<?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>S0104-40602016000400107</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.48024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A revisão textual na perspectiva de professoras do ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Text revision according to elementary school teachers' views]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spinillo]]></surname>
<given-names><![CDATA[Alina Galvão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[Jane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Pós-Graduação em Psicologia Cognitiva Centro de Filosofia e Ciências Humanas (CFCH)]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></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>107</fpage>
<lpage>123</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000400107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo analisa as concep&#231;&#245;es de professoras do ensino fundamental acerca da revis&#227;o textual e as a&#231;&#245;es did&#225;ticas por elas realizadas em sala de aula, estabelecendo como este conhecimento se aproxima ou se distancia daquele descrito na literatura. Foram entrevistadas 15 professoras que discorreram acerca de como conceituam a revis&#227;o textual, sobre o que revisar, bem como sobre as situa&#231;&#245;es did&#225;ticas e procedimentos adotados em sala de aula para que seus alunos revisem os textos que produzem. De maneira geral, as professoras possuem concep&#231;&#227;o sequencial e linear acerca da escrita e da revis&#227;o de texto. A revis&#227;o confunde-se, muitas vezes, com a corre&#231;&#227;o de erros, voltando-se para a edi&#231;&#227;o dos aspectos formais do texto. A pr&#225;tica de revis&#227;o mais frequentemente citada compreende a releitura do texto pela crian&#231;a ao lado da professora. De forma geral, observa-se grande descompasso entre conceitos oriundos de pesquisas na &#225;rea e a forma como as professoras entrevistadas pensam e realizam sua pr&#225;tica pedag&#243;gica quanto &#224; revis&#227;o de texto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyzes elementary school teachers' conceptions of text revision and their classroom teaching actions, establishing how their knowledge approaches or distances itself from that described in the literature. Fifteen elementary school teachers were interviewed about how they conceptualized text revision, about what should be reviewed, as well as about the procedures adopted in classrooms for students to review the texts they produced. In general, teachers have sequential and linear conception of writing and text revision. The review is often confounded with proofreading, paying attention to the formal aspects of text edition. The most frequently cited review practice includes the re-reading of the text by the child together with the teacher. In general, there is great discrepancy between concepts from research in the area and the way the teachers who were interviewed think and organize their teaching on text revision.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[revisão textual]]></kwd>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de revisão]]></kwd>
<kwd lng="pt"><![CDATA[situações didáticas]]></kwd>
<kwd lng="en"><![CDATA[text revision]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[revision procedures]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
</kwd-group>
</article-meta>
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