<?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>S1984-64442023000100238</article-id>
<article-id pub-id-type="doi">10.5902/1984644467412</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias de entrada e permanência no grupo de crianças: caminhos para interagir]]></article-title>
<article-title xml:lang="en"><![CDATA[Entry and permanence strategies in the group of children: ways to interact]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias para entrar y permanecer en el grupo de niños: formas de interactuar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Elaine Conceição Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Da Luz]]></surname>
<given-names><![CDATA[Iza Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Oliveira e Silva]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100238&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem por objetivo refletir sobre as interações entre crianças de cinco e seis anos de idade no ambiente de uma Escola Municipal de Educação Infantil (EMEI), em Belo Horizonte/Minas Gerais (Brasil). O foco definido foramas ações que almejavam a criação de vínculos, apontando as estratégias utilizadas pelas crianças para obter acesso e permanência nos grupos de pares. Para este estudo optou-se por um referencial teórico multidisciplinar embasado em estudos contemporâneos sobre a Infância e a Educação Infantil, com destaque para a Sociologia da Infância e Psicologia Social. Foi realizada uma pesquisa qualitativa tendo como principais instrumentos a observação participante do grupo de crianças, com registros em diário de campo e videogravação; e entrevista semiestruturada com as professoras do grupo. A análise das informações evidenciou forte relação entre o espaço e artefatos disponíveis e o modo como as crianças se organizavam em grupos mais ou menos estáveis. Destacaram-se também as estratégias de pedido/convite e interferência como principais ações para entrada no grupo de pares e diálogo e cooperação como principais estratégias de permanência. A estratégia de ajuda foi percebida em ambas as categorias. Foi identificado também que na perspectiva das crianças pesquisadas, se integrar em um grupo significava ser amigo dos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to reflect on the interactions between five and six year old children in the environment of a Municipal School of Early Childhood Education (EMEI), in Belo Horizonte/Minas Gerais (Brazil), focusing on establishing relationships that sought to create bonds, pointing out the strategies they used to gain access and permanence in peer groups. For this study, a multidisciplinary theoretical reference was chosen based on contemporary studies on Childhood and Early Childhood Education, with special emphasis on Childhood Sociology, and supported by Social Psychology studies. A qualitative research was conducted having as main instruments the participant observation of the children's group, with records in a field diary and video recording; and semi-structured interview with the group's teachers. The information analysis revealed a strong relationship between the available space and artifacts and the way children organized themselves in more or less stable groups. The strategies of request/ invitation and interference were also highlighted as the main actions for entering the peer group and dialogue and cooperation as the main permanence strategies. The help strategy was perceived in both categories. It was also identified that, from the perspective of the children researched, integrating a group meant to be friends of the participants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo tiene como objetivo reflexionar acerca de las interacciones entre niños de cinco y seis años en elambiente de una Escuela Municipal de Educación Infantil (EMEI), en Belo Horizonte/Minas Gerais (Brasil). El enfoque definido fueron las acciones que pretendían la creación de vínculos, señalando las estrategias utilizadas por los niños para obtener accesoy permanencia en los grupos de pares. Para este estudio se optó por un marco teórico multidisciplinar basado en estudios contemporáneos sobre la Infancia y la Educación Infantil, con énfasis en la Sociología de la Infancia y Psicología Social. Fue realizada una investigación cualitativa teniendo como herramientas principales la observación participante del grupo de niños, con registros en el diario de campo y videograbación; y entrevistas semiestructuradas con las profesoras del grupo. El análisis de las informaciones evidenció una fuerte relación entre el espacio y artefactos disponibles y la forma en que los niños se organizaban en grupos más o menos estables. También se destacaron las estrategias de pedido/invitación e interferencia como principales acciones para la incorporación al grupo de pares y el diálogo y la cooperación como principales estrategias de permanencia. La estrategia de ayuda fue percibida en ambas categorías. Fue identificado también que, desde la perspectiva de los niños investigados, integrarse a un grupo significaba ser amigo de los participantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Grupo de pares]]></kwd>
<kwd lng="pt"><![CDATA[Amizade]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Peer group]]></kwd>
<kwd lng="en"><![CDATA[Friendship]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="es"><![CDATA[Grupo de pares]]></kwd>
<kwd lng="es"><![CDATA[Amistad]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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