<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000100014</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.62337</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Trilhas da refacção textual de uma estudante de EJA captadas pelo software Camtasia e pelo editor de texto Word]]></article-title>
<article-title xml:lang="en"><![CDATA[Text re-writing tracks of an EJA student captured by Camtasia software and Word text editor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Adelma Lúcia de Oliveira Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Thomopoulos]]></surname>
<given-names><![CDATA[Margareth de Souza Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>73</numero>
<fpage>251</fpage>
<lpage>265</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000100014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000100014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo aborda o uso do software Camtasia e do editor de texto do Word como instrumentos auxiliares para a descrição dos procedimentos de refacção textual digital de um relato autobiográfico produzido por um sujeito adulto do sexo feminino em fase de alfabetização. O método utilizado é o descritivo, com abordagem qualitativa, e a metodologia é a do estudo de caso. Enquanto o software Camtasia captura as pistas deixadas na escrita da tela digital do editor de texto Word, mostrando as ações realizadas pelo sujeito em seu trabalho com o texto, os recursos da revisão de texto do Word permitem perceber fatos singulares da escrita da aprendiz e levantar outros relacionados ao percurso traçado por ela em sua manipulação da língua. Assim, a cada momento em que a aprendiz reelabora, aceita ou não a marcação do software e escolhe o que considera a melhor solução para um problema percebido, evidencia-se seu trabalho ativo na construção e reconstrução do aprendizado, com independência, autonomia e protagonismo. A conclusão de nossa pesquisa aponta para a relevância do uso de novas tecnologias como facilitadoras do acesso aos dados singulares fundamentais para a compreensão do processo de ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the use of Camtasia software and Word text editor as auxiliary instruments for describing textual re-writing procedures in an autobiographical account produced by a female adult in literacy phase. The method used is descriptive, with a qualitative approach and a case study methodology. While the software Camtasia captures the clues left in the writing of digital screen of text editor Word, showing the actions taken by the subject in her work with the text, the proofing features of Word allow us to realize unique writing facts of apprentice´s writing and raise other stroke path related to the course charted by her in language manipulation. So, every time the apprentice reworks, accepts or not the software´s markup and chooses what she considers the best solution to a perceived problem, it is evidenced her active work on the construction and reconstruction of learning, with independence, autonomy and protagonism. The conclusion of our research points to the importance of the use of new technologies as facilitators of access to unique data fundamental to the understanding of the teaching-learning process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Consciência Fonológica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias na Educação]]></kwd>
<kwd lng="pt"><![CDATA[Software Camtasia]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Epilinguística.]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Phonological Awareness]]></kwd>
<kwd lng="en"><![CDATA[Technology in Education]]></kwd>
<kwd lng="en"><![CDATA[Camtasia Software]]></kwd>
<kwd lng="en"><![CDATA[Epilinguistic Activity.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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