<?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>2238-2097</journal-id>
<journal-title><![CDATA[Revista de Educação Pública]]></journal-title>
<abbrev-journal-title><![CDATA[R. Educ. Públ.]]></abbrev-journal-title>
<issn>2238-2097</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Mato Grosso, Instituto de Educação, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-20972019000200465</article-id>
<article-id pub-id-type="doi">10.29286/rep.v28i68.8402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A dupla caixa e o espaço em branco no processo de alfabetização]]></article-title>
<article-title xml:lang="en"><![CDATA[The double box and the blank space in the literacy process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ABREU]]></surname>
<given-names><![CDATA[Márcia Martins de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARENA]]></surname>
<given-names><![CDATA[Adriana Pastorello Buim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia ESEBA ]]></institution>
<addr-line><![CDATA[ MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>28</volume>
<numero>68</numero>
<fpage>465</fpage>
<lpage>484</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-20972019000200465&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-20972019000200465&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-20972019000200465&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é parte de uma pesquisa de doutorado, cujo propósito era o de desenvolver uma possibilidade metodológica de trabalho com crianças em processo de apropriação da língua escrita tendo como suporte textos construídos e utilizados socialmente. Para o alcance do objetivo foi realizada uma pesquisa de intervenção com uma turma de 1º ano do Ensino Fundamental de uma escola da rede federal de ensino localizada na cidade de Uberlândia/MG. Entre os diversos temas discutidos na tese, elegeu-se para esta publicação o debate em torno do uso da letra maiúscula durante o processo de alfabetização. Entre alfabetizadores ainda existe a crença de que as letras em caixa alta são mais simples para serem aprendidas e, por este motivo, é oferecido às crianças pequenas este tipo de letra. Entretanto, os resultados indicaram que o envolvimento dos sujeitos no trabalho com a dupla caixa auxiliou qualitativamente o processo de alfabetização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is part of a doctoral research whose purpose was to develop a methodological possibility of working with children in the process of appropriation of written language supported by texts constructed and used socially. In order to reach the objective, an intervention research was carried out with a 1st grade class from Elementary School of a school of the federal education network located in the city of Uberlândia / MG. Among the various topics discussed in the thesis, the debate about the use of the capital letter during the literacy process was chosen for this publication. Among literacy teachers there is still the belief that capitals letters are simpler to learn and, therefore, to small children are offered this type of writing. However, the results indicated that the subjects &#8216;involvement in the work with the double box qualitatively assisted the students&#8217; literacy process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Apropriação da cultura escrita]]></kwd>
<kwd lng="pt"><![CDATA[Dupla caixa]]></kwd>
<kwd lng="pt"><![CDATA[Espaço em branco]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Appropriation of written culture]]></kwd>
<kwd lng="en"><![CDATA[Double carton]]></kwd>
<kwd lng="en"><![CDATA[Blank space]]></kwd>
</kwd-group>
</article-meta>
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