<?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>S1981-25822022000100202</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2022.1.41564</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contextualização do ensino de língua portuguesa e literatura: uma ferramenta de inclusão do sujeito quilombola em tempos de pandemia?]]></article-title>
<article-title xml:lang="en"><![CDATA[Contextualization of the teaching of portuguese language and literature: a tool for inclusion of the quilombola subject in times of pandemic?]]></article-title>
<article-title xml:lang="es"><![CDATA[Contextualización de la enseñanza de la lengua y la literatura portuguesa: ¿una herramienta para la inclusión del sujeto quilombola en tiempos de pandemia?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Maria Patrícia de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Emanuel Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa Junior]]></surname>
<given-names><![CDATA[Euvaldo de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Municipal de Educação de Bela Vista  ]]></institution>
<addr-line><![CDATA[Bela Vista do Piauí PI]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdade Evangélica do Piauí  ]]></institution>
<addr-line><![CDATA[Nova Santa Rita do Piauí PI]]></addr-line>
<country>Brasil</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>45</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822022000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822022000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822022000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Objetivou-se analisar as mediações pedagógicas realizadas na disciplina de língua portuguesa, no que tange a literatura dos anos finais do ensino fundamental com a finalidade de contextualizar o sujeito quilombola em Bela Vista-PI na pandemia de COVID-19. O levantamento de dados foi feito através da análise do conteúdo dos cadernos de atividades encaminhados pelas escolas aos alunos dos anos finais do ensino fundamental durante os meses de agosto e dezembro do ano de 2020. Para dar suporte à análise, contribuíram com o estudo a respeito da mediação as abordagens de Alves (2020), Antunes (2014) e Pino e Sigardo (2000). Referente à mediação e à contextualização no ensino de língua portuguesa, as produções de Soares (2002), Bernardo (2016); Daros (2021) colaboraram com pesquisa a respeito da educação na pandemia de COVID-19 e sobre a educação do sujeito quilombola. Foi possível constatar que, embora a contextualização da vida do sujeito quilombola, bem como de outras minorias, no ensino na disciplina de língua portuguesa pudesse contribuir para a inclusão, os professores não a empregaram como instrumento pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective was to analyze the pedagogical mediations performed in the subject of Portuguese language, regarding the literature of the final years of elementary school with the purpose of contextualizing the quilombola subject in Bela Vista-PI in the covid-19 pandemic. The data collection was done through the analysis of the content of the activity notebooks sent by the schools to the students of the final years of elementary education during the months of August and December of 2020. To support the analysis, contributed to the study, regarding mediation and the approaches of Alves (2020), Antunes (2014) and Pino and Sigardo (2000). Regarding mediation and contextualization in Portuguese language teaching, the productions of Soares (2002), Bernardo (2016); Daros (2021), collaborated with the studies regarding education in the covid-19 pandemic, and about the education of the quilombola subject. It was possible to verify that, although the contextualization of the life of the quilombola subject, as well as other minorities, in teaching in the Portuguese language discipline could contribute to inclusion, the teachers did not employ it as a pedagogical tool.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de este estudio fue analizar las mediaciones pedagógicas realizadas en la asignatura de lengua portuguesa, en relación con la literatura de los últimos años de la educación primaria con el fin de contextualizar la asignatura de quilombola en Bela Vista-PI en la pandemia del covid-19. La recogida de datos se realizó mediante el análisis de contenido de los cuadernos de actividades enviados por los centros educativos a los alumnos de los últimos cursos de primaria durante los meses de agosto y diciembre de 2020. Para apoyar el análisis, contribuyeron al estudio, en relación con la mediación y los enfoques de Alves (2020), Antunes (2014) y Pino y Sigardo (2000). A propósito de la mediación y la contextualización en la enseñanza de la lengua portuguesa, las producciones de Soares (2002), Bernardo (2016); Daros (2021), colaboraron con los estudios a propósito de la educación en la pandemia de covid-19, y sobre la educación del sujeito quilombola. Se pudo comprobar que, aunque la contextualización de la vida del sujeto quilombola, así como de otras minorías, en la enseñanza en la disciplina de lengua portuguesa podría contribuir a la inclusión, los profesores no la emplearon como instrumento pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[mediação]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[língua e literatura portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[quilombola]]></kwd>
<kwd lng="en"><![CDATA[mediation]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[portuguese language and literature]]></kwd>
<kwd lng="en"><![CDATA[quilombola]]></kwd>
<kwd lng="es"><![CDATA[mediación]]></kwd>
<kwd lng="es"><![CDATA[la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[lengua y literatura portuguesas]]></kwd>
<kwd lng="es"><![CDATA[quilombola]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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