<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822017000300481</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2017.3.24606</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Saberes do aluno e intervenção docente: uma prática de produção textual]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge of student and teacher intervention: a textual production practice]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimientos del estudiante e intervención docente: una práctica de producción textual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kanthack]]></surname>
<given-names><![CDATA[Elianetg Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Gislene Aparecida da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Renata Junqueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>40</volume>
<numero>3</numero>
<fpage>481</fpage>
<lpage>491</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822017000300481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822017000300481&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822017000300481&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo apresenta o processo e os resultados de uma avalia&#231;&#227;o diagn&#243;stica de escrita aplicada em alunos de 6&#186; ano e tamb&#233;m prop&#245;e uma sequ&#234;ncia did&#225;tica como interven&#231;&#227;o docente. Com base na escrita de um conto, &#233; avaliada a capacidade do estudante de identificar e de materializar os elementos da l&#237;ngua, garantindo a constru&#231;&#227;o de sentido: uso do discurso direto, paragrafa&#231;&#227;o, uso de coesivos, registro das letras mai&#250;sculas e min&#250;sculas, registro das a&#231;&#245;es, presen&#231;a dos elementos da narrativa. A an&#225;lise dos resultados e a proposta das pr&#225;ticas educativas sustentam-se nas pesquisas de Dolz e Schnewly (2004) sobre estrat&#233;gias metodol&#243;gicas para ensinar a produ&#231;&#227;o de texto na escola, com base em um g&#234;nero textual, de relev&#226;ncia nas pr&#225;ticas cotidianas, destacando o procedimento de sondagem da aprendizagem como eixo e ponto de refer&#234;ncia para o planejamento e para a realiza&#231;&#227;o de significativas interven&#231;&#245;es docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article presents the process and the result of a diagnostic evaluation of writing applied for students of elementary school (6th grade - in Brazilian school) and proposes a Didactic Sequence for teacher intervention. Based on a short story, it evaluates the student's ability to identify and recognize the language elements, ensuring the construction of meaning: the use of direct speech, paragraphing, use of cohesive, record of uppercase and lowercase letters, registration of actions and the presence of narrative elements. The analysis and the proposal of educational practices are b ased on the research of Dolz and Schnewly (2004) on methodological strategies for teaching writing at school, based on a genre of relevance in daily practices, highlighting the procedure of learning as axis and reference point for the planning and realization of significant teaching interventions and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El art&#237;culo presenta el proceso y los resultados de una evaluaci&#243;n de escritura aplicada en los estudiantes de 6&#186; a&#241;o y tambi&#233;n propone una Secuencia Did&#225;ctica como una intervenci&#243;n del maestro. Basado en la escritura de un cuento, se eval&#250;a la capacidad del estudiante para determinar y realizar los elementos del lenguaje, lo que garantiza la construcci&#243;n del sentido: el uso de la palabra directa, en p&#225;rrafos, uso de cohesi&#243;n, registro de letras may&#250;sculas y min&#250;sculas, el registro de acciones, presencia de elementos de la narrativa. El an&#225;lisis y la propuesta de las pr&#225;cticas educativas se basan en la investigaci&#243;n de Dolz y Schnewly (2004) sobre las estrategias metodol&#243;gicas para la producci&#243;n de textos en la escuela, a partir de un g&#233;nero textual de relevancia en las pr&#225;cticas diarias, destacando el procedimiento de descubierta de los conocimientos del alumno como eje y punto de referencia para la planificaci&#243;n y la realizaci&#243;n de intervenciones de ense&#241;anza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem da Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Diagnóstica]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia do Ensino]]></kwd>
<kwd lng="en"><![CDATA[Writing Learning]]></kwd>
<kwd lng="en"><![CDATA[Diagnostic Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Methodology of Teaching]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de la Escritura]]></kwd>
<kwd lng="es"><![CDATA[La Evaluación Diagnóstica]]></kwd>
<kwd lng="es"><![CDATA[Metodología de la Enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOLZ]]></surname>
<given-names><![CDATA[Joaquim]]></given-names>
</name>
<name>
<surname><![CDATA[GAGNON]]></surname>
<given-names><![CDATA[Roxane]]></given-names>
</name>
<name>
<surname><![CDATA[DECÂNDIO]]></surname>
<given-names><![CDATA[Fabrício]]></given-names>
</name>
</person-group>
<source><![CDATA[Produção escrita e dificuldades de aprendizagem]]></source>
<year></year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Mercado de Letras]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[Magda]]></given-names>
</name>
</person-group>
<source><![CDATA[<strong>Letramento:</strong> um tema em tr&#234;s g&#234;neros]]></source>
<year></year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
