processes they also learn to negotiate and build essential consensus to social participation. The socio-educational analysis of conflicts between 10-year-old girls, observed during the recess of a 1st cycle school, private and urban, seeks to account for i) the gendered occupation of formal recreational spaces; ii) the conflict as a process and the understanding of the social conditions of its genesis, developments and outcomes; iii) its interpretation within the context of social relationships and its powers, traversed by statutes, prestige and elective affinities; iv) learning social skills relevant to social participation. Feminine conflicts that usually arose when they started playing showed in their development, usually in verbal and emotional escalation, practices in which statutes, prestige and elective affinities were used to (re)construct and/or reinforce alliances for the purpose of shutting/exclusion, affirming leadership, confirming principles and values. Its resolution, resulting from mediations, negotiations and construction of consensus is relevant for the development of social participation and political competences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo se aborda la perspectiva adultocéntrica de los conflictos infantiles en los patios escolares, que se basa en la negatividad y ha descuidado su análisis desde el punto de vista de los niños, ignorando su proceso y el hecho de que a menudo se resuelven sin intervención adulta. Utilizando los aportes de los Estudios Sociales de la Infancia y las Ciencias de la Educación, se considera a los niños como actores sociales, productores de culturas infantiles y organizados como grupo social, proponiendo una reevaluación de los conflictos como inherentes a las relaciones y sociabilidades infantiles, atravesados por el poder y las emociones, y en cuyos procesos también aprenden a negociar y construir consensos esenciales para la participación social. El análisis socioeducativo de los conflictos entre niñas de 10 años de edad, observados durante el recreo en una escuela primaria urbana y privada, busca abordar i) la ocupación genderizada de los espacios formales del recreo; ii) la conflictividad como proceso y la comprensión de las condiciones sociales de su génesis, despliegue y desenlace; iii) su interpretación en el ámbito de las relaciones de sociabilidad y sus poderes, atravesados por estatus, prestigio y afinidades electivas; iv) el aprendizaje de habilidades sociales relevantes para la participación social. Los conflictos femeninos surgidos habitualmente al comenzar los juegos mostraron, en su desarrollo, prácticas en las que se utilizaban estatus, prestigio y afinidades electivas para (re)construir y/o reforzar alianzas con el fin de cerrar/excluir, afirmar liderazgos, confirmar principios y valores. Su resolución, resultado de mediaciones, negociaciones y construcción de consensos, resulta relevante para el desarrollo de la participación social y habilidades políticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[entre meninas]]></kwd>
<kwd lng="pt"><![CDATA[Recreio escolar]]></kwd>
<kwd lng="pt"><![CDATA[Participação social]]></kwd>
<kwd lng="en"><![CDATA[among girls]]></kwd>
<kwd lng="en"><![CDATA[School recess]]></kwd>
<kwd lng="en"><![CDATA[Social participation]]></kwd>
<kwd lng="es"><![CDATA[Conflictos entre niñas]]></kwd>
<kwd lng="es"><![CDATA[Patio escolar]]></kwd>
<kwd lng="es"><![CDATA[Participación social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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