<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982013000300008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas dos professores alfabetizadores da EJA: o que fazem os professores, o que pensam os seus alunos?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Andréa Tereza Brito]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albuquerque]]></surname>
<given-names><![CDATA[Eliana Borges C. de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Artur Gomes de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Josemar Guedes]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2013</year>
</pub-date>
<volume>29</volume>
<numero>03</numero>
<fpage>177</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982013000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982013000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982013000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esta pesquisa buscou analisar práticas de alfabetização de professoras da Educação de Adultos e a relação dessas com a aprendizagem dos alunos no que se refere à apropriação da escrita alfabética. A pesquisa foi desenvolvida em duas turmas do módulo I de Recife. Foram realizadas observações de aulas e entrevistas com professoras e um grupo de alunos para perceber as expectativas sobre o aprendizado da leitura e da escrita. A análise revelou que as professoras desenvolviam práticas que priorizavam a expressão oral, cópias, leitura de textos pela docente e interpretação coletiva dos mesmos, ao lado de poucas atividades de reflexão sobre o sistema de escrita alfabética. As expectativas que os alunos tinham ao retornar à escola não foram confirmadas. A maioria não progrediu significativamente na aprendizagem da leitura e escrita e muitos se culpavam pelo “fracasso”.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this research was to analyze the literacy teaching practices of teachers of Youth and Adult Education and the relationship between such practices and the actual learning of their students, regarding the acquisition of the alphabetic writing system. The research involved two groups of module I in a literacy class given at two public schools of Recife, Pernambuco. Classes were observed and interviews with the teachers and with a group of students were carried out, in order to grasp their expectations regarding their learning of reading and writing. Analysis showed that the teachers developed a literacy teaching practice, which gave priority to oral expression, the construction and copy of sentences, text readings by the teacher and text interpretation by the students, as well asa few reflective activities about the alphabetic writing system. It was clear that the expectations of the students when returning to school, that is, to learn to read and write, were not fulfilled. The large majority did not advance much, and most of them blamed themselves for their alleged “failure”.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Pr&aacute;ticas  dos professores alfabetizadores da EJA: o que fazem os professores, o que  pensam os seus alunos?</h2> <h3>Teaching practices of EJA literacy teachers: what do  teachers do, what do their students think?</h3>     <p>&nbsp;</p> <h4>Andr&eacute;a  Tereza Brito Ferreira, Eliana Borges C. de Albuquerque, Artur Gomes de Morais, Josemar  Guedes Ferreira</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação]]></source>
<year></year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>425-440</page-range><publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Leitura Teoria & Prática]]></source>
<year></year>
<volume>58</volume>
<page-range>215</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
