<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000200427</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201606144985</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tens&#245;es sobre o ensino da l&#237;ngua portuguesa: interfaces entre g&#234;nero e an&#225;lise lingu&#237;stica]]></article-title>
<article-title xml:lang="en"><![CDATA[Tensions concerning the teaching of Portuguese: interfaces between genre and linguistic analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Telma Ferraz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brandão]]></surname>
<given-names><![CDATA[Ana Carolina Perrusi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Leila Nascimento da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,tfleal@terra.com.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,carolperrusi@hotmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,leilansufrpe@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>427</fpage>
<lpage>442</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000200427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000200427&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000200427&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, com base na an&#225;lise da pr&#225;tica de duas docentes, buscamos problematizar o ensino da L&#237;ngua Portuguesa, com foco nas interfaces entre o trabalho com g&#234;neros discursivos e o eixo de an&#225;lise lingu&#237;stica. Buscou-se identificar conhecimentos de an&#225;lise lingu&#237;stica abordados em duas turmas do 2&#186; ciclo do Ensino Fundamental. Foram analisadas 22 aulas de duas professoras (11 aulas de cada) que estavam desenvolvendo uma sequ&#234;ncia did&#225;tica envolvendo cartas de leitores. Quatro tipos de situa&#231;&#245;es did&#225;ticas foram identificados quanto &#224;s atividades de reflex&#227;o sobre o g&#234;nero: 1) conceitua&#231;&#227;o do g&#234;nero / identifica&#231;&#227;o de exemplares do g&#234;nero; 2) reflex&#245;es sobre aspectos sociodiscursivos relativos ao g&#234;nero (finalidade, destinat&#225;rios, espa&#231;o de circula&#231;&#227;o), de maneira geral e/ou em atividades de leitura / produ&#231;&#227;o de textos do g&#234;nero em foco; 3) reflex&#245;es sobre a forma composicional do g&#234;nero carta do leitor, de maneira geral e/ou em atividades de leitura / produ&#231;&#227;o de textos do g&#234;nero em foco; e 4) reflex&#245;es sobre o uso de recursos lingu&#237;sticos e aspectos normativos da l&#237;ngua. Houve baixa frequ&#234;ncia de reflex&#245;es sobre os recursos lingu&#237;sticos comuns ao g&#234;nero trabalhado. A menor frequ&#234;ncia de tais reflex&#245;es ao longo da sequ&#234;ncia encaminhada sinalizou dificuldades das docentes em promover situa&#231;&#245;es did&#225;ticas que ajudassem os alunos a pensar a respeito do uso desses recursos nas cartas do leitor que liam e escreviam com seus alunos. As docentes tinham dificuldades de construir um modelo did&#225;tico do g&#234;nero que contemplasse aspectos gramaticais comuns &#224;s cartas de leitores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract In this article, based on an analysis of the practice of two teachers, we aim to discuss the teaching of the Portuguese language, focusing on the interface between the work with genres and linguistic analysis. Our objective was to identify the knowledge related to linguistic analysis taught in two classes in the final year of primary education. We observed 22 lessons given by two teachers (11 lessons each) when they were developing a pedagogical sequence with the genre readers&#8217; letters. Four types of teaching situations that involved knowledge and reflections about this genre were identified: 1) definition of the genre and identification of different text samples of this genre; 2) reflections on socio-discursive features of the genre (text purpose, audience and location of occurrence) in general and/or in specific activities related to reading and text production; 3) reflections on the compositional form of the genre in general and/or in activities related to reading and text production; and 4) reflections on linguistic features and language conventions. The frequency of reflections on linguistic resources of the text genre being taught was low. This result revealed teachers&#8217; difficulties in promoting situations, along the pedagogical sequence, that help their students to think about the use of such resources in reading and writing activities involving readers&#8217; letters. The construction of a didactic model that includes grammatical features common to this genre was also a difficult task for teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Gêneros discursivos]]></kwd>
<kwd lng="pt"><![CDATA[Análise linguística]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Discursive genres]]></kwd>
<kwd lng="en"><![CDATA[Linguistic analysis]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
