<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432017000301035</article-id>
<article-id pub-id-type="doi">10.1590/2175-623659501</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentir, Significar e Construir Conhecimento com Base nos Erros]]></article-title>
<article-title xml:lang="en"><![CDATA[Evoked Feelings, Assigned Meanings and Constructed Knowledge Based on Mistakes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianchini]]></surname>
<given-names><![CDATA[Luciane Guimarães Batistella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Mario Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Assis SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>1035</fpage>
<lpage>1057</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432017000301035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432017000301035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432017000301035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Por interm&#233;dio do m&#233;todo cl&#237;nico cr&#237;tico piagetiano, investigou-se as significa&#231;&#245;es, atribu&#237;das ao erro por quatro estudantes em diferentes atividades e situa&#231;&#245;es interativas. Tamb&#233;m foram verificados os resultados do emprego de situa&#231;&#245;es autorreguladoras na compreens&#227;o do erro inicialmente apresentado por eles. Os instrumentos para a coleta de dados consistiram em jogos, videograva&#231;&#245;es, di&#225;rios e entrevistas. Ap&#243;s interven&#231;&#227;o, os alunos passaram a se perceber competentes, estabelecer intera&#231;&#245;es positivas no grupo e deixar de conceber o erro como uma a&#231;&#227;o impeditiva do aprender. Concluiu-se que as significa&#231;&#245;es de erro s&#227;o dependentes de algumas vari&#225;veis; entre elas, os sentimentos nutridos pelos sujeitos sobre si, o outro e o objeto de conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract:  By means of Piaget's critical clinical method, the study investigated the meanings assigned to mistakes by four students in different activities and interactive situations. The research also analyzed the results of using self-regulatory situations in understanding mistakes initially committed by the students. Data collection instruments consisted of games, video recordings, diaries and interviews. Following intervention, the students were able to recognize their competence, establish positive interactions within the group, and avoid viewing mistakes as obstacles to learning. We concluded that the meanings assigned to mistakes depend on certain variables, among them feelings nurtured by the individuals about themselves, the other, and the object of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jean Piaget]]></kwd>
<kwd lng="pt"><![CDATA[Erro]]></kwd>
<kwd lng="pt"><![CDATA[Significações]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Jean Piaget]]></kwd>
<kwd lng="en"><![CDATA[Mistakes]]></kwd>
<kwd lng="en"><![CDATA[Meanings]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<front>
<journal-meta>
<journal-id>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432017000301035</article-id>
<article-id pub-id-type="doi">10.1590/2175-623659501</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentir, Significar e Construir Conhecimento com Base nos Erros]]></article-title>
<article-title xml:lang="en"><![CDATA[Evoked Feelings, Assigned Meanings and Constructed Knowledge Based on Mistakes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bianchini]]></surname>
<given-names><![CDATA[Luciane Guimarães Batistella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Mario Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Assis SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>1035</fpage>
<lpage>1057</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432017000301035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432017000301035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432017000301035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Por interm&#233;dio do m&#233;todo cl&#237;nico cr&#237;tico piagetiano, investigou-se as significa&#231;&#245;es, atribu&#237;das ao erro por quatro estudantes em diferentes atividades e situa&#231;&#245;es interativas. Tamb&#233;m foram verificados os resultados do emprego de situa&#231;&#245;es autorreguladoras na compreens&#227;o do erro inicialmente apresentado por eles. Os instrumentos para a coleta de dados consistiram em jogos, videograva&#231;&#245;es, di&#225;rios e entrevistas. Ap&#243;s interven&#231;&#227;o, os alunos passaram a se perceber competentes, estabelecer intera&#231;&#245;es positivas no grupo e deixar de conceber o erro como uma a&#231;&#227;o impeditiva do aprender. Concluiu-se que as significa&#231;&#245;es de erro s&#227;o dependentes de algumas vari&#225;veis; entre elas, os sentimentos nutridos pelos sujeitos sobre si, o outro e o objeto de conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract:  By means of Piaget's critical clinical method, the study investigated the meanings assigned to mistakes by four students in different activities and interactive situations. The research also analyzed the results of using self-regulatory situations in understanding mistakes initially committed by the students. Data collection instruments consisted of games, video recordings, diaries and interviews. Following intervention, the students were able to recognize their competence, establish positive interactions within the group, and avoid viewing mistakes as obstacles to learning. We concluded that the meanings assigned to mistakes depend on certain variables, among them feelings nurtured by the individuals about themselves, the other, and the object of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jean Piaget]]></kwd>
<kwd lng="pt"><![CDATA[Erro]]></kwd>
<kwd lng="pt"><![CDATA[Significações]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Jean Piaget]]></kwd>
<kwd lng="en"><![CDATA[Mistakes]]></kwd>
<kwd lng="en"><![CDATA[Meanings]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
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