<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932016000200221</article-id>
<article-id pub-id-type="doi">10.5965/151939932112016013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O jogo do xadrez e a aprendizagem l&#250;dica para adolescentes em ambiente socioeducativo]]></article-title>
<article-title xml:lang="en"><![CDATA[The game of chess and playful learning for adolescents in socioeducational environment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende Júnior]]></surname>
<given-names><![CDATA[Luiz Nolasco de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Antônio Villar Marques de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Governo do Estado do Distrito Federal Secretaria de Educação ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>221</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932016000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932016000200221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932016000200221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Trata-se de uma pesquisa qualitativa com objetivo de construir uma proposta interventiva l&#250;dica, tendo o xadrez como ferramenta de aprendizagem em aulas de produ&#231;&#227;o de texto para o desenvolvimento de compet&#234;ncias ligadas &#224; habilidade escrita e &#224; constru&#231;&#227;o de novos projetos de vida. O estudo envolveu 32 adolescentes que cumpriam medida de interna&#231;&#227;o em uma unidade socioeducativa. Os dados foram obtidos por di&#225;rio de campo e an&#225;lise de conte&#250;do das reda&#231;&#245;es e rodas de conversa. Durante 13 encontros semanais, os adolescentes aprenderam e jogaram xadrez, produziram textos e reflex&#245;es a partir de met&#225;foras enxadr&#237;sticas associadas &#224;s suas realidades e que resultaram no incentivo dos sujeitos &#224; aprendizagem, socializa&#231;&#227;o, cogni&#231;&#227;o e afetividade pela presen&#231;a do l&#250;dico; na diminui&#231;&#227;o da resist&#234;ncia em produzir textos, apesar do n&#227;o dom&#237;nio da habilidade escrita; e na constru&#231;&#227;o coletiva de uma a&#231;&#227;o interventiva diferenciada dos projetos de vida que levaram ao cumprimento de medida restritiva de liberdade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This is a qualitative research aiming at formulating a playful intervention proposal using the game of chess as a learning tool in text production classes for the development of writing skills and new life plans. This study involved thirty-two adolescents in a juvenile detention facility. The data were obtained through field diary, analysis of the essays written by the participants, and roundtable conversations. During thirteen weekly meetings, the participants learned and played chess, produced texts, and participated in roundtable conversations using chess-game metaphors related to their everyday reality. These approaches provided considerable incentive to learning, promoted socialization, resulted in cognition and affection due to the use of playful activities and in a decrease in the participant's resistance to writing despite their lowlevel writing skills. It also led to the implementation of a collective intervention to affect and improve the life plans that resulted in the sentence to youth detention.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Afetividade]]></kwd>
<kwd lng="pt"><![CDATA[Integração social e educação]]></kwd>
<kwd lng="pt"><![CDATA[Jogos]]></kwd>
<kwd lng="pt"><![CDATA[Processo ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Valores educacionais.]]></kwd>
<kwd lng="en"><![CDATA[Affectivity]]></kwd>
<kwd lng="en"><![CDATA[Social integration and education]]></kwd>
<kwd lng="en"><![CDATA[Games]]></kwd>
<kwd lng="en"><![CDATA[Teaching learning process]]></kwd>
<kwd lng="en"><![CDATA[Values education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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