This is an outdated version published on 2020-06-03. Read the most recent version.

Quando comer não é suficiente: Tríade, cuidado/educação, desenvolvimento e uso dos objetos durante as refeições em duas creches do DF

Authors

  • Francisco José Rengifo-Herrera Universidade de Brasília Faculdade de Educação Departamento de Teoria e Fundamentos
  • Ana Paula Gomes Melo Rodrigues Universidade de Brasília

Keywords:

Desenvolvimento, Educação Infantil, Uso convencional dos objetos

Abstract

O presente estudo caracteriza o uso de objetos e práticas alimentares e descreve as qualidades das interações na tríade adulto-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. Identificou-se, 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, considerou-se que os objetos, relações e formas de comunicação na relação triádica são a pedra angular dos aspectos metodológicos e epistemológicos das ações relacionadas com a apropriação e compreensão do uso de objetos, ações de tempo de refeição e práticas contextuais. Finalmente, também identificamos a necessidade de trazer à tona alguns aspectos de significado e sentido durante as refeições em contextos educacionais da primeira infância.

Author Biographies

Francisco José Rengifo-Herrera, Universidade de Brasília Faculdade de Educação Departamento de Teoria e Fundamentos

Francisco José Rengifo-Herrera is a Colombian-born psychologist. Over the last decade he did research and teaching in the area of developmental and cognitive psychology. He obtained his Masters in Cognitive Psychology and Learning at the Universidad Autónoma de Madrid, and in recent years he has been working from a cultural constructivist approach. He is currently pursuing a doctoral degree at LABMIS (Laboratory of Microgenesis in Social Interactions) of the Institute of Psychology, University of Brasilia. His work seeks to understand the development of values in Colombians and Brazilians children.

Ana Paula Gomes Melo Rodrigues, Universidade de Brasília

Possui graduação em Pedagogia pela Universidade de Brasília(2017). Tem experiência na área de Educação, com ênfase em Ensino-Aprendizagem.

References

<p><strong>Referencias</strong></p><p> </p><p><p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">Basílio, M &amp; Rodríguez, C. (2011) Usos, gestos y vocalizaciones privadas: de la interacción social a la autorregulación. <em style="mso-bidi-font-style: normal;">Infancia y Aprendizaje</em>, 34, 181-194.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 35.45pt; text-align: justify; text-indent: -35.45pt; line-height: 200%;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">Belza, H., Herrán, E., &amp; Anguera, M. T. (2019). </span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Early childhood, breakfast, and related tools: analysis of adults’ function as mediators. <em style="mso-bidi-font-style: normal;">European Journal of Psychology of Education</em>.</span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;"></span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Branco, A., Pessina, L., Flores, A. &amp; Salomão, S. (2004) Communication and metacommunication in human development. In A. U. Branco &amp; J. Valsiner (Eds.) <em style="mso-bidi-font-style: normal;">A sociocultural constructivist approach to metacommunication in child development</em> (p. 3-32). Greenwich: Information Age Publishing Inc.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Bruner, J. (1983) <em style="mso-bidi-font-style: normal;">Child´s Talk. Learning to use the language</em>. New York: Oxford University Press.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Dolival, S. (2018) <em style="mso-bidi-font-style: normal;">O professor, o brinquedo e a brincadeira no desenvolvimento dos valores nas crianças. Competir ou cooperar?</em> Trabalho de conclusão de curso não publicado, Faculdade de Educação, Universidade de Brasília, Brasília, Brasil.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Dotson, H. M. Vaquera, E. &amp; Cunningham, S. A. (2015) Sandwiches and subversion: Teachers’ mealtime strategies and preschoolers’ agency. <em style="mso-bidi-font-style: normal;">Childhood</em>, 22(3), 362-376.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Gregory, J., Paxton, S. &amp; Brozovic, A. (2010) Maternal feeding practices, child eating behavior and body mass index in preschool-aged children: a prospective analysis. <em style="mso-bidi-font-style: normal;">International Journal of Behavioral Nutrition and Physical Activity</em>, 7(55), 1–10.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Saada-Robert. </span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">M. (1996) Cap. 4. La construcción microgenética de un esquema elemental. Em: Inhelder, B. &amp; Cellerier, G. (1996) <em style="mso-bidi-font-style: normal;">Los senderos de los descubrimientos del niño</em>. </span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">(123 – 140). Barcelona: Ediciones Paidós Ibérica.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Innis, R. (2016) Affective Semiosis: Philosophical Links to Cultural Psychology. In: Valsiner, J., Marsico, G., Chaudhary, N., Sato, T. &amp; Dazzani, V (Eds). <em style="mso-bidi-font-style: normal;">Psychology as the Science of Human Being. The Yokohama Manifesto</em>. (87-104) Springer International Publishing Switzerland.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Ishiguro, H, (2016) How a young child learns how to take part in mealtimes<em style="mso-bidi-font-style: normal;">. European Journal of Psychology and Education</em>, 31, (13–27).</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Ishiguro, H. (2009) Speech Genres Used During Lunchtime Conversations of Young Children. In PJunefelt, K. &amp; Nordin Proceedings, P. (Eds.), <em style="mso-bidi-font-style: normal;">Proceedings from the Second International Interdisciplinary Conference on Perspectives and Limits of Dialogismin Mikhail Bakhtin</em>. <em style="mso-bidi-font-style: normal;">Stockholm University</em>, 55-59.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">K</span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-ansi-language: EN-US;">lette</span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">,T., </span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-ansi-language: EN-US;">Drugli</span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">, M. B &amp; A</span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-ansi-language: EN-US;">andahl, A.M. (2018)</span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;"> Together and alone: a study of interactions between toddlers and childcare providers during mealtime in Norwegian childcare centres.<em style="mso-bidi-font-style: normal;"> Early Child Development and Care</em>, 188, (3), 387-398.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 35.45pt; text-align: justify; text-indent: -35.45pt; line-height: 200%;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Moreno-Núñez A, Rodríguez C, Miranda-Zapata E (2019). Getting away from the point:the emergence of ostensive gestures and their functions. <em style="mso-bidi-font-style: normal;">Journal of Child Language</em> 1–23. </span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Moriguchi, Y. (2014) The early development of executive function and its relation to social interaction: a brief review. <em style="mso-bidi-font-style: normal;">Frontiers in Psychology</em>, 5, 1-5.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Nukaga, M. (2008) The Underlife of Kids’ School Lunchtime: Negotiating Ethnic Boundaries and Identity in Food Exchange. <em style="mso-bidi-font-style: normal;">Journal of Contemporary Ethnography</em>, 37(3),.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Ochs, E. &amp; Shohet, M. (2006). The cultural structuring of mealtime socialization. In R. Larson, A. Wiley, &amp; K. Branscomb (Eds.), <em style="mso-bidi-font-style: normal;">New directions in child and adolescent development</em>. San Francisco: Jossey-Bass, 35 - 50.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-fareast-font-family: &quot;Times New Roman&quot;; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Palacios, P., &amp; Rodríguez, C. (2015). The development of symbolic uses of objects in infants in a triadic context: A pragmatic and semiotic perspective. Infant and Child Development, 24, 23–43 </span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Peirce, C. S (1935/1952) <em style="mso-bidi-font-style: normal;">Collected papers of Charles Sanders Peirce</em>. </span><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Volume 1, Chapter 2, CP 2.92 1. Cambridge, MA: Harvard University Press.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Rengifo-Herrera, F. J. <em style="mso-bidi-font-style: normal;">Desenvolvimento de valores sociais na perspectiva semiótico-cultural: um estudo semiótico-cultural com meninos colombianos e brasileiros em contexto lúdico sugestivo de violência</em>. Tese (Doutorado em Psicologia). Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde, Brasília, 2014</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Rodrigues, A. P (2017) <em style="mso-bidi-font-style: normal;">Alimentação e uso convencional dos objetos na Educação Infantil: Uma análise microgenética das ações e posicionamentos educacionais em duas creches do DF</em>. Trabalho de conclusão de curso não publicada, Faculdade de Educação, Universidade de Brasília, Brasília, Brasil, 2017.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">Rodríguez, C. (2007) El ojo de Dios no mira signos. Desarrollo temprano y semiótica. <em style="mso-bidi-font-style: normal;">Infancia y Aprendizaje</em>, n. 3, p. 343-374, 2007.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Rodríguez, C. (2009) <em style="mso-bidi-font-style: normal;">O nacimento da Inteligencia: Do ritmo ao símbolo</em>. Porto Alegre: Artmed.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Rodriguez, C., Estrada, L.,<span style="mso-spacerun: yes;"> </span>Moreno-Llanos, I.&amp;De los Reyes, J. L. (2017) Executive Functions and educational actions in an infant school: private uses and gestures at the end of the first year / Funciones Ejecutivas y acción educativa en la Escuela Infantil: usos y gestos privados al final del primer año. </span><em style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">Estudios de Psicología</span></em><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">, 38(2) 385–423.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: ES;" lang="ES">Rodríguez, C &amp; Moro, C. (2002) Objeto, Comunicación y símbolo. Una mirada a los primeros usos simbólicos de los objetos. </span><em style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Infancia y Aprendizaje</span></em><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">, 23, 323-338.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Simão, B. (2018) <em style="mso-bidi-font-style: normal;">O relacionamento professor-aluno na educação infantil: observações de vínculos corriqueiros em sala de aula com crianças de 1 a 2 anos participantes de uma creche do DF</em>. Trabalho de conclusão de curso não publicada, Faculdade de Educação, Universidade de Brasília, Brasília, Brasil.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Siegler, R. (2006) Microgenetic studies of learning. In D. Kuhn &amp; R. Siegler (Eds.), <em style="mso-bidi-font-style: normal;">Handbook of child psychology: cognition, perception and language</em><strong style="mso-bidi-font-weight: normal;">,</strong> Hoboken: Wiley, p. 464 – 510.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Synnott, K., Bogue, J., Edwards, C. A., Scott, J. A., Higgins, S., Norin, E.. Perceptions of feeding practices in five European countries: an exploratory study. <em style="mso-bidi-font-style: normal;">European Journal of Clinical Nutrition</em>, n. 61, p. 946–956, 2007.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-ansi-language: EN-US;">Valsiner, J. (2007) Culture in minds and societies. Foundations of Cultural Psychology<strong style="mso-bidi-font-weight: normal;">.</strong>New Delhi: Sage Publications India Pvt Ltda.</span></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 12.0pt; margin-left: 21.25pt; text-align: justify; text-indent: -21.25pt; line-height: 200%; mso-pagination: none;"><span style="font-size: 12.0pt; line-height: 200%; font-family: &quot;Calisto MT&quot;,serif; mso-bidi-font-family: &quot;Times New Roman&quot;;" lang="PT-BR">Zittoun, T., Mirza, N. &amp; Perret-Clermont, A.N. 92007) Quando a cultura é considerada nas pesquisas de psicologia do desenvolvimento. <em style="mso-bidi-font-style: normal;">Educar, Curitiba</em>, 30,65-76.</span></p></p>

Published

2020-06-03

Versions