<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822025000100025</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v30i68.2062</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Bebês em foco: repensando a participação na educação infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Babies in focus: rethinking participation in early childhood education]]></article-title>
<article-title xml:lang="es"><![CDATA[Bebés en foco: repensando la participation en la education infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abreu]]></surname>
<given-names><![CDATA[Andreia Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Angela Scalabrin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Natalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>68</numero>
<fpage>25</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822025000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822025000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822025000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A prática da docência com bebês em creche implica considerar suas especificidades, potencialidades, voz, poder de ação social/agência e capacidade de participação nos seus contextos de vida. Com base nesta perspetiva, os contextos institucionalizados de Educação Infantil têm vindo a sofrer reestruturações, especialmente no modo como os adultos agem com os bebês e na organização do espaço-tempo coletivo. Contudo, nem sempre estas mudanças asseguram verdadeiramente que os bebês tenham o seu direito de participação efetivado. Neste estudo, procuramos destacar como as relações intergeracionais tecidas em contexto de creche constrangem ou possibilitam a participação dos bebês. Este trabalho se baseia em uma etnografia visual com bebês desenvolvida em um contexto de educação coletiva em Portugal. Entendemos que a participação significa defender que os bebês podem &#8220;tomar parte&#8221; no que lhes diz respeito, e não apenas &#8220;fazer parte&#8221;. Os resultados deste estudo mostram que as possibilidades de participação foram visíveis nos momentos que envolvem atividades livres, nos quais as relações intergeracionais se estabelecem pela partilha de poder e processos de escuta e negociação. Por outro lado, nas atividades de cuidados básicos dos bebês, há mais constrangimentos à participação, sobrepondo-se a dimensão da provisão à salvaguarda da participação do bebê.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Working with babies in daycare centers involves considering their specificities, potential, voice, power of social action/agency, and ability to participate in their life contexts. Based on this perspective, Early Childhood Education settings have been undergoing restructuring, especially in the way adults act with babies and in the organization of collective space-time. However, these changes don&#8217;t always truly ensure that babies have their right to participate realized. However, these changes do not always fully realize babies&#8217; right to participate. This study aims to explore how intergenerational relationships in a daycare setting either constrain or facilitate babies&#8217; participation. It is based on a visual ethnography conducted with babies in a collective educational context in Portugal. We define participation as allowing babies to actively &#8220;take part&#8221; in matters concerning them, rather than merely &#8220;being part of&#8221; the environment. The study reveals that opportunities for participation are most evident during free activities, where intergenerational relationships are fostered through shared power and processes of listening and negotiation. Conversely, in basic caregiving activities, participation is more constrained, with the focus often on provision rather than on ensuring the baby&#8217;s active involvement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La práctica de la docencia con bebés en guarderías implica considerar sus especificidades, potencialidades, voz, poder de acción social/agencia y capacidad de participación en sus contextos de vida. Con base en esta perspectiva, los contextos institucionalizados de Educación Infantil han venido sufriendo reestructuraciones, especialmente en la forma en que los adultos actúan con los bebés y en la organización del espacio-tiempo colectivo. Sin embargo, estos cambios no siempre garantizan realmente que se cumpla el derecho de participación de los bebés. En este estudio, buscamos destacar cómo las relaciones intergeneracionales tejidas en el contexto de la guardería limitan o posibilitan la participación de los bebés. Este trabajo se basa en una etnografia visual con bebés, desarrollada en un contexto de educación colectiva en Portugal. Entendemos que la participación significa defender que los bebés pueden &#8220;tomar parte&#8221; en lo que les concierne, y no solo &#8220;tener parte&#8221;. Los resultados de este estudio muestran que las posibilidades de participación fueron visibles en los momentos de actividades libres, en los cuales las relaciones intergeneracionales se establecen mediante el reparto de poder y los procesos de escucha y negociación. Por otro lado, en las actividades de cuidado básico de los bebés, hay más limitaciones a la participación, predominando la dimensión de provisión sobre la salvaguarda de la participación del bebé.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="pt"><![CDATA[participação dos bebês]]></kwd>
<kwd lng="pt"><![CDATA[relações intergeracionais]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[babie&#8217;s participation]]></kwd>
<kwd lng="en"><![CDATA[intergenerational relationships]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[participación de los bebés]]></kwd>
<kwd lng="es"><![CDATA[relaciones intergeneracionales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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