RESUMO -Linguagem Oral e Brincadeira Letrada nas Creches.Este artigo visa contribuir para a reflexão sobre as relações entre a brincadeira de faz-de-conta e a aprendizagem da linguagem oral em contextos narrativos significativos em creches. Pretende apresentar, por meio de exemplos e resultados de pesquisa-ação em curso, como uma narrativa emergente pode ser construída pelas crianças, coletivamente, em suas brincadeiras a partir da leitura em voz alta de livros literários pelos professores. Os resultados revelam a integração entre brincar e aprender, dois lados da mesma moeda quando mediados pela literatura infantil que fornece repertório linguísti-co e semântico significativo às produções expressivas e comunicativas das crianças. Palavras-chave: Aprendizagem pela Brincadeira. Brincar e Letramento. Brincar em Linguagem Oral. Livros Infantis. Creches. ABSTRACT -Children's Oral Language and Literacy Play in Day CareCenters. This article seeks to contribute to the reflection of the relation between children's make-believe play and oral language learning in meaningful narrative contexts in day care centers. By providing examples of ongoing action research, it aims to present how children can collectively construct an emerging narrative during their playtime from teachers reading literary books aloud. The results reveal the correlation between playing and learning, which are two sides of the same coin when mediated by children's literature as it supplies a meaningful linguistic and semantic repertoire for children's expressive and communicative production.

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The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers' interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both playbased learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers' interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project. IntroductionInvestment in the first three years of life-whether through educational programs or isolated actions with families-has become one of the priorities of Brazilian government policies in the last decade. The complementarity of Brazil between education and careand integrity in the development of the child in daycare centres-became a childhood policy since 1988 with the New Democratic Laws (Brasil, 1988).Since then, children became represented to society as capable instead in need of care. ECE became children's right for education and care as citizens. (Nunes et al., 2011). The most recent legal document that defines the National Curriculum Guidelines for Early Childhood Education (Brasil, 2010) points to giving priority to discussions on how to guide the development of children's play and oral language, as well as recognizing their participation in the cultural world as well as the importance of development of children in daycare centres. Although discourses change, few policies have been made: coverage rate is still 25.6%, which represents only 3.2 million Brazilian children, revealing a substantial space for expansion of supply, especially for the poorest children. Only 21.9% of children enrolled in daycare centres come from 25% of the poorest Brazilian families that need more educational and care attention and who remain at home in absolute poverty (Brasil, 2017).When it comes to public daycare centres that enrolled most of the poor children, Brazil still faces major challenges to establish and implement quality programs consistent with the legal frameworks for early childhood education of the new Brazilian democracy. Recent studies on the quality of daycare centres in Brazil (Campos et al., 2011) reveals weak implementation of the Ministry of Education's mandatory guidelines and quality standards (e.g.,

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Este artigo tem por objetivo apresentar uma proposta inovadora de currículo para o curso de pedagogia em uma instituição paulistana no qual a presença de disciplinas específicas para a formação do coordenador pedagógico sugerem conteúdos e instrumental tanto teórico como prático para que futuros pedagogos possam cumprir com qualidade, também, essa função. Para justificar as disciplinas implementadas no referido curso, parte de uma reflexão a respeito dos conteúdos da formação inicial do pedagogo associados à sua função coordenadora e formadora das equipes docentes no interior da escola. Para tal fim, baseia-se em investigações que têm identificado a presença do coordenador pedagógico e suas necessidades reais quanto à formação docente e acompanhamento escolar dos estudantes nas escolas. Ao mesmo tempo, revela a importância das equipes de gestão pedagógica como aspecto fundamental e indicador de qualidade da educação. Aponta, porém, como também identificado em investigações recentes que os conteúdos de ensino associados à identidade e exercício desta função estão ausentes nas formações iniciais dos professores e pedagogos em suas especificidades mais cotidianas.