<?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>S0102-46982020000100707</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698220532</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ARTIGO - JOGOS COMO RECURSOS DIDÁTICOS NA ALFABETIZAÇÃO: O QUE DIZEM E FAZEM AS PROFESSORAS]]></article-title>
<article-title xml:lang="en"><![CDATA[GAMES AS DIDACTIC RESOURCES IN EARLY LITERACY: WHAT TEACHERS SAY AND DO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAUJO]]></surname>
<given-names><![CDATA[LIANE CASTRO de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100707&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100707&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100707&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo apresenta resultados parciais de uma pesquisa que visa a investigar práticas alfabetizadoras que circulam em escolas da rede municipal de Salvador quanto ao uso de jogos voltados à apropriação da língua escrita. A metodologia qualitativa, de perspectiva colaborativa, propõe o levantamento de acervos, práticas e discursos envolvendo jogos e outros materiais para a alfabetização, bem como uma intervenção junto a escolas, visando a construir conhecimentos partilhados sobre esses recursos, articulando função lúdica e função didática. Resultados da primeira fase da pesquisa, a partir de entrevistas e observação, revelam que as professoras reconhecem o valor dos jogos na alfabetização, mas sua baixa frequência nas rotinas e no planejamento indica que esse uso é incipiente, sendo muitas as justificativas dadas para essa ausência. Os resultados sugerem que é preciso investir, na formação docente, em ações para fortalecer estratégias didáticas que abordam o ensino da escrita de modo reflexivo, não mecânico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article presents partial results of an ongoing research, with the objective of investigating early literacy practices in schools of the municipal education system of Salvador, regarding the use of games as didactic resources aimed at appropriation of written language. The qualitative methodology, from a collaborative perspective, proposes the collection of repositories, practices and discourses involving games and materials for early literacy, as well as an intervention in schools, with the purpose of constructing shared knowledge about these resources, articulating playful function and pedagogical function. Results from the first phase of the research, composed from interviews and observation, reveal that teachers recognize the value of games in early literacy, but their low frequency in routines and planning indicates that this use is incipient, with many justifications given for this absence. The research suggest thatit is necessary to invest, in the training of teachers, in actions to strengthen didactic strategies that approach the teaching of written language in a reflexive, non-mechanical way.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Jogos]]></kwd>
<kwd lng="pt"><![CDATA[Recursos didáticos]]></kwd>
<kwd lng="en"><![CDATA[Early literacy]]></kwd>
<kwd lng="en"><![CDATA[Games]]></kwd>
<kwd lng="en"><![CDATA[Didatic resources]]></kwd>
</kwd-group>
</article-meta>
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