<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000100103</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura, escrita e equivalência de estímulos - em foco procedimentos de ensino]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading, writing and stimulus equivalence - focus on teaching procedures]]></article-title>
<article-title xml:lang="es"><![CDATA[Lectura, escrita y equivalencia de estímulos - en foco procedimientos de enseñanza]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moroz]]></surname>
<given-names><![CDATA[Melania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llausas]]></surname>
<given-names><![CDATA[Rosana Valiñas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kramm]]></surname>
<given-names><![CDATA[Daniele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bovolon]]></surname>
<given-names><![CDATA[Stefan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Núcleo de Estudos e Pesquisas sobre o Ensino ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Núcleo de Estudos e Pesquisas sobre o Ensino ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Núcleo de Estudos e Pesquisas sobre o Ensino ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Núcleo de Estudos e Pesquisas sobre o Ensino ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>44</numero>
<fpage>103</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A literatura aponta que a comunidade behaviorista produz sistematicamente estudos sobre sua produ&#231;&#227;o cient&#237;fica. Usualmente, utilizam-se os resumos das publica&#231;&#245;es, os quais permitem focalizar grande n&#250;mero de trabalhos; no entanto, tal decis&#227;o impede que se aprofunde a an&#225;lise do que foi realizado, em virtude da aus&#234;ncia de informa&#231;&#245;es mais detalhadas. O presente estudo identificou especificamente os procedimentos de ensino sobre leitura recombinativa, com referencial da equival&#234;ncia de est&#237;mulos. Foram analisadas na &#237;ntegra 12 pesquisas de mestrado e doutorado, identificando-se participantes (quantidade, idade, s&#233;rie cursada); setting (escola x outros); agente da interven&#231;&#227;o (pesquisador, professor, outros); forma de interven&#231;&#227;o (pesquisador - participante; pesquisador- grupo); condi&#231;&#245;es experimentais (avalia&#231;&#227;o inicial, ensino, avalia&#231;&#227;o ap&#243;s ensino, generaliza&#231;&#227;o, manuten&#231;&#227;o); rela&#231;&#245;es ensinadas e rela&#231;&#245;es testadas. Entre outros aspectos, a an&#225;lise desses estudos indicou que: os participantes foram alunos do ensino fundamental; os procedimentos de ensino foram realizados na escola; o agente da interven&#231;&#227;o foi o pesquisador; a forma de interven&#231;&#227;o foi pesquisador- grupo; - a avalia&#231;&#227;o da manuten&#231;&#227;o foi pouco frequente; - as interven&#231;&#245;es apresentaram um car&#225;ter &#8220;reparador&#8221; das falhas do sistema educacional. A partir dos resultados, s&#227;o sugeridos aspectos a serem focalizados em novos estudos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The literature points out that the behaviorist community systematically produces studies on its scientific production. Usually, abstracts of the publications are used, which allow to focus on a great number of works; however, such a decision precludes an in-depth analysis of what has been done, owing to the absence of more detailed information. In the present study, specific emphasis is given to instructional interventions based on stimulus equivalence to teach reading. Twelve master&#8217;s and doctoral studies were analyzed in all, identifying participants (quantity, age, series studied); setting (school x others); intervention agent (researcher, teacher, others); intervention format (researcher - participant, researcher - group); experimental conditions (pretest, training, posttest, generalization, maintenance); training relations; and tested relations. The results indicated, among others: the participants were elementary school students; the instructional interventions were carried out in the school; the intervention agent was the researcher; the intervention format was researcher-group; the intervention presented a &#8220;reparative&#8221; character of the failures of the educational system; the maintenance test was infrequent. New aspects to be focused on future studies are suggested. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La literatura apunta que la comunidad conductista produce sistem&#225;ticamente estudios sobre su producci&#243;n cient&#237;fica. Usualmente, se utilizan los res&#250;menes de las publicaciones, los cuales permiten enfocar un gran n&#250;mero de trabajos; Sin embargo, dicha decisi&#243;n impide que se profundice el an&#225;lisis de lo que se ha realizado, debido a la falta de informaci&#243;n m&#225;s detallada. El presente estudio identific&#243; espec&#237;ficamente los procedimientos de ense&#241;anza sobre lectura recombinante, con referencial de la equivalencia de est&#237;mulos. Se analizaron en total 12 investigaciones de maestr&#237;a y doctorado, identificando se participantes (cantidad, edad, serie cursada); (escuela x otros); agente de la intervenci&#243;n (investigador, profesor, otros); forma de intervenci&#243;n (pesquisador - participante, investigador- grupo); condiciones experimentales (evaluaci&#243;n inicial, ense&#241;anza, evaluaci&#243;n tras la ense&#241;anza, generalizaci&#243;n, mantenimiento); relaciones ense&#241;adas y relaciones probadas. Entre otros aspectos, el an&#225;lisis de estos estudios indic&#243; que: los participantes fueron alumnos de la ense&#241;anza fundamental; Los procedimientos de ense&#241;anza se realizaron en la escuela; El agente de intervenci&#243;n fue el pesquisador; La forma de intervenci&#243;n fue pesquisador - grupo; - la evaluaci&#243;n del mantenimiento fue poco frecuente; - las intervenciones presentaron un car&#225;cter &#8220;reparador&#8221; de las fallas del sistema educativo. A partir de los resultados, se sugieren aspectos a centrarse en nuevos estudios. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Produção Científica]]></kwd>
<kwd lng="pt"><![CDATA[Discriminações Condicionais]]></kwd>
<kwd lng="pt"><![CDATA[Análise Do Comportamento]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="en"><![CDATA[Scientific Production]]></kwd>
<kwd lng="en"><![CDATA[Conditional Discrimination]]></kwd>
<kwd lng="en"><![CDATA[Behavior Analysis]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="es"><![CDATA[Producción Científica]]></kwd>
<kwd lng="es"><![CDATA[Discriminación Condicional]]></kwd>
<kwd lng="es"><![CDATA[Análisis del Comportamiento]]></kwd>
<kwd lng="es"><![CDATA[Lectura, Escrita]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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