<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352021000300101</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2021v59n61id25113</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A alfabetização e a heterogeneidade de conhecimentos sobre a escrita no Brasil e na França]]></article-title>
<article-title xml:lang="es"><![CDATA[La alfabetización y la heterogeneidad del conocimiento sobre la escritura en Brasil y en Francia]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy and the knowledge&#8217;s heterogeneity about writing in Brazil and France]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Nayanne Nayara Torres da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albuquerque]]></surname>
<given-names><![CDATA[Eliana Borges Correia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Pernambuco (Brasil)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco (Brasil)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>59</volume>
<numero>61</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352021000300101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352021000300101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352021000300101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa as práticas de professoras do 1º ano do ensino fundamental no Brasil e na França no atendimento à heterogeneidade de conhecimentos sobre a escrita alfabética dos alunos, assim como os diferentes níveis de apropriação do sistema de escrita das crianças de ambas as turmas ao início e final do ano letivo. O aporte teórico está pautado nos estudos de Ferreiro e Teberosky (1999); Ferreiro (2001); Morais (2012); Goigoux (2007); entre outros. A partir da imersão nos dados, foi observado que as docentes mobilizam esquemas profissionais, posturas, gestos didáticos e gestos profissionais para atender à heterogeneidade de conhecimentos sobre a escrita alfabética dos alunos. Contudo, as diferentes maneiras como os mobilizam, atreladas aos conhecimentos que possuem sobre o que os alunos já sabem e o que ainda precisam aprender, resultou em diferenças significativas nas aprendizagens da escrita alfabética dos alunos brasileiros e franceses ao final do ano letivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza las prácticas de profesoras del primer año de educación primaria en Brasil y Francia para atender a la heterogeneidad de conocimientos sobre la escritura alfabética de los estudiantes, así como los diferentes niveles de apropiación del sistema de escritura de los niños de ambas clases al comienzo y al final del año escolar. El marco teórico se basa en los estudios de Ferreiro y Teberosky (1999); Ferreiro (2001); Morais (2012); Goigoux (2007); entre otros. A partir de la inmersión en los datos, se observó que los profesores movilizan esquemas profesionales, posturas, gestos didácticos y gestos profesionales para responder a la heterogeneidad de los conocimientos sobre la escritura alfabética de los alumnos. Sin embargo, las diferentes formas de movilizarlos, unidas a su conocimiento sobre lo que los alumnos ya saben y lo que aún necesitan aprender, dieron lugar a diferencias significativas en el aprendizaje de la escritura alfabética de los estudiantes brasileños y franceses al final del año escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the practices of first grade elementary school teachers in Brazil and France in dealing with the heterogeneity of students' knowledge about alphabetical writing, as well as the different levels of appropriation of the writing system of children in both classes at the beginning and end of the school year. The theoretical framework is based on the studies of Ferreiro and Teberosky (1999); Ferreiro (2001); Morais (2012); Goigoux (2007); among others. From the immersion in the data, it was observed that the teachers mobilize professional schemes, postures, didactic gestures, and professional gestures to meet the heterogeneity of knowledge about students&#8217; alphabetic writing. However, the different ways in which they mobilize them, coupled with their knowledge about what students already know and what they still need to learn, resulted in significant differences in the alphabetic writing learning of Brazilian and French students at the end of the school year.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Heterogeneidade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Heterogeneidad]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Heterogeneity]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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