<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732016000300948</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2016v34n3p948</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aspectos da pesquisa colaborativa na formação docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gasparotto]]></surname>
<given-names><![CDATA[Denise Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menegassi]]></surname>
<given-names><![CDATA[Renilson José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[Videira SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>948</fpage>
<lpage>973</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732016000300948&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732016000300948&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732016000300948&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo apresenta parte de uma pesquisa cujo objetivo &#233; explicar o processo de apropria&#231;&#227;o da cultura escrita pelas crian&#231;as na educa&#231;&#227;o infantil, de acordo com a organiza&#231;&#227;o das atividades de escrita que lhes s&#227;o propiciadas no ambiente escolar. Para compreender esse processo foi realizado um experimento pedag&#243;gico em uma turma de crian&#231;as de cinco anos de idade, numa escola p&#250;blica, na cidade de Uberaba/MG. A dimens&#227;o te&#243;rico-metodol&#243;gica deste estudo fundamenta-se nos princ&#237;pios do desenvolvimento humano apresentados pela Teoria Hist&#243;rico-Cultural, que traz em seu bojo a Teoria da Atividade e a import&#226;ncia da media&#231;&#227;o. A proposta de uma interven&#231;&#227;o did&#225;tica, realizada por meio do experimento pedag&#243;gico, objetivou descrever, compreender e explicar o processo de apropria&#231;&#227;o da cultura escrita a partir da realiza&#231;&#227;o de atividades organizadas de maneira a criar condi&#231;&#245;es favor&#225;veis para o desenvolvimento do processo em suas particularidades constitutivas, para que fosse poss&#237;vel provocar e observar os diferentes est&#225;gios por que passam a crian&#231;a na pr&#233;-hist&#243;ria de sua escrita. Ao delinear os caminhos percorridos por ela neste processo, oportunizou as condi&#231;&#245;es necess&#225;rias para utiliza&#231;&#227;o da escrita em sua funcionalidade social, valendo-se da atividade guia do desenvolvimento, nesta faixa et&#225;ria, que &#233; a brincadeira de papeis sociais. A an&#225;lise dos dados apontou ind&#237;cios de que uma a&#231;&#227;o pedag&#243;gica, devidamente planejada e mediada, cria as circunst&#226;ncias que possibilitam a efetiva&#231;&#227;o do processo de apropria&#231;&#227;o da escrita em sua funcionalidade social, propiciando uma mudan&#231;a qualitativa na rela&#231;&#227;o da crian&#231;a com esse tipo de linguagem, pois ela apresenta a necessidade de escrever.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This study discusses the concept of collaborative research in written language applied studies&#65426; field, based on Brazilian researches about this subject (MAGALH&#195;ES, 1994, 1998, 2002; MAGALH&#195;ES; FIDALGO, 2010; IBIAPINA, 2008; CABRAL, 2012; HORIKAWA, 2008; BORTONI-RICARDO, 2011). We aimed to understand and systematize this research&#65460;s approach characteristics and steps. Starting from a collaborative research fulfilled with a Portuguese language teacher, about the revision and rewriting processes, grounded on dialogic assumptions (BAKHTIN, 2010), we have analyzed the practical application of the identified characteristics and steps, presenting alternatives for a collaborative work development. The results showed this research&#65460;s approach importance for teacher training and for teaching and learning processes, highlighting the necessary engenderment among academy, school, theory, methodology, subject and context in theoretical methodological researches orientation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este art&#237;culo discute el concepto de investigaci&#243;n colaborativa en el campo aplicado de los estudios del lengauge escrito, a partir de investigaciones brasile&#241;as sobre el tema (MAGALH&#195;ES, 1994, 1998, 2002; MAGALH&#195;ES; FIDALGO, 2010; IBIAPINA, 2008; CABRAL, 2012; HORIKAWA, 2008; BORTONIRICARDO, 2011). Nuestro objetivo comprender y sistematizar las caracter&#237;sticas de este enfoque de investigaci&#243;n y los pasos que lo componem. A partir de una investigaci&#243;n colaborativa hecha com una docente de Lengua Portuguesa, sobre los procesos de revisi&#243;n y reescritura, de acuerdo con las premisas dial&#243;gicas (BAKHTIN, 2010), analisamos la aplicaci&#243;n pr&#225;ctica de las caracter&#237;sticas y pasos levantados, presentando alternativas para el desarollo de um trabajo colaborativo. Los resultados mostraron la importancia de este enfoque de investigaci&#243;n para la formaci&#243;n de profesores e para los procesos de ense&#241;anza- aprendizaje, destacando el engendramiento necesario ente academia, escuela, teor&#237;a, metodolog&#237;a, pr&#225;ctica, sujeto y contexto, en la orientaci&#243;n de investigaciones de car&#225;cter te&#243;rico y metodol&#243;gico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Apropriação da Cultura Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Pré-História da Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Research]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Revision and Rewriting]]></kwd>
<kwd lng="es"><![CDATA[Investigación Colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Revisión y Reescritura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
