<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822016000400066</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.s.24259</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Consciência e controle: uma intervenção histórico-cultural sobre a escrita de acadêmicas de Pedagogia a distância]]></article-title>
<article-title xml:lang="en"><![CDATA[Consciousness and control: a cultural-historical intervention on e-learning Pedagogy Course students&#8217; writings]]></article-title>
<article-title xml:lang="es"><![CDATA[Conciencia y control: una intervención histórico-cultural en la escritura de académicas de Pedagogía a distancia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Rafael Fonseca de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damiani]]></surname>
<given-names><![CDATA[Magda F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selau]]></surname>
<given-names><![CDATA[Bento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Bagé RS]]></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>39</volume>
<numero>esp</numero>
<fpage>66</fpage>
<lpage>75</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000400066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000400066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000400066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo &#233; resultado de uma pesquisa que objetivou investigar a evolu&#231;&#227;o da escrita de acad&#234;micas de um curso de Pedagogia a dist&#226;ncia. Durante o per&#237;odo de sete semestres, foram realizadas quatro interven&#231;&#245;es pedag&#243;gicas e minucioso acompanhamento das produ&#231;&#245;es textuais das estudantes. Das 42 acad&#234;micas da turma pesquisada, foram selecionadas tr&#234;s. Os dados para o estudo foram coletados via an&#225;lise documental - sendo os documentos as produ&#231;&#245;es textuais -, question&#225;rio e entrevistas. As an&#225;lises dessas produ&#231;&#245;es e dos depoimentos das acad&#234;micas produziram os seguintes achados: recep&#231;&#227;o positiva &#224;s interven&#231;&#245;es; despertar da consci&#234;ncia a aspectos fundamentais ao exerc&#237;cio da escrita, como dar-se conta de que se escreve para um interlocutor e sobre a import&#226;ncia da revis&#227;o dos textos; melhor organiza&#231;&#227;o macroestrutural; uso mais eficaz de recursos de pontua&#231;&#227;o e; aprimoramento e aumento do repert&#243;rio de articuladores textuais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of a research that aimed to investigate the evolution of e-learning Pedagogy Course students&#8217; writings. During seven semesters, there were four pedagogical interventions and close monitoring of the textual productions of these students. From the 42 academic students of the surveyed class, three of them were selected. The data designated to the study were collected through document analysis - the textual productions are the documents - questionnaire and interviews. The textual productions analyzes and the students testimonials produced the following findings: positive reception to the interventions; awakening of consciousness to fundamental aspects of writing practice, as to realize that we write for an interlocutor and the importance of text reviewing process; better macrostructural organization; more efficient use of punctuation resources, and improvement and increasing of the set of textual coordinating conjunctions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este art&#237;culo es el resultado de una investigaci&#243;n que tuvo como objetivo investigar la evoluci&#243;n de la escritura de acad&#233;micas de un curso de Pedagog&#237;a a distancia. Durante el per&#237;odo de siete semestres, hubo cuatro intervenciones pedag&#243;gicas y un estrecho seguimiento de las producciones textuales de las estudiantes. De las 42 acad&#233;micas de la clase, se seleccionaron tres. Los datos para el estudio fueron recogidos a trav&#233;s del an&#225;lisis de documentos - las producciones textuales de las acad&#233;micas - cuestionario y entrevistas. Los an&#225;lisis de estas producciones y de los testimonios das acad&#233;micas produjeron los siguientes resultados: recepci&#243;n positiva de las intervenciones; despertar de la conciencia de aspectos fundamentales a lo ejercicio de escribir como darse cuenta de que la escritura se hace a un interlocutor y la importancia de la revisi&#243;n de los textos; mejor organizaci&#243;n macro-estructural; uso m&#225;s eficiente de los recursos de puntuaci&#243;n y; mejora y aumento de lo repertorio de articuladores textuales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Intervenção]]></kwd>
<kwd lng="pt"><![CDATA[Consciência]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Intervention]]></kwd>
<kwd lng="en"><![CDATA[Consciousness]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="es"><![CDATA[Intervención]]></kwd>
<kwd lng="es"><![CDATA[Conciencia]]></kwd>
<kwd lng="es"><![CDATA[Escritura]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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