<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022019000100575</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945194245</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A produção discursiva sobre ensino de língua portuguesa: análise de dissertações de mestrado]]></article-title>
<article-title xml:lang="en"><![CDATA[The discursive production related to the teaching of Portuguese language: analysis of Master&#8217;s dissertations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eufrásio]]></surname>
<given-names><![CDATA[Daniela Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barzotto]]></surname>
<given-names><![CDATA[Valdir Heitor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas  ]]></institution>
<addr-line><![CDATA[Alfenas MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100575&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100575&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100575&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma análise discursiva de dissertações de mestrado que tratam do ensino de língua portuguesa na educação básica, defendidas entre 2001 e 2017, em distintas universidades do país. O objetivo da pesquisa foi avaliar, no corpus , as regularidades discursivas que lhe eram subjacentes, de acordo com a concepção foucaultiana de que todo discurso responde a determinadas condições de produção, a certas regras de funcionamento que definem o que é legítimo enquanto circulação de saberes que, por sua vez, sustentarão práticas diversas, dentre elas a científica. Metodologicamente, nossa investigação define-se como bibliográfica, caracterizada por procedimentos que não se limitam à revisão da literatura. Os resultados demonstraram que a negação polêmica constitui o discurso analisado, configurando-se na descrição e apresentação de situações de ensino de português que só existem enquanto criação científica. Avaliamos que tais realidades criadas respondem a concepções teórico-metodológicas de ensino de português balizadas pelos trabalhos em questão e que são apresentadas como forma de refutação ao que foi observado em práticas escolares do ensino básico. Observou-se, assim, um modus operandi em dissertações de mestrado, que abordam o ensino de português, caracterizado pela polêmica instaurada na reiteração da inexistência, nos contextos escolares observados, de situações de ensino de língua tidas como ideais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents a discursive analysis of Master&#8217;s dissertations that address the teaching of Portuguese language in basic education, defended between 2001 and 2017, in different universities of the country. The objective of the research was to evaluate, in the corpus, the underlying discursive regularities, according to Foucault´s conception that every discourse responds to certain conditions of production, to certain operating rules that define what is legitimate as circulation of knowledge that, in turn, will sustain various practices, including scientific practices. Methodologically, our investigation is defined as bibliographic, characterized by procedures that are not limited to the literature review. The results showed that the polemic denial constitutes the discourse analyzed, setting itself in the description and presentation of Portuguese teaching situations that exist only as a scientific creation. For us, these created realities respond to theoretical and methodological conceptions of Portuguese teaching defended by the dissertations analyzed and which are presented as a form of refutation to what was observed in school practices of basic education. Thus, a modus operandi was observed in Master&#8217;s dissertations, which address the teaching of Portuguese, whose hallmark is the controversy set by the reiteration of the lack, in the school contexts observed, of situations of language teaching seen as ideals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino da língua portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[Produção do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Análise de discurso]]></kwd>
<kwd lng="en"><![CDATA[Portuguese language teaching]]></kwd>
<kwd lng="en"><![CDATA[Knowledge production]]></kwd>
<kwd lng="en"><![CDATA[Discourse analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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<given-names><![CDATA[Sonia]]></given-names>
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<article-title xml:lang=""><![CDATA[O antropoceno e a antropo-cena pós-humana: narrativas de catástrofe e contaminação]]></article-title>
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