<?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>S2318-19822025000100069</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v30i68.2047</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contextos investigativos e crianças desde bebês como produtores de currículos]]></article-title>
<article-title xml:lang="en"><![CDATA[Investigative contexts and children from infancy as curriculum producers]]></article-title>
<article-title xml:lang="es"><![CDATA[Contextos investigativos y niños desde la infância como productores curriculares]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barboza]]></surname>
<given-names><![CDATA[Vigna Soraia de Jesus]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marlene Oliveira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede municipal de São Francisco do Conde  ]]></institution>
<addr-line><![CDATA[Bahia ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia (UFBA)  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></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>69</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822025000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822025000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822025000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo é um recorte de uma pesquisa em nível de Mestrado em Educação, que tem como objetivo evidenciar os currículos que emergem nos contextos investigativos experienciados por bebês e crianças bem pequenas na creche. Participaram deste estudo um grupo de bebês e crianças bem pequenas, com idades entre 1 ano e 5 meses a 1 ano e 10 meses, de uma creche da rede pública de São Francisco do Conde, Bahia. A compreensão de contexto investigativo dialoga com os estudos de Barbieri (2021) e de Dubovick e Cippitelli (2018); já sobre os bebês e as crianças bem pequenas, com Barbosa (2010) e com as Diretrizes Curriculares Nacionais para a Educação Infantil (Brasil, 2009). A abordagem da pesquisa é qualitativa e os instrumentos metodológicos adotados foram o contexto investigativo, o diário de campo, a fotografia e a videogravação, mas, para este texto, recorreu-se aos contextos investigativos realizados e ao diário de campo. Os dados produzidos revelam que quanto maior é a diversidade de materiais, de materialidades e a maneira estética como eles são organizados, mais aumentam as possibilidades de os bebês e as crianças bem pequenas utilizarem as múltiplas linguagens na produção de currículos. Conclui-se que os bebês e as crianças bem pequenas, ao assumirem a centralidade do planejamento no contexto da creche, produzem currículos ricos e inspiradores para a atualização da proposta pedagógica e curricular da creche e das políticas de currículo para a Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper is an excerpt from a Master&#8217;s degree in Education research that aims at highlighting the curricula that emerge in the investigative contexts experienced by babies and very young children in daycare. A group of babies and very young children aged between 1 year and 5 months to 1 year and 10 months from a public daycare center in São Francisco do Conde, Bahia, participated in this study. The understanding of the investigative context dialogues with the studies by Barbieri (2021) and Dubovick and Cippitelli (2018); on babies and very young children, with Barbosa (2010) and with the National Curricular Guidelines for Early Childhood Education (Brazil, 2009). The research approach is qualitative, and the methodological instruments adopted were the investigative context, field journal, photography and video recording, but, for this text, we used the investigative contexts carried out and the field journal. Data produced reveals that the greater the diversity of materials, materialities and aesthetic way in which they are organized, the greater the possibilities for babies and very young children to use multiple languages in production of curricula. It is concluded that babies and very young children, when assuming the centrality of planning in the context of daycare, produce rich and inspiring curricula for updating the pedagogical and curricular proposal of daycare and curriculum policies for Early Childhood Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es un extracto de una investigación de Maestría en Educación que tiene como objetivo resaltar los currículos que emergen en los contextos investigativos vividos por bebés y niños muy pequeños en guarderías. Participaron de este estudio un grupo de bebés y niños muy pequeños, con edades comprendidas entre 1 año y 5 meses y 1 año y 10 meses, de una guardería pública de São Francisco do Conde-BA. La comprensión del contexto investigativo dialoga con los estudios de Barbieri (2021) y Dubovick y Cippitelli (2018); sobre bebés y niños muy pequeños, con Barbosa (2010) y con las Directrices Curriculares Nacionales para la Educación Infantil (Brasil, 2009). El enfoque de investigación es cualitativo y los instrumentos metodológicos adoptados fueron el contexto investigativo, el diario de campo, la fotografia y la videograbación, pero para este texto utilizamos los contextos investigativos realizados y el diario de campo. Los datos arrojados revelan que cuanto mayor es la diversidad de materiales, materialidades y la forma estética en la que se organizan, mayores son las posibilidades de que los bebés y los niños muy pequeños utilicen múltiples idiomas en la elaboración de los currículos. Se concluye que los bebés y los niños muy pequeños, al asumir la centralidad de la planificación en el contexto de la guardería, producen currículos ricos e inspiradores para actualización de la propuesta pedagógica y curricular de la guardería y de las políticas curriculares para la Educación Infantil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[contextos investigativos]]></kwd>
<kwd lng="pt"><![CDATA[currículos]]></kwd>
<kwd lng="pt"><![CDATA[bebês e crianças bem pequenas]]></kwd>
<kwd lng="pt"><![CDATA[creche]]></kwd>
<kwd lng="en"><![CDATA[investigative contexts]]></kwd>
<kwd lng="en"><![CDATA[resumes]]></kwd>
<kwd lng="en"><![CDATA[babies and very young children]]></kwd>
<kwd lng="en"><![CDATA[daycare]]></kwd>
<kwd lng="es"><![CDATA[contextos investigativos]]></kwd>
<kwd lng="es"><![CDATA[currículums]]></kwd>
<kwd lng="es"><![CDATA[bebés y niños muy pequeños]]></kwd>
<kwd lng="es"><![CDATA[guardería]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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