<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro. UNOESC]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592010000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A concepção sociointeracionista no ensino do inglês: o professor e o livro didático]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ana Paula Ramos de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Stefanello]]></surname>
<given-names><![CDATA[Carla Adiers]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spilmann]]></surname>
<given-names><![CDATA[Ivomar Antônio]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,UFSM  ]]></institution>
<addr-line><![CDATA[Santa Maria ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Instituto Estadual de Educação Edmundo Roewer  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Escola de Idiomas Visa  ]]></institution>
<addr-line><![CDATA[SC ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2010</year>
</pub-date>
<volume>35</volume>
<numero>01</numero>
<fpage>23</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592010000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592010000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592010000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este estudo propõe uma reflexão sobre a prática de ensino e aprendizagem do inglês como língua estrangeira sob a perspectiva sociointeracionista, a formação do professor e o uso do livro didático. Para tanto, apresenta-se um estudo teórico-bibliográfico no qual foram consultadas publicações de Linguística e Educação sobre as repercussões do sociointeracionismo que parte da concepção teórica sociointeracionista da linguagem com base no ideário de Vygotsky e Bakhtin. E, outro estudo de entrevistas de professores, no qual são expostos os principais pressupostos acerca do uso do livro didático e a formação de um grupo de professores de escolas de inglês do Oeste catarinense. Os resultados foram confrontados e demonstram que a insuficiente formação do professor na proposta sociointeracionista e a dependência do livro didático se retroalimentam. Isso é reforçado em razão da pouca ocorrência, nos estudos investigados, de práticas sociointeracionistas na última década. No entanto, a experiência docente parece direcionar a atividade prática para uma abordagem próxima a essa concepção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this study is to reflect upon teaching practice and learning of English as a foreign language in a socio-interacionism view, teacher’s knowledge, and the use of the textbook. It is presented here one theoretic-bibliographic study about Linguistic and Education about the socio-interacionism implications based on Vygotsky and Bakhtin ideas; and another about interview with teachers where it is presented the main uses of the textbooks and the teachers’ formation in a group of teachers in some English schools in the state of Santa Catarina. The result of these studies was confronted and they demonstrate that the insufficient teacher’s knowledge in socio-interacionism purpose and the textbook dependence are connected, and this is demonstrated through the underuse of this theory in the last decade. Therefore, the teacher’s experience seems close to this approach, but distant from what is expected.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Inglês]]></kwd>
<kwd lng="pt"><![CDATA[Sociointeracionismo]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Livro Didático]]></kwd>
<kwd lng="en"><![CDATA[English Language]]></kwd>
<kwd lng="en"><![CDATA[Socio-Interacionism]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A concep&ccedil;&atilde;o sociointeracionista no ensino do ingl&ecirc;s: o  professor e o livro did&aacute;tico.</h2> <h3>The conception  socio-interacionism in the teaching of the English: the teacher and the  textbook.</h3>     <p>&nbsp;</p> <h4>Ana Paula Ramos de Souza, Carla Adiers Stefanello, Ivomar  Ant&ocirc;nio Spilmann    <br> </h4> </font>      ]]></body><back>
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