<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012020000100209</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.45516</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A narrativa na educação infantil: a mobilização de funções psicológicas superiores em situações de interação discursiva]]></article-title>
<article-title xml:lang="en"><![CDATA[The narrative in the children's education: the mobilization of higher psychological functions in discursive interaction situations]]></article-title>
<article-title xml:lang="es"><![CDATA[La narrativa en la educación de los niños: la movilización de funciones psicológicas superiores en situaciones de interacción discursiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dickel]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sartori]]></surname>
<given-names><![CDATA[Francieli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Este artigo trata da narrativa como uma atividade que movimenta funções psíquicas superiores, tais como linguagem racional, pensamento verbal, atenção voluntária, memória mediada e imaginação, constituindo-se como experiência fundamental para a aprendizagem e o desenvolvimento infantil. São analisados episódios de interação em que crianças de uma escola de Educação Infantil são instadas pela professora a organizar sequências discursivas sobre fatos de sua vida e histórias observadas. O estudo sustenta-se na Teoria Histórico-Cultural e nas produções de Jerome Bruner sobre a narrativa como forma de pensamento sobre e com o mundo. Resultam da análise as seguintes proposições: as funções psicológicas superiores atuam reciprocamente no curso da narrativa; a intervenção da professora e dos pares auxilia na (re)estruturação da linguagem e do pensamento das crianças; a pergunta do outro permite ao narrador qualificar a trajetória de seu pensamento; a escuta ativa é uma das condições fundamentais para a condução do pensamento narrativo. Conclui-se que espaços e tempos em que narrativas são mobilizadas compõem uma das atividades primordiais da Educação Infantil, já que põem em curso um tipo de pensamento discursivo que organiza/complexifica funções psíquicas tipicamente humanas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article discusses the narrative as an activity that encourages higher psychological functions, such as rational language, verbal thought, voluntary attention, mediated memory and imagination, and how it constitutes a fundamental experience to the learning and the children's development. Situations of interaction are analyzed, during which the children were requested by their teacher to organize discursive sequences about facts of their life and observed stories. This study is based on the Cultural-Historical Theory and the work of Jerome Bruner about the narrative as a category of thought with and about the world. The following propositions stem from this discussion: the higher psychological functions act reciprocally on the course of the narrative; the participation of the teacher and their peers helps in the (re)structuring of the language and the thought of the children; questions from another person allows the narrator to qualify the trajectory of his own thought and make it more complex; active listening is one of the fundamental conditions for the conduction of the narrative thought. It is then concluded that the opportunities during which narratives are employed constitute one of the primordial activities of the children's education, as they utilize a form of discursive thought that organizes/makes typically human psychological functions more complex.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  Este trabajo se enfoca la narrativa como una actividad que mueve funciones psíquicas superiores, a saber, lenguaje racional, pensamiento verbal, atención voluntaria, memoria mediada e imaginación, constituyéndose como una experiencia fundamental para el aprendizaje y el desarrollo infantil. Se analizan episodios de interacción entre niños de una escuela de Educación Preescolar cuya maestra organiza situaciones para que ellos elaboren secuencias discursivas sobre hechos de su vida y reconstruyan historias. El estudio se sustenta en la Teoría Histórico-Cultural y las producciones de Jerome Bruner sobre la narrativa como forma de pensamiento sobre y con el mundo. Resultan del análisis las siguientes proposiciones: las funciones psicológicas superiores actúan recíprocamente en el curso de la narrativa; la intervención de la maestra y de los iguales auxilia en la (re) estructuración del lenguaje y del pensamiento de los niños; la pregunta del otro califica el habla del narrador y califica la trayectoria de su pensamiento; la escucha activa es una de las condiciones fundamentales para la conducción del pensamiento narrativo. Se concluye que los espacios y tiempos en que narrativas son movilizadas componen una de las actividades primordiales de la Educación Infantil, ya que desarrollan una categoría del pensamiento discursivo que organiza / produje formas más complejas de funciones psíquicas típicamente humanas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[interação verbal]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento da criança]]></kwd>
<kwd lng="pt"><![CDATA[mediação sociocultural]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento psicológico]]></kwd>
<kwd lng="en"><![CDATA[interactive communication]]></kwd>
<kwd lng="en"><![CDATA[child development]]></kwd>
<kwd lng="en"><![CDATA[socio-cultural action]]></kwd>
<kwd lng="en"><![CDATA[psychological development]]></kwd>
<kwd lng="es"><![CDATA[comunicación interactiva]]></kwd>
<kwd lng="es"><![CDATA[educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[acción sociocultural]]></kwd>
<kwd lng="es"><![CDATA[desarrollo del niño]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bassedas]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Huguet]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Solé]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprender e ensinar na educação infantil]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Porto Alegre, RS ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Realidade mental, mundos possíveis]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Porto Alegre, RS ]]></publisher-loc>
<publisher-name><![CDATA[Artes Médicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Atos de significação]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Porto Alegre, RS ]]></publisher-loc>
<publisher-name><![CDATA[Artes Médicas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[A cultura da educação]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Porto Alegre, RS ]]></publisher-loc>
<publisher-name><![CDATA[Artmed Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[François]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Crianças e narrativas: maneiras de sentir, maneiras de dizer...]]></source>
<year>2009</year>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Humanitas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Friedrich]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lev Vigotski - mediação, aprendizagem e desenvolvimento: uma leitura filosófica e epistemológica.]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Mercado de Letras]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[O desenvolvimento do psiquismo e a educação escolar: contribuições à luz da psicologia histórico cultural e da pedagogia histórico-crítica]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Bauru ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Estadual Paulista]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pino Sirgado]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O social e o cultural na obra de Vigotski.]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2000</year>
<volume>21</volume>
<numero>71</numero>
<issue>71</issue>
<page-range>45-78</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rego]]></surname>
<given-names><![CDATA[T. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Vygotsky: uma perspectiva histórico-cultural da educação]]></source>
<year>2014</year>
<edition>25</edition>
<publisher-loc><![CDATA[Petrópolis, RJ ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Chico Bento em: A Pescaria -Turma da Mônica]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[V. L. T. d.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrada]]></surname>
<given-names><![CDATA[P. C. d.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contribuições de Vigotsky para a compreensão do psiquismo]]></article-title>
<source><![CDATA[Estudos de Psicologia]]></source>
<year>2013</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>355-65</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tudge]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rogoff]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influencias entre iguales en el desarrollo cognitivo: perspectivas piagetiana y vigotskiana]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Fernández-Berrocal]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Melero Zabal]]></surname>
<given-names><![CDATA[M. Á.]]></given-names>
</name>
</person-group>
<source><![CDATA[La interacción social en contextos educativos]]></source>
<year>1995</year>
<page-range>99-133</page-range><publisher-loc><![CDATA[Madrid, ES ]]></publisher-loc>
<publisher-name><![CDATA[Siglo XXI de España]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veer]]></surname>
<given-names><![CDATA[R. V. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Valsiner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Vygotsky: uma síntese]]></source>
<year>2014</year>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Edições Loyola]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vigotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia pedagógica]]></source>
<year>2010</year>
<edition>3a</edition>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Editora WMF Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vigotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[O desenvolvimento psicológico na infância]]></source>
<year>1998</year>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vigotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Obras escogidas. Historia del desarrollo de las funciones psíquicas superiores]]></source>
<year>2000</year>
<volume>III</volume>
<publisher-loc><![CDATA[Madrid, ES ]]></publisher-loc>
<publisher-name><![CDATA[Visor.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vigotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação social da mente: o desenvolvimento dos processos psicológicos superiores]]></source>
<year>2007</year>
<edition>7a</edition>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vigotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A construção do pensamento e da linguagem]]></source>
<year>2009</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Editora WMF Martins Fontes.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vigotsky]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizagem e desenvolvimento intelectual a idade escolar]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Vigotskii]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Luria]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Leontiev]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Linguagem, desenvolvimento e aprendizagem]]></source>
<year>2014</year>
<page-range>103-17</page-range><publisher-loc><![CDATA[São Paulo, SP ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Universidade de São Paulo]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
