<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15741993000400006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alfabetização e motricidade: revendo essa antiga parceria]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy and motricity: revision of this old partnership]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colello]]></surname>
<given-names><![CDATA[Silvia M. Gasparian]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,USP Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>1993</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>1993</year>
</pub-date>
<numero>87</numero>
<fpage>58</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741993000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741993000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741993000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A partir da constatação do plano secundário que a atividade física ocupa nas escolas tradicionais, o artigo pretende resgatar o significado do fazer corporal no desenvolvimento infantil. Se ao lado do treinamento motor, o movimento humano for considerado como uma forma de linguagem, de manifestação afetiva e cognitiva, torna-se possível reintegrar o corpo no processo de aprendizagem e, particularmente, na apropriação da língua escrita. Mais do que garantir a sua dimensão figurativa (registro legível dos caracteres gráficos), a vivência motora assegura a formação do interlocutor, que é indispensável na expressão da escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Noting the secondary role that physical activity plays in traditional schools, the article intends to restore the meaning of the use of the body in children's development. If motor training, side by side with the human movement, is considered as a means of communication, of affective and cognitive manifestation, it will be possible to reintegrate the body in the learning process and, particularly, in the achievement of the written language. The motor experience assures the upbringing of the interlocutor, essential to the written expression and, besides, it guaranties its figurative dimension (readable register of graphic caracters).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento Motor da Criança]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif">  <h2><strong>Alfabetiza&ccedil;&atilde;o e motricidade: revendo essa antiga  parceria.&nbsp; </strong></h2> <h3><strong>Literacy and motricity: revision of this old partnership.</strong></h3>     <p>&nbsp;</p> <h4><strong>Silvia M. Gasparian Colello&nbsp; </strong></h4> </font>      ]]></body>
</article>
