<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202022000200021</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2022i55p21-29</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PSICANÁLISE E EDUCAÇÃO:]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychoanalysis and education:]]></article-title>
<article-title xml:lang="es"><![CDATA[Psicoanálisis y educación:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Taísa Resende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedroza]]></surname>
<given-names><![CDATA[Regina Lúcia Sucupira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maciel]]></surname>
<given-names><![CDATA[Maria Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</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>55</numero>
<fpage>21</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202022000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202022000200021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202022000200021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo compreender as experiências do brincar a partir de um grupo de crianças e seus educadores, em uma Comunidade de Aprendizagem, situada no Distrito Federal (DF). Como fundamentação teórica e metodológica, recorre-se, principalmente, aos estudos psicanalíticos de Freud e de Winnicott. A pesquisa de campo consistiu em dois dias de observação participante; quatro oficinas de rabiscos com uma turma de crianças - com idades entre oito e 12 anos - e sua educadora; e uma roda de conversa com educadores. A ênfase é dada, neste texto, nas vivências da segunda oficina e em trechos da roda de conversa, explorando a capacidade de criar e de brincar com as palavras. Com isso, foi possível ressaltar a importância de um brincar criativo e espontâneo nas relações humanas. A conclusão é que este brincar não se restringe à infância, por se tratar de uma experiência própria ao humano, sendo necessário que os espaços escolares e comunitários estejam abertos à sua manifestação e ampliação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to understand the experiences of playing from a group of children and their educators, in a Learning Community, located in the Federal District (DF). As a theoretical and methodological basis, we use mainly the psychoanalytical studies of Freud and Winnicott. The field research consisted of two days of participant observation; four doodling workshops with a class of children - aged eight to 12 years old - and their educator; and a conversation circle with educators. The emphasis is, in this text, on the experiences of the second workshop and excerpts of the conversation circle, exploring the ability to create and play with words. With this, it was possible to highlight the importance of creative and spontaneous playing in human relations. The conclusion is that playing is not restricted to childhood, as it is an experience specific to humans, and that school and community spaces must be open to its manifestation and expansion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo comprender las experiencias de juego de un grupo de niños y sus educadores, en una Comunidad de Aprendizaje, ubicada en el Distrito Federal (DF). Como base teórica y metodológica, utilizamos principalmente los estudios psicoanalíticos de Freud y de Winnicott. La investigación de campo consistió en dos días de observación participante; cuatro talleres de garabatos con una clase de niños - de ocho a 12 años - y su educador; y un círculo de conversación con educadores. Se da énfasis, en este texto, en las experiencias del segundo taller y extractos del círculo de conversación, explorando la capacidad de crear y jugar con palabras. Con ello se pudo destacar la importancia del juego creativo y espontáneo en las relaciones humanas. La conclusión es que este juego no se limita a la infancia, ya que consiste en una experiencia propia del ser humano, y que los espacios escolares y comunitarios deben estar abiertos a su manifestación y expansión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Brincar]]></kwd>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Playing]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Learning community]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Juego]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Comunidad de aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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