<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832023000100225</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v8.e11492</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A linguagem escrita em uma instituição de educação infantil: concepções e práticas em interação]]></article-title>
<article-title xml:lang="es"><![CDATA[El lenguaje escrito en una institución de educación infantil: concepciones y prácticas en interacción]]></article-title>
<article-title xml:lang="en"><![CDATA[Written language in an Early Childhood Education institution: concepts and practices in interaction]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Pedro Neto Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Larissa Naiara Souza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dieb]]></surname>
<given-names><![CDATA[Messias Holanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Prefeitura Municipal de Fortaleza Secretaria de Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Prefeitura Municipal de Fortaleza Secretaria de Educação ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832023000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832023000100225&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832023000100225&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Analisamos, neste artigo, a percepção de professores sobre práticas de/com linguagem escrita desenvolvidas com duas turmas de crianças em uma instituição pública de Educação Infantil. Como fundamentação teórica, utilizamos os estudos de Vygotsky (2007), de Sepúlveda e Teberosky (2011), relacionados com as ideias de Abramovay e Kramer (1985), Kishimoto (2010) e Martins (1991) sobre a relação entre criança e linguagem. A pesquisa, de abordagem qualitativa, contou com a participação de duas professoras de Educação Infantil em sessões de observação com registros escritos e visuais, e uma experiência de grupo focal. Constatamos que a linguagem escrita era concebida como um conhecimento com o qual as crianças deveriam interagir e se apropriar, reconhecendo nesse objeto/instrumento de conhecimento especificidades de ensino/promoção pelas docentes e de aprendizagem/desenvolvimento pelas crianças, tratando-se de um conhecimento socialmente relevante. Todavia, não identificamos situações significativas em que a linguagem escrita fosse abordada na perspectiva do letramento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nosotros analizamos aquí la percepción de docentes sobre las prácticas de/con lenguaje escrito en salas de una institución pública de Educación Infantil. Las ideas de Vygotsky (2007) y Sepúlveda y Teberosky (2011) se vincularon a los estudios de Abramovay y Kramer (1985), Kishimoto (2010) y Martins (1991) para fundamentar teóricamente la investigación presentada en este artículo. La investigación, con un enfoque cualitativo, contó con dos maestras de Educación Infantil para participar en sesiones de observación con registros escritos y visuales, y de una experiencia en grupo focal. Descubrimos que el lenguaje escrito fue concebido como un conocimiento con el cual los niños deben interactuar y apropiarse, reconociendo, en este objeto/instrumento de conocimiento, especificidades de enseñanza/promoción por las maestras y de aprendizaje/desarrollo por los niños, tratado como un conocimiento socialmente relevante. Pero, no identificamos situaciones significativas en las que el lenguaje escrito fuera manejado desde una perspectiva de alfabetización social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we analyze the perception of teachers on practices of/with written language at two classrooms of a public institution dedicated to Early Childhood Education. The ideas of Vygotsky (2007) and Sepúlveda and Teberosky (2011) were linked to studies of Abramovay and Kramer (1985), Kishimoto (2010), and Martins (1991) to find the theory of the research presented in this paper. The research, under a qualitative approach, counted on two teachers of Early Childhood Education classes to participate in sessions of observation with written and visual records, and in an experience of focus group. We found that written language was conceived as a knowledge with which children should interact and appropriate, recognizing, in this object/instrument of knowledge, specificities of teaching/promotion by teachers and learning/development by children, treated as a socially relevant knowledge. However, we did not identify significant situations in which written language was handled from a social literacy perspective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[linguagem escrita]]></kwd>
<kwd lng="pt"><![CDATA[práticas pedagógicas.]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[lengua escrita]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas.]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[written language]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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