<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982016000100337</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698143874</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RASURAS LIGADAS À SEGMENTAÇÃO DE PALAVRAS NA AQUISIÇÃO DA ESCRITA]]></article-title>
<article-title xml:lang="en"><![CDATA[STRIKETHROUGHS CONNECTED TO WORD SEGMENTATION IN WRITING ACQUISITION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Tatiane Henrique Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capristano]]></surname>
<given-names><![CDATA[Cristiane Carneiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Paranaense (UNIPAR)  ]]></institution>
<addr-line><![CDATA[Umuarama PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá (UEM)  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>337</fpage>
<lpage>364</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982016000100337&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982016000100337&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982016000100337&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Com base no pressuposto de que rasuras ligadas &#224; segmenta&#231;&#227;o de palavras podem constituir ind&#237;cios importantes de conflitos vivenciados pelas crian&#231;as para delimitar a palavra (orto)gr&#225;fica, este trabalho teve como objetivo central apresentar e descrever poss&#237;veis fatores que concorrem para a emerg&#234;ncia dessas rasuras. Foram analisadas 364 rasuras identificadas em corpus constitu&#237;do por 1.699 produ&#231;&#245;es textuais elaboradas por crian&#231;as da primeira etapa do Ensino Fundamental I ao longo de quatro anos. A an&#225;lise permitiu constatar a influ&#234;ncia capital do letramento para a instaura&#231;&#227;o de conflitos sobre como segmentar. Nas rasuras ligadas &#224; segmenta&#231;&#227;o, fica patente que mesmo a circula&#231;&#227;o das crian&#231;as por pr&#225;ticas sociais orais est&#225;, desde o princ&#237;pio, entrela&#231;ada &#224; circula&#231;&#227;o dessas crian&#231;as por pr&#225;ticas letradas. Essas constata&#231;&#245;es permitem concluir que a escrita infantil n&#227;o pode ser interpretada como um mero decalque do falado, mas, sobretudo, como fruto do tr&#226;nsito das crian&#231;as por pr&#225;ticas sociais historicamente constitu&#237;das.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract: Based on the premise that strikethroughs connected to word segmentation consist in important vestiges of conflicts experienced by children in order to limit the (ortho)graphic word, this research aimed at introducing and describing possible factors that contribute to the emergence of strikethroughs. Three hundred and sixty-four strikethroughs (364) were identified in a corpus consisting of one thousand, six hundred and ninety-nine (1,699) text productions created by Elementary school children of level one, during 4 years. The analysis allowed to conclude the important influence of literacy for the instauration of conflicts on how the segmentation works. In the strikethroughs connected to segmentation, it is clear that, on principle, even the children's course in oral social practices are interlinked to children's course during literacy practice. Results show that children's writing cannot be interpreted as a mere spoken tracing, but, mainly, as a product of children's traffic by historically constituted social practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Oralidade]]></kwd>
<kwd lng="pt"><![CDATA[Letramento]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Rasura]]></kwd>
<kwd lng="pt"><![CDATA[Segmentação gráfica.]]></kwd>
<kwd lng="en"><![CDATA[Orality]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Erasure]]></kwd>
<kwd lng="en"><![CDATA[Graphic segmentation.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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