<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e edu.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122018000100019</article-id>
<article-id pub-id-type="doi">10.18226121784612.v23.n1.2</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pesquisas sobre leitura e escrita nos Programas de Pós-Graduação em Educação no Sul do Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Research on reading and writing in the Southern Brazil education programs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Heinig]]></surname>
<given-names><![CDATA[Otilia Lizete de Oliveira Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande Programa de Mestrado em Educação na linha: Linguagem e Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>19</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122018000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122018000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122018000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: As pesquisas sobre leitura e escrita s&#227;o o foco deste artigo que visa a mapear e apresentar as teses e disserta&#231;&#245;es dos Programas de P&#243;s&#173; Gradua&#231;&#227;o em Educa&#231;&#227;o de Universidades de Santa Catarina e do Paran&#225; que investigaram leitura e escrita; analisar o contexto geral das pesquisas, destacando o foco investigativo; refletir sobre os fazeres realizados e as aus&#234;ncias sentidas. A ancoragem te&#243;rica aproxima os estudos dos letramentos, compreendendo-os como um conjunto de pr&#225;ticas que se faz com a linguagem sob a &#243;tica enunciativa e com destaque ao campo discursivo. &#201; uma pesquisa caracterizada como "estado do conhecimento" a qual mapeou 65 produ&#231;&#245;es escritas entre 2009 e 2013. A an&#225;lise quantificou as produ&#231;&#245;es em cada programa, delimitou os temas investigados e os focos abordados em leitura e escrita em cada estado. Os resultados revelam que, devido &#224; pluralidade da &#225;rea da linguagem, essa abarca pesquisas que articulam conhecimentos da educa&#231;&#227;o e da lingu&#237;stica como m&#233;todo f&#244;nico, avalia&#231;&#227;o em leitura, varia&#231;&#227;o lingu&#237;stica, mas o tema que mais dialogou com a leitura e a escrita foi o da forma&#231;&#227;o docente. A leitura e an&#225;lise dos resumos indicam que as pesquisas se concentram nos Programas da UEL, Furb, UFPR, UEM, Unoesc, Univali, sendo que, em m&#233;dia, 14 pesquisas foram produzidas por ano com pequena queda em 2013, em que ocorreram nove. Isso revela o interesse e a necessidade de discuss&#227;o da leitura e da escrita na educa&#231;&#227;o. Outros pontos detectados, por se tratar de um "estado do conhecimento", foram a informatividade e a qualidade dos resumos, que, na sua maioria, apresentam as seguintes lacunas: aus&#234;ncia de palavras-chave ou falta de coer&#234;ncia entre elas e o resumo; falta de informa&#231;&#227;o sobre a base te6rica o que impossibilita depreender a concep&#231;&#227;o de leitura e escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The research on reading and writing is the focus of this article, which aims to map and present thesis and dissertations from the post&#173; graduation programs in Education in Santa Catarina and Paran&#225; that investigated reading and writing; analyze the research's general context, featuring the investigative focus; reflect on the doings and lack present. The theoretical framework approximates the studies of literacies understanding them as a set of practices that make with the language beneath the enunciative perspective featuring the discursive fidd. It is a research characterized as "state of knowledge" which rnapped sixty&#173; five productions written between 2009 and 2013. The analysis quantified the production in each program, ddimited the research topics and focuses approached in reading and writing in every state. The results show that due to the plurality in the language area, this includes researches that articulate knowledge in education and also in linguistics as the phonic method, assessment in reading, language variation, but the topic that most dialogued with reading and writing was the teacher's knowledge. Reading and analysis of abstracts indicate that the researches are concentrated at these programs: UEL, Furb, UFPR, UEM, Unoesc, Univali, with an average of 14 surveys were produced per year with a small drop in 2013, in which there were nine, it shows the interest and the need of discussion in reading and writing in the education. Another point, considering that it is a state ofknowledge research, was the informativeness and quality of abstracrs which mostly have the following gaps: lack of keyword or lack of coherence between them and the abstract; lack of information on the theoretical framework, what makes it impossible to infer the conception of reading and writing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Pós-Graduação]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Research]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Post-Graduation]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[<em>Marxismo filosofia da linguagem</em>: problemas fundamentais do m&#233;todo sociol&#243;gico na ci&#234;ncia da linguagem]]></source>
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</back>
</article>
