<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Estud. Pedagog.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812015000100042</article-id>
<article-id pub-id-type="doi">10.1590/S2176-6681/331512910</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Intervalo em branco como signo no processo de apropriação da escrita]]></article-title>
<article-title xml:lang="en"><![CDATA[Blank interval as a sign in the process of appropriation of writing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arena]]></surname>
<given-names><![CDATA[Dagoberto Buim]]></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[Marília São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>96</volume>
<numero>242</numero>
<fpage>42</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812015000100042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812015000100042&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812015000100042&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Debate as fun&#231;&#245;es e a import&#226;ncia do espa&#231;o ou do intervalo em branco no processo de alfabetiza&#231;&#227;o das crian&#231;as e pretende compreender seu papel como signo no processo de apropria&#231;&#227;o dos enunciados discursivos. Apresentam-se argumentos que interrogam a natureza estritamente alfab&#233;tica da l&#237;ngua e que se contrap&#245;em &#224; necessidade de desenvolvimento da consci&#234;ncia fonol&#243;gica. Defende-se o princ&#237;pio de que h&#225; "um pensamento de tela" culturalmente constru&#237;do por caracteres e signos, entre os quais se encontram os intervalos em branco ou espa&#231;os em branco. Duas figuras coletadas em um caderno de uma escola francesa s&#227;o analisadas com o objetivo de mostrar a cria&#231;&#227;o de intervalos sem que suas fun&#231;&#245;es sejam percebidas. Defende-se ainda a tese de que a crian&#231;a se apropria do discurso e, por essa raz&#227;o, os intervalos ganham importantes fun&#231;&#245;es durante o processo de conceitua&#231;&#227;o das unidades discursivas]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This essay aims to put into debate the functions and importance of blank space or blank interval in children's literacy process, and understand their role as a sign in the process of appropriation of discursive enunciations. Arguments that question the strictly alphabetical nature of language and that are in opposition to the need of development of phonological awareness are presented. The article advocates the principle that there is a "screen thinking" culturally constructed by characters and signs, among which there are the blank intervals or the blank spaces. In order to show the creation of intervals without perceiving their functions, two figures collected from a book of a French school are analyzed. The arguments support the thesis that the child appropriates the discourse, and; therefore, the intervals gain important functions during the process of conceptualization of discursive units]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[espaço em branco]]></kwd>
<kwd lng="pt"><![CDATA[escrita alfabética.]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[blank space]]></kwd>
<kwd lng="en"><![CDATA[alphabetic writing.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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