<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782017000100081</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782017226805</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As capacidades de linguagem de um aluno disléxico" aprendiz de inglês]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS CAPACIDADES DE LENGUAJE DE UN ALUMNO "DISLÉXICO" APRENDIZ DE INGLÉS]]></article-title>
<article-title xml:lang="en"><![CDATA[Language capacities of a "dyslexic" English language learner]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TONELLI]]></surname>
<given-names><![CDATA[JULIANA REICHERT ASSUNÇÃO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>68</numero>
<fpage>81</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782017000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782017000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782017000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Partindo do conceito de linguagem como uma atividade socialmente organizada que possibilita a comunica&#231;&#227;o humana servindo como instrumento de a&#231;&#227;o nas pr&#225;ticas sociais (Bronckart, 2003, 2006, 2007), refutamos o conceito de dislexia tradicionalmente (re)conhecido como um dist&#250;rbio de aprendizagem da linguagem escrita localizada no aprendiz (Massi, 2004a, 2007). Este trabalho objetiva apresentar um estudo de caso em que um aluno "disl&#233;xico" frequentava aulas de l&#237;ngua inglesa e uma sequ&#234;ncia did&#225;tica (Dolz; Noverraz; Schneuwly, 2004) foi utilizada para o ensino dessa l&#237;ngua. Os resultados revelaram que as atividades arroladas na sequ&#234;ncia did&#225;tica para explorar a capacidade lingu&#237;stico-discursiva do sujeito de pesquisa - capacidade diretamente relacionada ao uso de itens lexicais e de regras gramaticais - (Dolz; Pasquier; Bronckart, 1993) mostraram suas possibilidades de aprendizagem e capacidades de linguagem, desconstruindo seu laudo de disl&#233;xico em grau severo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Partiendo del concepto de lenguaje como una actividad socialmente organizada que posibilita la comunicaci&#243;n humana sirviendo como instrumento de acci&#243;n en las pr&#225;cticas sociales (Bronckart, 2003, 2006, 2007) rechazamos el concepto de dislexia(s) tradicionalmente (re)conocida como un disturbio de aprendizaje del lenguaje escrita (Massi, 2004a, 2007). Este trabajo objetiva presentar un estudio de caso en que un alumno "disl&#233;xico" frecuentaba clases de lengua inglesa y una secuencia did&#225;ctica (Dolz; Noverraz; Schneuwly, 2004) fue utilizada para la ense&#241;anza de aquella lengua. Los resultados revelaron que las actividades desarrolladas en la secuencia did&#225;ctica para explotar la capacidad ling&#252;&#237;stica discursiva del sujeto de pesquisa -capacidad directamente relacionada al uso de &#237;tems lexicales y de reglas gramaticales- (Dolz; Pasquier; Bronckart, 1993) revelaron sus posibilidades de aprendizaje y capacidades de lenguaje, desconstruyendo su laudo de disl&#233;xico en grado severo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT Based on the concept of language as a socially organized activity, which allows human communication and work as an action instrument for social practices (Bronckart, 2003, 2006, 2007), we refute the concept of dyslexia traditionally (re)cognized as a learner's written language learning disability (Massi, 2004a, 2007). The objective of this work is to present a case study in which a "dyslexic" student attended English language classes and a didactic sequence (Dolz; Noverraz; Schneuwly, 2004) developed to teach the referred language. Results showed that the activities included in the didactic sequence to explore the research subject's linguistic-discursive capacity - a capacity directly related to the use of lexical items and grammatical rules - (Dolz; Pasquier; Bronckart, 1993) revealed the subject's learning possibilities and language capacities thus deconstructing his severe dyslexic diagnosis.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[dislexia]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem de inglês]]></kwd>
<kwd lng="pt"><![CDATA[capacidades de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[sequência didática]]></kwd>
<kwd lng="es"><![CDATA[dislexia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza aprendizaje de inglés]]></kwd>
<kwd lng="es"><![CDATA[capacidad de lenguaje]]></kwd>
<kwd lng="es"><![CDATA[secuencia didáctica]]></kwd>
<kwd lng="en"><![CDATA[dyslexia]]></kwd>
<kwd lng="en"><![CDATA[the teaching and learning of english]]></kwd>
<kwd lng="en"><![CDATA[language capacities]]></kwd>
<kwd lng="en"><![CDATA[didactic sequence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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