<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100112</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas de professores formadores: práticas pedagógicas no ensino com a oralidade e a escrita na perspectiva dos multiletramentos]]></article-title>
<article-title xml:lang="es"><![CDATA[Narrativas de formadores de docentes: prácticas pedagógicas en la enseñanza con oralidad y escritura desde la perspectiva de las multiherramientas]]></article-title>
<article-title xml:lang="en"><![CDATA[Narratives of teacher educators: pedagogical practices in teaching with orality and writing from the perspective of Multiliteracies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teno]]></surname>
<given-names><![CDATA[Neide Castilho de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Edinéia Leite dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zeviani]]></surname>
<given-names><![CDATA[Maristela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo vincula-se ao projeto &#8220;Memórias de professores: diálogos sobre o Letramento e o ensino da Língua Portuguesa - etapa II&#8221; objetivando reflexão acerca do ensino da língua portuguesa nas escolas públicas. Analisa o ensino da oralidade e escrita enquanto prática docente na perspectiva do multiletramento. Objetiva compreender práticas pedagógicas dos professores em formação em Letras, por meio da análise de fragmentos de narrativas orais e escritas desses professores. Utilizou-se metodologia da análise de conteúdo de Bardin (2013) para análise dos dados com recorte para relação ensino e prática pedagógica, prática de ensino de textos orais e escritos, oralidade e escrita. Utilizou-se os teóricos Bakhtin/Volochínov (1997; 2014), Tfouni (2010), Josso (2010), Marcuschi, (2001), entre outros. Como resultado, constatou-se que os professores dominam observações da oralidade e da escrita com gêneros multimodais na construção de sentido relaciondo-os aos usos sociais da linguagem e articulação entre experiências vivenciadas em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio está vinculado al proyecto &#8220;Memorias de los profesores: diálogos sobre la alfabetización y la enseñanza de la lengua portuguesa - etapa II&#8221;, cuyo objetivo es una reflexión sobre la enseñanza de la lengua portuguesa en las escuelas públicas. Analiza la enseñanza de la oralidad y la escritura como práctica docente desde la perspectiva de la multialfabetización. Tiene como objetivo comprender las prácticas pedagógicas de los docentes en formación en Letras, a través del análisis de fragmentos de narrativas orales y escritas de estos docentes. Para el análisis de datos se utilizó la metodología de análisis de contenido de Bardin (2013) con un enfoque en la relación entre la enseñanza y la práctica pedagógica, la práctica docente de textos orales y escritos, la oralidad y la escritura. Utilizamos a los teóricos Bakhtin / Volochinov (1997; 2014), Tfouni (2010), Josso (2010), Marcuschi, (2001), entre otros. Como resultado, se encontró que los docentes dominan las observaciones de la oralidad y la escritura con géneros multimodales en la construcción del significado, relacionándolas con los usos sociales del lenguaje y la articulación entre experiencias vividas en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study is linked to the project &#8220;Teachers' memories: dialogues on Literacy and the teaching of the Portuguese Language - stage II&#8221; aiming at a reflection on the teaching of the Portuguese language in public schools. Analyzes the teaching of orality and writing as a teaching practice from the perspective of multiliteracy. It aims to understand the pedagogical practices of teachers undergoing training in Letters, through the analysis of fragments of oral and written narratives of these teachers. Bardin's (2013) content analysis methodology was used for data analysis with a focus on the relationship between teaching and pedagogical practice, teaching practice of oral and written texts, orality and writing. We used the theorists Bakhtin/Volochinov (1997; 2014), Tfouni (2010), Josso (2010), Marcuschi, (2001), among others. As a result, it was found that teachers dominate observations of orality and writing with multimodal genres in the construction of meaning, relating them to the social uses of language and articulation between experiences lived in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Narrativas de professores]]></kwd>
<kwd lng="pt"><![CDATA[Oralidade e Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Multiletramento]]></kwd>
<kwd lng="es"><![CDATA[Narrativas de los profesores]]></kwd>
<kwd lng="es"><![CDATA[Oralidad y Escritura]]></kwd>
<kwd lng="es"><![CDATA[Multiliteración]]></kwd>
<kwd lng="en"><![CDATA[Teachers' narratives]]></kwd>
<kwd lng="en"><![CDATA[Orality and Writing]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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