<?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[Educ. Puc.]]></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>S1519-39932021000100108</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v26e2021a4927</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O letramento da criança brasiguaia na escola brasileira de fronteira]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy of &#8220;brasiguayan&#8221; children in the Brazilian border school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Kalyne Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Thaise da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Grande Dourados Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932021000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932021000100108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932021000100108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O presente artigo tem como tema central o letramento de crianças brasiguaias na fronteira Brasil &#8211; Paraguai, nas cidades fronteiriças Ponta Porã (Brasil) e Pedro Juan Caballero (Paraguai). O objetivo é compreender a vivência das crianças brasiguaias em relação às línguas portuguesa, guarani e espanhola nas diferentes esferas de letramento de seu convívio, identificando que língua utilizam para se comunicar de forma oral ou escrita. O estudo desenvolveu-se por meio de uma pesquisa de abordagem qualitativa, do tipo descritiva. Os participantes foram sete estudantes brasiguaios que moram no Paraguai e estudam no Brasil e um aluno que possui residência nos dois países, todos estudantes do 3º ano do Ensino Fundamental I em uma escola municipal de Ponta Porã (MS). A técnica utilizada para obtenção dos dados foi a entrevista semiestruturada, e os aportes teóricos foram os Novos Estudos do Letramento. Os resultados indicam que as crianças conseguem conviver muito bem em praticamente todas as esferas de letramento com o português, com o espanhol e com o guarani. Elas demonstram desenvoltura e transitam com magnitude entre as diferentes esferas, com funções distintas nessas três línguas. A exceção é o âmbito escolar, o qual se mostra como um grande desafio, porque, nos momentos oficiais do uso da língua, as crianças se restringem ao português, utilizando o guarani e o espanhol apenas informalmente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article has as its main theme the literacy of brasiguayan children on the Brazil - Paraguay border in the border cities of Ponta Porã (Brazil) and Pedro Juan Caballero (Paraguay). The objective is to understand the brasiguayan children&#8217;s language experience with Portuguese, Guarani and Spanish in the different spheres of literacy of their environment, identifying which language the children use to communicate orally or in written form. The study was developed through a qualitative investigation, of the descriptive type. The participants were seven brasiguayan students who live in Paraguay and study in Brazil, and a student who lives in both countries; they were all 3rd year elementary school students attending a municipal school in Ponta Porã (MS) in Brazil. The technique used to obtain the data was the semi-structured interview. The theoretical contributions that guided this study are the New Literacy Studies. The results indicate that the children demonstrated they can manage to get along very well with almost all different spheres of literacy, in Portuguese, Spanish and Guarani. They showed resourcefulness and ability to transit easily between the different spheres, with different functions in those three languages, with the exception of the school sphere which is a great challenge for them, because in the official moments the language use is restricted to Portuguese. At school children end up using Guarani and Spanish only in moments of informality.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Alfabetismo]]></kwd>
<kwd lng="pt"><![CDATA[Alunos brasiguaios]]></kwd>
<kwd lng="pt"><![CDATA[Esferas de letramento]]></kwd>
<kwd lng="pt"><![CDATA[Multilinguismo]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Brasiguaios students]]></kwd>
<kwd lng="en"><![CDATA[Spheres of Literacy]]></kwd>
<kwd lng="en"><![CDATA[Multilingualism]]></kwd>
</kwd-group>
</article-meta>
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