<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000300119</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i58.5733</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINAR CRIANÇAS DE ZERO A TRÊS ANOS: SENTIDO PESSOAL DA DOCÊNCIA NA CRECHE]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING CHILDREN FROM ZERO TO THREE YEARS: PERSONAL SENSE OF THE TEACHING IN DAY CARE CENTER]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA DE NIÑOS DE CERO A TRES AÑOS: SENTIDO PERSONAL DE LA ENSEÑANZA EN EL JARDÍN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manholer]]></surname>
<given-names><![CDATA[Estefânia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Sílvia Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000300119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000300119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo traz um recorte de uma investigação que buscou compreender o sentido pessoal que educadoras de creche atribuem à sua atividade profissional de ensino. Utilizando a perspectiva histórico-cultural, em específico da teoria de Leontiev, o estudo, de caráter qualitativo e cunho exploratório, teve como participantes três profissionais de creches públicas do município de Corumbá/MS e como instrumento para recolha das informações a entrevista semiestruturada. Os dados obtidos foram tratados e analisados à luz da teoria dos núcleos de significação. Os resultados permitiram a reflexão sobre o fato de haver, no discurso das participantes, concepções não condizentes com o que se espera sobre docência na Educação Infantil. Também não foi possível confirmar a hipótese inicial de que haveria diferença na atribuição de sentidos de acordo com o tempo de atuação profissional; no entanto foram notados indícios de que os sentidos podem mudar de acordo com o processo formativo profissional, ainda que não de forma determinante. As contradições presentes nas falas professoras demonstraram como a atribuição de sentidos pessoais e a construção de motivos são complexas e variáveis, o que levou a reafirmar a importância da formação profissional. Da mesma forma, apontou para a necessidade de reconhecê-la como um meio pelo qual os indivíduos constroem e reconstroem suas concepções, compreendem o contexto no qual estão inseridos e podem desenvolver a consciência de sua real condição social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents an excerpt from an investiagtion that sought to understand the personal sense that day care teachers attribute to their professional teaching activity. Using the historical-cultural perspective, in particular Leontiev's theory, the study, of qualitative and exploratory nature, had as participants three professionals of public day care centers in the city of Corumbá/MS and as instrument for collecting the information semi-structured interview. The obtained data were treated and analyzed in the light of the signification nucleus theory. The results allowed reflection on the fact that there were, in the participants' speech, conceptions that were not consistent with what is expected about teaching in Early Childhood Education. It was also not possible to confirm the initial hypothesis that there would be a difference in the attribution of senses according to the length of professional experience; however, signs were noted that the senses may change according to the professional training process, even if not decisively. The contradictions present in the teachers' statements demonstrated how the attribution of personal senses and the construction of motives are complex and variable, which led to reaffirm the importance of professional training. Similary pointed to the need to recognize it as a means by which individuals construct and reconstruct their conceptions, understand the context in which they are inserted and can develop awareness of their real social condition.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo presenta un extracto de una investigación que buscó comprender el significado personal que los educadores de guardería atribuyen a su actividad profesional docente. Utilizando la perspectiva histórico-cultural, específicamente la teoría de Leontiev, el estudio, de carácter cualitativo y exploratorio, tuvo como participantes a tres profesionales de guarderías públicas de la ciudad de Corumbá/MS y como instrumento de recolección de información la entrevista semiestructurada. Los datos obtenidos fueron procesados y analizados a la luz de la teoría del núcleo de significado. Los resultados permitieron reflexionar sobre el hecho de que hubo en el discurso de las participantes concepciones que no se correspondían con lo esperado sobre la enseñanza en Educación Infantil. Tampoco fue posible confirmar la hipótesis inicial de que habría diferencia en la atribución de significados según el tiempo de experiencia profesional; sin embargo, se observaron indicios de que los significados pueden cambiar según el proceso de formación profesional, aunque no de manera decisiva. Las contradicciones presentes en los dichos de los docentes demostraron cómo la atribución de significados personales y la construcción de motivos son complejas y variables, lo que llevó a reafirmar la importancia de la formación profesional. Asimismo, señaló la necesidad de reconocerlo como un medio por el cual los individuos construyen y reconstruyen sus concepciones, comprenden el contexto en el que están insertos y pueden desarrollar conciencia de su condición social real.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educadoras de creche]]></kwd>
<kwd lng="pt"><![CDATA[Sentido e Significado]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Day Care Educators]]></kwd>
<kwd lng="en"><![CDATA[Sense and Meaning]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="es"><![CDATA[Educadores de guarderías]]></kwd>
<kwd lng="es"><![CDATA[sentido y significado]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
</kwd-group>
</article-meta>
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