<?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>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152021000400297</article-id>
<article-id pub-id-type="doi">10.29352/mill029e.23818</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Exploração da perspetiva de professor/a investigador/a em propostas contemporâneas de educação de infância]]></article-title>
<article-title xml:lang="en"><![CDATA[An exploration of the teacher-as-researcher concept in contemporary early childhood education pedagogies]]></article-title>
<article-title xml:lang="es"><![CDATA[Una exploración de la perspectiva de maestro-investigador en propostas contemporáneas de educación infantil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Maria Pacheco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Viseu Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Viseu ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>esp9</numero>
<fpage>297</fpage>
<lpage>306</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152021000400297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152021000400297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152021000400297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Na atualidade, existem propostas curriculares e praxeológicas de Educação de Infância de grande qualidade. O papel da investigação desenvolvida por práticos na construção dessas propostas é relevante para apoiar processos de discussão acerca da qualidade das práticas e para sustentar a formação dos profissionais.  Objetivos: Analisar três propostas contemporâneas de Educação de Infância de cariz socioconstrutivista e de reconhecida qualidade, procurando identificar indicadores de relevância e potencial da perspetiva de educador/a investigador/a.  Métodos:  A seleção das três propostas, Educação Experiencial, Abordagem Reggio Emilia e Centro Pen Green, resultou do cruzamento entre as cinco perspetivas de Educação de Infância destacadas pela OCDE e os modelos curriculares classificados concretizando uma pedagogia da participação, tendo ainda em conta o acesso a documentação relevante para o tópico em análise. A partir de características de investigação efetuada por práticos, analisaram-se documentos de apresentação e investigação realizada sobre cada uma das perspetivas, identificando zonas de aproximação ou concretização das características de investigação desenvolvida por práticos.  Resultados:  Os resultados revelam apropriações e focos distintos em cada perspetiva, conjugando-se numa arena favorável para que a Educação de Infância seja (re)construída pelos seus profissionais.  Conclusão:  A qualidade em Educação de Infância inclui a participação dos profissionais na construção das práticas, identificando-se formas distintas de concretizar esses contributos. A inclusão destas perspectivas e da sua apropriação da ideia de um professor investigador são relevantes na formação de educadores de infância, especialmente na sua diversidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Currently, there are high quality curricular and praxeological proposals for Early Childhood Education. The role of practitioner research in the construction of these proposals is relevant to support the discussion about the quality of practices and to support teacher education.  Objetives: To analyze three contemporary socio-constructivist proposals for Early Childhood Education, acknowledged by their quality, and identify indicators of relevance and potential of the existing perspective of an teacher-researcher.  Methods: The selection of the three proposals, Experiential Education, Reggio Emilia Approach and Pen Green Center, resulted from the crossing of different criteria: inclusion as one of the five perspectives of Early Childhood Education highlighted by the OECD, acknowledgment as a curricular model implementing a pedagogy of participation, and available access to documentation relevant to the topic under review. The analysis focused studies and documents for each of the perspectives to identify ways in which practitioner research was present in the activities and values of each of the three perspectives.  Results: The results reveal different appropriations and focuses in each perspective, coming together in a favorable arena for Early Childhood Education to be (re)constructed by its professionals.  Conclusion: Quality in Early Childhood Education includes the participation of its professionals in the construction of practices. There are different ways in which this has happened. The inclusion of the perspectives and their appropriation of the idea of a teacher-researcher are relevant for Early Childhood Teacher Education, particularly in their diversity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: Actualmente, existen propuestas curriculares y praxeológicas de alta calidad para la Educación Infantil. El papel de la investigación realizada por los profesionales en la construcción de estas propuestas es relevante para apoyar los procesos de discusión sobre la calidad de las prácticas y apoyar la formación de los profesionales.  Objetivos:  analizar tres propuestas contemporáneas de educación infantil de carácter socio-constructivista y de reconocida calidad, buscando identificar indicadores de relevancia y potencialidad en su la perspectiva de un educador / investigador.  Métodos: La selección de las tres propuestas, Educación Experiencial, Reggio Emilia y Pen Green Center, resultó del cruce entre las cinco perspectivas de Educación Infantil destacadas por la OCDE con los modelos curriculares que implementan una pedagogía de participación, tomando también en cuenta el acceso a la documentación relevante para el tema objeto de revisión. A partir de las características de la investigación realizada por los profesionales, se analizaron los documentos de presentación y las investigaciones realizadas sobre cada una de las perspectivas, identificando áreas de aproximación o implementación de las características de la investigación realizada por los profesionales.  Resultados: Los resultados revelan diferentes apropiaciones y enfoques en cada perspectiva, convergiendo en un escenario propicio para que la Educación Infantil sea (re) construida por sus profesionales.  Conclusión: La Calidad en la Educación Infantil incluye la participación de profesionales en la construcción de prácticas, identificando diferentes formas de lograr estos aportes. La inclusión de estas perspectivas y su apropiación de la idea del maestro investigador son relevantes en la formación de los docentes de Educación Infantil, especialmente en su diversidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação de infância]]></kwd>
<kwd lng="pt"><![CDATA[professor-investigador]]></kwd>
<kwd lng="pt"><![CDATA[modelos curriculares]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento profissional docente]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[teacher-researcher]]></kwd>
<kwd lng="en"><![CDATA[curriculum models]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; professional knowledge]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[maestro-investigador]]></kwd>
<kwd lng="es"><![CDATA[modelos curriculares]]></kwd>
<kwd lng="es"><![CDATA[conocimiento profesionale docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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