<?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>0123-417X</journal-id>
<journal-title><![CDATA[Psicología desde el Caribe]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. caribe]]></abbrev-journal-title>
<issn>0123-417X</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-417X2020000300237</article-id>
<article-id pub-id-type="doi">10.14482/psdc.37.3.372.21</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Quando comer não é suficiente: tríade, cuidado/educação, desenvolvimento e uso dos objetos durante as refeições em duas creches do DF]]></article-title>
<article-title xml:lang="es"><![CDATA[Cuando comer no es suficiente: triada, cuidado/educación, desarrollo y uso de los objetos durante momentos de alimentación en dos escuelas infantiles de Brasilia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rengifo-Herrera]]></surname>
<given-names><![CDATA[Francisco José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo-Rodrigues]]></surname>
<given-names><![CDATA[Ana Paula Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação Departamento de Teoria e Fundamentos]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>37</volume>
<numero>3</numero>
<fpage>237</fpage>
<lpage>258</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-417X2020000300237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-417X2020000300237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-417X2020000300237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo caracteriza o uso de objetos e de práticas alimentares e descreve as qualidades das interações na tríade cuidadora-objeto-criança (12 a 24 meses) durante as refeições em duas creches em Brasília. A análise enfoca ações, diálogos e aspectos metacomunicativos expressos pelas tríades ao longo da ação pedagógica. A pesquisa utilizou análise microgenética, com observação não participante, filmagem, fotos e registros escritos. Identificouse, por meio deste estudo, como o uso de objetos e a relação triádica são desenvolvidos nas refeições e os aspectos relacionais/educacionais emergentes nesses momentos. Com base nas análises microgenéticas, ficou evidente que os objetos, relações e formas de comunicação na relação triádica estão relacionados com a apropriação e compreensão do uso de objetos, ações de tempo de refeição e práticas contextuais em sala de aula. Os resultados identificam a necessidade de trazer à tona aspectos de significado e sentido durante as refeições em contextos educacionais da primeira infância. O envolvimento da tríade mediante as tentativas de criar cânones das ações, o papel da ação intencional da cuidadora e a dinâmica variegada da semiótica da tríade salientam nas conclusões da pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper addresses the use of objects within mealtime practices of 12-14 months old children in two day-care centers in Brasilia. It aims at understanding the qualities of the triadic interactions of teacher-object-child. A research was conducted in order to favor such interactions during everyday school routine. Empirical data collection consisted in non-participant observation, video recording of mealtime episodes, written notes and photos. Microgenetic analyses focused on actions, dialogues and meta-communicative aspects which allowed the identification of the emergence of triadic relationships during mealtime. Special emphasis was drawn on a variety of engagements with food and eating utensils during the educational settings. Results suggest that objects, engagements, and ways of communication in the triadic relationships are related with actions, appropriation and understanding of the use of objects, mealtime actions and cultural practices. Conclusions reveal that important aspects related to meaning making during mealtime in early childhood education and show how the triadic engagement allow the emergence of canonical actions, and the role of the caregiver&#8217;s leadership, as well as, the variegated semiotic dynamics into the triadic relations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Uso convencional dos objetos]]></kwd>
<kwd lng="en"><![CDATA[Development]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Conventional use of the objects]]></kwd>
</kwd-group>
</article-meta>
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