<?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>2175-8042</journal-id>
<journal-title><![CDATA[Motrivivência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Motriviv.]]></abbrev-journal-title>
<issn>2175-8042</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-80422019000300013</article-id>
<article-id pub-id-type="doi">10.5007/2175-8042.2019e58318</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e sensibilidade: o brincar e o &#8220;se movimentar&#8221; da criança pequena na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and sensitivity: the and play "moving" the child in school]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación y sensibilidad: el jugar y el "movimiento" del niño pequeño en la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Surdi]]></surname>
<given-names><![CDATA[Aguinaldo Cesar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Wanessa Cristina Maranhão de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Erika Janaina Santiago Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kunz]]></surname>
<given-names><![CDATA[Elenor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Educação Física ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Maria Departamento de Educação Física ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>31</volume>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-80422019000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-80422019000300013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-80422019000300013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo teve como objetivo central investigar como o brincar e o se-movimentar são proporcionados no espaço escolar e de que maneira eles contribuem para a educação da sensibilidade da criança pequena. Foi desenvolvido um estudo de caso que envolveu duas escolas municipais da cidade de Capinzal, SC; uma localizada no interior do município e a outra na cidade. Foi selecionada uma turma de crianças entre 4 e 6 anos de idade em cada escola, que totalizaram 40 crianças. Constatou-se que o brincar e o se-movimentar nas escolas estudadas acontecem muitas vezes por intermédio do controle dos professores, sempre com o intuito de promover uma competição e de chegar a um resultado final. Portanto, nas escolas investigadas, o incentivo à construção de situações que possibilitem o desenvolvimento da sensibilidade recebe pouca importância, o que compromete significativamente a educação da sensibilidade dessas crianças e limita o poder de criação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Thus, this study had as main objective to investigate about the ways as the play and the move yourself are proposed in the school environment and how they contribute for the sensibility education to the child. First, it was developed a theorical research about the subjets and the fundamental authors, that suply the base for the second part of the study. This other step was an empirical study that involved two municipal schools from the city of Capinzal, SC; one located in the countryside and the other one downtown. It was chosen a class of chuildren from 4 to 6 years old in each school, that totaling 40 children. Therefore, in the investigated schools, the stimulus to situations construction that enable the sensibility development receives little importance, what commits meaningly the sensibility education of these children and limits the creation&#8217; power.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como objetivo central investigar cómo el juego y el movimiento se proporcionan en el espacio escolar y de qué manera contribuyen a la educación de la sensibilidad del niño pequeño. Se desarrolló un estudio de caso que involucró dos escuelas municipales de la ciudad de Capinzal, SC; una ubicada en el interior del municipio y la otra en la ciudad. Se seleccionó una clase de niños entre 4 y 6 años de edad en cada escuela, que totalizaron 40 niños. Se constató que el jugar y el mudanza en las escuelas estudiadas ocurren muchas veces por intermedio del control de los profesores, siempre con el propósito de promover una competición y de llegar a un resultado final. Por lo tanto, en las escuelas investigadas, el incentivo a la construcción de situaciones que posibiliten el desarrollo de la sensibilidad recibe poca importancia, lo que compromete significativamente la educación de la sensibilidad de esos niños y limita el poder de creación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Brincar e se-movimentar]]></kwd>
<kwd lng="pt"><![CDATA[Sensibilidade]]></kwd>
<kwd lng="pt"><![CDATA[Criança]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="en"><![CDATA[Play and move yourself]]></kwd>
<kwd lng="en"><![CDATA[Sensibility]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="es"><![CDATA[Jugar y moverse]]></kwd>
<kwd lng="es"><![CDATA[la sensibilidad]]></kwd>
<kwd lng="es"><![CDATA[infantil]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
</kwd-group>
</article-meta>
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<name>
<surname><![CDATA[WINNICOTT]]></surname>
<given-names><![CDATA[Donald Woods]]></given-names>
</name>
</person-group>
<source><![CDATA[O brincar e a realidade]]></source>
<year>1975</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Imago]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
