<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352019000300006</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2019v57n53id17118</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino das convenções gráficas na alfabetização]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza de las convenciones gráficas en la alfabetización]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of graphic conventions in literacy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwartz]]></surname>
<given-names><![CDATA[Cleonara Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becalli]]></surname>
<given-names><![CDATA[Fernanda Zanetti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Gilciane Ottoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Sistema Municipal de Educação  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>57</volume>
<numero>53</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352019000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352019000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352019000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo discute enfoques priorizados no ensino das convenções gráficas que regem a escrita, atendo-se aos conhecimentos que envolvem a compreensão da orientação da escrita, a função da segmentação dos espaços em branco entre as palavras e a pontuação. Trata-se de uma pesquisa documental que teve como corpus 28 cadernos escolares de crianças que cursaram o primeiro ano do ensino fundamental durante os anos 2000 em um município do estado do Espírito Santo e 22 cadernos de professores que atuaram nas escolas desse município no mesmo período. Concluímos que a escrita vem sendo tratada de forma fragmentada e desvinculada do seu contexto de produção e os aspectos que a caracterizam graficamente trabalhados desconsiderando que essas convenções foram produzidas no decorrer do desenvolvimento da história da escrita. As atividades mostram que as características da língua escrita não vêm sendo reconhecidas como produções históricas e culturais elaboradas nas interações sociais e, portanto, carregadas de significações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo discute enfoques priorizados en la enseñanza de las convenciones gráficas que rigen la escritura, atendiendo a los conocimientos que envuelven la comprensión de la orientación de la escritura, la función de la segmentación de los espacios en blanco entre las palabras y la puntuación. Se trata de una investigación documental que tuvo como corpus 28 cuadernos escolares de niños que cursaron el primer año de la enseñanza fundamental durante los años 2000 en un municipio del estado de Espírito Santo y 22 cuadernos de profesores que actuaron en las escuelas de ese municipio en el mismo, período. Concluimos que la escritura viene siendo tratada de forma fragmentada y desvinculada de su contexto de producción y los aspectos que la caracterizan gráficamente trabajados desconsiderando que esas convenciones fueron producidas en el transcurso del desarrollo de la historia de la escritura. Las actividades muestran que las características de la lengua escrita no vienen siendo reconocidas como producciones históricas y culturales elaboradas en las interacciones sociales y, por lo tanto, cargadas de significaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article discusses prioritized approaches in the teaching of graphic conventions that govern writing, focusing on the knowledge that involves the understanding of writing orientation, the segmentation function of white spaces between words and punctuation. It is a documentary research that had as corpus 28 schoolbooks of children who attended the first year of elementary education during the years 2000 in a municipality of the state of Espírito Santo and 22 notebooks of teachers who acted in the schools of that municipality in the same period. We concluded that writing has been treated in a fragmented way and disconnected from its context of production and the aspects that characterize it graphically worked disregarding that these conventions were produced in the course of the development of the history of writing. The activities show that the characteristics of the written language are not recognized as historical and cultural productions elaborated in social interactions and, therefore, full of significations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem escrita]]></kwd>
<kwd lng="pt"><![CDATA[Convenções gráficas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Lengua escrita]]></kwd>
<kwd lng="es"><![CDATA[Convenciones gráficas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Written language]]></kwd>
<kwd lng="en"><![CDATA[Graphic conventions]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VYGOTSKY]]></surname>
<given-names><![CDATA[Lev Semionovich]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação social da mente]]></source>
<year>1989</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
