<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000400069</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.48026</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Produção escrita de narrativas: influência de condições de solicitação]]></article-title>
<article-title xml:lang="en"><![CDATA[Written production of narratives: Requesting conditions influence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrera]]></surname>
<given-names><![CDATA[Sylvia Domingos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria José dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Goiás Unidade Acadêmica Especial de Educação ]]></institution>
<addr-line><![CDATA[Catalão Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>62</numero>
<fpage>69</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000400069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000400069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000400069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A habilidade de produzir narrativas n&#227;o emerge repentinamente, apresenta um desenvolvimento gradual, cujo percurso &#233; influenciado por v&#225;rios fatores, dentre os quais, destacam-se: idade; escolaridade; experi&#234;ncias pr&#233;vias com textos; tipo de solicita&#231;&#227;o, ou seja, produ&#231;&#227;o livre, a partir de gravuras, de ilustra&#231;&#245;es de livros infantis, relatos de fatos ocorridos, reprodu&#231;&#227;o de hist&#243;rias contadas, entre outros. H&#225; ind&#237;cios de que, no in&#237;cio da escolariza&#231;&#227;o, as narrativas apresentam-se melhor estruturadas quando a condi&#231;&#227;o de solicita&#231;&#227;o oferece apoio visual, sobretudo quando este apresenta algum tipo de conflito. Nesta pesquisa, investigamos: (1) o desempenho na produ&#231;&#227;o de narrativas de alunos do 3&#186; e 5&#186; anos do ensino fundamental, sob diferentes condi&#231;&#245;es de produ&#231;&#227;o: com apoio visual e verbal e com e sem sugest&#227;o de conflito e (2) os efeitos da escolaridade no desempenho em produ&#231;&#227;o de narrativas. Os alunos foram solicitados a produzirem hist&#243;rias (um tipo particular de narrativa) em seis diferentes condi&#231;&#245;es. Os resultados mostram que, embora o apoio visual seja relevante na qualidade narrativa de hist&#243;rias, ele n&#227;o &#233; fator determinante. A presen&#231;a de sugest&#227;o de conflito parece ser tamb&#233;m um elemento favorecedor. Nossos dados apontam tamb&#233;m efeito positivo da escolaridade na qualidade narrativa dos textos produzidos pelos alunos investigados. Discute-se a import&#226;ncia de pr&#225;ticas pedag&#243;gicas que promovam a aprendizagem de conhecimentos expl&#237;citos relativos &#224; estrutura dos diferentes tipos de texto, de modo a propiciar maior compet&#234;ncia dos alunos na produ&#231;&#227;o textual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The ability to produce narratives does not emerge suddenly, but it presents a gradual development, whose course is influenced by several factors, among which there are: age; education; previous experiences with texts; type of request, like free theme text production from drawings and illustrations of children's books, reports of facts that occurred, reproduction of listened stories, etc. There is evidence that at the beginning of schooling, narrative texts seem to present better structure when the request condition offers visual support, mainly when this support presents some kind of conflict. In this research, we investigated: (1) the performance in narrative written texts of a sample of students from the 3th and 5th degree of elementary school, under different production conditions: with visual and verbal support and with and without suggestions of conflict; (2) the effects of the educational level in writing narrative texts. Students were asked to produce stories (a particular kind of narrative) in six different conditions. The results show that although the visual support was relevant in the narrative quality of stories, this is not a determining factor. The presence of a conflictive proposition also seems to be an enhancer. Our data also indicate a positive effect of educational level in the narrative quality of the investigated students' production. We discuss the importance of teaching practices that promote learning of explicit knowledge about the structure of different types of text, in order to enhance the students' competence in writing texts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[narrativas]]></kwd>
<kwd lng="pt"><![CDATA[produção de texto]]></kwd>
<kwd lng="pt"><![CDATA[habilidades metatextuais]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[narratives]]></kwd>
<kwd lng="en"><![CDATA[text production]]></kwd>
<kwd lng="en"><![CDATA[metatextual skills]]></kwd>
</kwd-group>
</article-meta>
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