<?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>S0102-46982017000100139</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698158882</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[GRUPOS INTERACTIVOS EN AULA Y EL INCREMENTO DE LOS RESULTADOS DE APRENDIZAJE EN LENGUAJE EN UN COLEGIO VULNERABLE]]></article-title>
<article-title xml:lang="pt"><![CDATA[GRUPOS INTERATIVOS EM SALA DE AULA E O PROGRESSO DOS RESULTADOS DE APRENDIZAGEM EM LINGUAGEM EM UMA ESCOLA EM SITUAÇÃO DE VULNERABILIDADE]]></article-title>
<article-title xml:lang="en"><![CDATA[INTERACTIVE GROUPS IN THE CLASSROOM AND THE LANGUAGE LEARNING PROGRESS IN A SCHOOL IN VULNERABILITY SITUATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solís]]></surname>
<given-names><![CDATA[Marcela Núñez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarrete]]></surname>
<given-names><![CDATA[Cristhian Espinoza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zúñiga]]></surname>
<given-names><![CDATA[Carmen Acuña]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villar]]></surname>
<given-names><![CDATA[Lilian Vargas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera]]></surname>
<given-names><![CDATA[Irma Lagos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Los Ángeles ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>33</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982017000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982017000100139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982017000100139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo presenta los resultados de un estudio realizado entre los años 2013 y 2014 en un colegio vulnerable2 en Los Ángeles, Chile. Ese estudio consistió en la incorporación de grupos interactivos en aula en primero básico3 en Lenguaje. El objetivo fue determinar el incremento de los resultados de aprendizaje en dicha área. Se utilizó un enfoque cuantitativo, con diseño preexperimental y aplicación de CL-PT4 en el nivel señalado, antes y después de la intervención. El trabajo, además, consideró la incorporación en aula de colaboradores de aprendizaje: apoderados, alumnos de cursos superiores del mismo colegio, alumnas de pregrado y docentes de la Universidad. Los grupos interactivos involucran un cambio de paradigma que conlleva un fuerte compromiso social. Los resultados indican que se produjo un incremento significativo entre el pretest y postest (CL-PT), lo que implicó una mejora en el desarrollo del lenguaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo apresenta os resultados de um estudo realizado entre 2013 e 2014 em um colégio em situação de vulnerabilidade5 em Los Ángeles, Chile. Esse estudo consistiu na incorporação de grupos interativos em sala de aula no primeiro ano básico6 em Linguagem. O objetivo foi delinear o progresso dos resultados de aprendizagem nessa área. Utilizou-se um enfoque quantitativo, com uma configuração pré-experimental e aplicação de CL-PT7 no nível escolar já mencionado, antes e depois da intervenção. O trabalho, além disso, considerou a incorporação em sala de aula de colaboradores de aprendizagem: pais ou responsáveis pelos alunos; alunos de anos posteriores do mesmo colégio; alunas de graduação; e docentes da Universidade. Os grupos interativos envolvem uma mudança de paradigma que implica um forte compromisso social. Os resultados indicam que se produziu um progresso significativo entre o pré-teste e o pós-teste (CL-PT), o que acarretou uma melhora no desenvolvimento da linguagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents the results of a study performed during the 2013 to 2014 period in a &#8220;vulnerable&#8221; school in Los Angeles, Chile. The study has consisted of the incorporation of interactive groups in first grade language classes. The aim was to determine increased learning outcomes in this area. A quantitative approach was used with a pre-experimental design and the application of reading comprehension and text production tests in the mentioned grade, before and after the intervention. Furthermore, this study also considered the incorporation of learning collaborators into the classroom: parents or guardians, students in higher grades in the same school, undergraduate students, and university professors. The interactive groups involve a paradigm change that leads to a strong social commitment. The results indicate that a significant increase was produced between the pre and post test, which led to an improvement in language learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Grupos Interactivos]]></kwd>
<kwd lng="es"><![CDATA[Colaboradores de Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Modelo Dialógico]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje.]]></kwd>
<kwd lng="pt"><![CDATA[Gruposw Interativos]]></kwd>
<kwd lng="pt"><![CDATA[Colaboradores de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Modelo Dialógico]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem.]]></kwd>
<kwd lng="en"><![CDATA[Interactive Groups]]></kwd>
<kwd lng="en"><![CDATA[Learning Collaborators]]></kwd>
<kwd lng="en"><![CDATA[Dialogic Model]]></kwd>
<kwd lng="en"><![CDATA[Language.]]></kwd>
</kwd-group>
</article-meta>
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