<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302022000100416</article-id>
<article-id pub-id-type="doi">10.14393/er-v29a2022-42</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Literatura Infantil: o uso do Storyboard That bordando atividades]]></article-title>
<article-title xml:lang="es"><![CDATA[Literatura Infantil: el uso de Storyboard That actividades de bordado]]></article-title>
<article-title xml:lang="en"><![CDATA[Children's Literature: Using Storyboard That embroidering activities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Damares Reis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Alessandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marilu Martens]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</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>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302022000100416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302022000100416&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302022000100416&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como foco o uso de um recurso tecnológico digital para planejamento de atividades avaliativas em aulas de Literatura. Trata-se, metodologicamente, de uma pesquisa quantitativa, de caráter descritivo, com participação de vinte docentes que atuavam na Educação Infantil. Partiu-se da seguinte questão problematizadora: qual a percepção dos professores de Literatura em relação ao uso do recurso digital Storyboard That, para o planejamento de atividades avaliativas? Objetivou-se discutir as especificidades do uso das tecnologias digitais no processo de ensino e aprendizagem, com ênfase no recurso digital supracitado. Os resultados apontaram que os participantes aprovaram o referido recurso, considerando-o uma boa opção para seu trabalho. Porém sentem-se inseguros em relação ao uso de tecnologias digitais, o que aponta para a necessidade de maior mobilização para a atualização dos envolvidos, nos processos educativos, no que tange às novas tecnologias digitais disponíveis, por meio de cursos de formação continuada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo se enfoca o utiliza un recurso de tecnología digital para planificar individuos evasivos en la literatura. Así, metodológicamente, desde un punto de vista cuantitativo, de carácter descriptivo, contó con la participación de varios docentes que se encuentran en Educación Infantil. Estás intentando solucionar este problema: ¿cuál es la percepción de los profesores de Literatura en relación con oa través del recurso digital Storyboard That, para la planificación de individuos evasivos? Objetivos discutir las especificidades del uso de tecnologías digitales en el proceso de codificación y actualización, sin recursos digitales sobresaturados. Los resultados que creo que los participantes aprueban o hacen referencia, consideran una opción para usted. Nos sentimos inseguros en relación o uso de las tecnologías digitales, lo cual es necesario por la necesidad de una gran movilización para actualizar los envolventes, no los procesos educativos, sino que son nuevas tecnologías digitales disponibles directa o indirectamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on the use of a digital technology resource for planning evaluative activities in Literature lessons. Methodologically, this is quantitative research, of a descriptive character, with the participation of twenty teachers who worked in Early Childhood Education. We had the following research question: what is the perception of Literature teachers in relation to the use of the digital resource Storyboard That, for the planning of evaluative activities? Our aim was to discuss the specificities of the use of digital technologies in the teaching and learning process, focusing on the digital resource mentioned. The results show that the participants approve the referred recourse, considering it a good option for work. However, they feel insecure in relation to the use of digital technologies, which points to the need of a bigger mobilization to update the participants, in the educational processes, concerning new digital technologies available, through continuing education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Storyboard]]></kwd>
<kwd lng="pt"><![CDATA[Literatura]]></kwd>
<kwd lng="pt"><![CDATA[Educação continuada]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Storyboard]]></kwd>
<kwd lng="es"><![CDATA[Literatura]]></kwd>
<kwd lng="es"><![CDATA[Continúan la educación]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Storyboard]]></kwd>
<kwd lng="en"><![CDATA[Literature]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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