<?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>S0102-77352023000400205</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2023v61n70id33843</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizes de ficção: sobre o ler e o escrever histórias na escola]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendices de ficción: sobre la lectura y la escritura de cuentos en la escuela]]></article-title>
<article-title xml:lang="en"><![CDATA[Fiction apprentices: about reading and writing stories at school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Gildene Lima de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Alessandra Cardozo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>61</volume>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352023000400205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352023000400205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352023000400205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta um recorte de pesquisa qualitativa sobre a elaboração de narrativas de ficção por crianças, realizada numa turma do 5º ano do ensino fundamental, de uma escola pública do Rio Grande do Norte, Brasil. Tem por objetivo refletir sobre os efeitos da leitura de literatura e da interlocução entre os pares no processo de construção de histórias. A investigação fundamentou-se nos estudos sobre literatura (Candido, 2012), leitura de ficção (Amarilha, 2013 e 1997; Jauss, 1994; Eco, 1994), mediação pedagógica e produção textual (Vigotski, 2007; Graves e Graves, 1995; Calkins, 1989). O desenho da pesquisa compreendeu sessões de leitura da obra Fazendo Ana Paz, de Lygia Bojunga, e encontros para escrita, discussão e reescrita de histórias de ficção. A análise dos dados revelou que a leitura de literatura, sob a metodologia da andaimagem, favoreceu a liberdade de criação de histórias pelos aprendizes, que recorreram às referências literárias para escrever narrativas que apresentaram novas escolhas quanto ao tipo de narrador, uso do tempo, desfecho, dentre outros aspectos. A escolha da obra literária (Bojunga, 2007), de caráter metaficcional, repercutiu, de sobremaneira, nos novos sentidos atribuídos pelos aprendizes à atividade da escrita. Também foi constatado o efeito da interação entre os pares e a professora-pesquisadora nos processos de escrita e revisão textual, mediante as investidas das crianças na constituição de suas narrativas de ficção, desencadeadas pelas conferências de escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta un extracto de una investigación cualitativa, realizada sobre el desarrollo de narrativas de ficción por niños del 5º grado de la enseñanza fundamental de una escuela pública de Rio Grande do Norte, Brasil. El objetivo es reflexionar sobre los efectos de la lectura literaria y la interlocución entre pares en el proceso de construcción de historias. La investigación se basó en estudios sobre literatura (Candido, 2012), lectura de ficción (Amarilha, 2013; Jauss, 1994; Eco, 1994), mediación pedagógica y producción textual (Vigotski, 2007; Graves e Graves, 1995; Calkins, 1989). El diseño de investigación comprendió sesiones de lectura/escucha de la obra Fazendo Ana Paz (Haciendo Ana Paz), de Lygia Bojunga, y encuentros para escribir, discutir y reescribir cuentos de ficción. El análisis de los datos reveló que la lectura de literatura, bajo la metodología andamiaje, favoreció la libertad de creación de historias por aprendices, quienes utilizaron referencias literarias para escribir narrativas que presentaban nuevas opciones en cuanto al tipo de narrador, uso del tiempo, desenlace, entre otros aspectos. La elección de la obra literaria (Bojunga, 2007), de carácter metaficcional, tuvo un gran impacto en los nuevos significados atribuidos por los aprendices a la actividad de escribir. También se observó el efecto de la interacción entre pares y la profesora-investigadora en los procesos de escritura y revisión textual, a través de los intentos de los niños en la constitución de sus narrativas ficcionales, desencadenadas por conferencias de escritura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents an excerpt from a qualitative research about the development of fictional narratives by children, carried out with in a 5th grade of elementary school at a public school in Rio Grande do Norte, Brazil. It aims to reflect on the effects of reading literature and interlocution between peers on the process of creating stories. The research was based on studies on literature (Candido, 2012), fiction reading (Amarilha, 2013 e 1997; Jauss, 1994; Eco, 1994), pedagogical mediation and textual production (Vigotski, 2007; Graves e Graves, 1995; Calkins, 1989). The research design included reading sessions of the work Fazendo Ana Paz (Making Ana Paz), by Lygia Bojunga, and meetings for writing, discussing and rewriting fiction stories. Data analysis revealed that reading literature, under the scaffolding methodology, favored the freedom of creating stories by apprentices, who used literary references to write narratives that presented new choices regarding the type of narrator, use of time, outcome, among other aspects. The choice of the literary work (Bojunga, 2007), which is metafictional in nature, had a major impact on the new meanings attributed by the apprentices to the writing activity. It was also noticing the effect of interaction among peers and the research teacher in the writing and textual review processes, through the children&#8217;s attempts to create their fictional narratives, triggered by writing conferences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Histórias de ficção]]></kwd>
<kwd lng="pt"><![CDATA[Criança]]></kwd>
<kwd lng="pt"><![CDATA[Mediação de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Leitura de literatura]]></kwd>
<kwd lng="es"><![CDATA[Cuentos de ficción]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="es"><![CDATA[Mediación de lectura]]></kwd>
<kwd lng="es"><![CDATA[Lectura de literatura]]></kwd>
<kwd lng="en"><![CDATA[Fictional stories]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Reading mediation]]></kwd>
<kwd lng="en"><![CDATA[Literature reading]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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