<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100218</article-id>
<article-id pub-id-type="doi">10.5902/1984644448112</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os sinais de pontuação no texto acadêmico-argumentativo: uma intervenção pedagógica sobre a escrita de estudantes de Pedagogia a distância]]></article-title>
<article-title xml:lang="en"><![CDATA[The punctuation signals in argumentative essays: a pedagogical intervention on e-learning Pedagogy students&#8217; writings]]></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 Floriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[Porto Velho Rondônia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas Rio Grande do Sul]]></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>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo é fruto de uma pesquisa de doutorado que investigou a evolução da escrita de estudantes de Pedagogia a distância de uma universidade do sul do Brasil. Sua relevância ancora-se nos resultados alarmantes, relativos ao uso/domínio da escrita entre universitários brasileiros, o que preocupa, especialmente, nos casos de futuras professoras da Educação Básica. Tratou-se de uma pesquisa de abordagem qualitativa, do tipo intervenção pedagógica: investigação que envolve o planejamento e a implementação de interferências, ou seja, mudanças, inovações pedagógicas destinadas a produzir avanços/aprimoramentos em processos educacionais, e a avaliação dos seus efeitos. Durante sete semestres, foram realizadas atividades pedagógicas sistematizadas e minucioso acompanhamento interventivo em textos de três acadêmicas, adotando, como base teórico-metodológica, a Teoria Histórico-Cultural, em diálogo com a Linguística Textual e dicas sobre pontuação de Noah Lukeman. Para o recorte aqui apresentado, foram utilizados os dados coletados via análise documental, dos textos das acadêmicas, em termos linguísticos e gramaticais, destacando os resultados relativos ao uso da pontuação. Escritores menos experientes tendem a não usar sinais de pontuação adequadamente, gerando ambiguidades e períodos demasiadamente longos, constituídos por orações mal conectadas. Tal tendência, somada à virgulação incorreta e inadequada, prejudica a interpretação dos textos por eles escritos. Mesmo as três acadêmicas ainda apresentando períodos demasiado longos e uso equivocado de vírgulas, em seus Trabalhos de Conclusão de Curso (último texto escrito no curso de Pedagogia), foi notória a diminuição dessas deficiências, sendo possível inferir que as intervenções contribuíram para a melhoria dos textos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is the result of a doctoral research that investigated the evolution of e-learning in Southern Brazilian Pedagogy students&#8217; writings. Its relevance is anchored at the alarming results related to use/mastery of writing among Brazilian college students, which is of concern especially in the case of future Basic Education teachers. The research had a qualitative approach, consisting of a pedagogical intervention: a type of investigation that involves planning and implementation of interferences, i. e., changes/pedagogical innovations that aimed at producing advances/improvements in educational processes, and the evaluation of their effects. During seven semesters, systematic and guided pedagogical activities were carried out along with meticulous interventional follow-ups on the texts of three students, adopting Historical-Cultural Theory as a theoretical-methodological basis, in dialogue with Textual Linguistics and tips on punctuation by Noah Lukeman. Data were collected through linguistic and grammatical analysis of the texts produced by the students. In this paper, we highlight the results related to the use of punctuation in their writings. Less experienced writers tend not to use punctuation elements properly, generating ambiguities and excessively long periods, consisting of poorly connected sentences. This tendency, added to an inadequate use of commas, significantly impair their texts&#8217; interpretation. Even though the three academics still presented very long periods and misused commas in their Final Paper (last text written for the Pedagogy course), the reduction of these deficiencies was noticeable, making it possible to infer that the guided-pedagogical interventions contributed to the improvement of their texts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Intervenção pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Escrita acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Pontuação]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical intervention]]></kwd>
<kwd lng="en"><![CDATA[Academic writing]]></kwd>
<kwd lng="en"><![CDATA[Punctuation]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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