<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932020000100301</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v25e2020a4904</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atividades epilinguísticas e práticas pedagógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Epilinguistic activities and pedagogical practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Mariana Guerato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sisla]]></surname>
<given-names><![CDATA[Heloisa Chalmers]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Docente da Educação básica da rede privada  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas Departamento de Teorias e Práticas Pedagógicas]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932020000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932020000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932020000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo identificar as contribuições das pesquisas sobre atividades epilinguísticas e práticas pedagógicas, pressupondo que a ampliação da compreensão leitora e da produção textual é a principal meta do ensino e da aprendizagem de Língua Portuguesa. O foco se volta para os trabalhos sobre os anos iniciais do Ensino Fundamental. Trata--se de um estudo bibliográfico, com uma revisão da literatura realizada em um levantamento de trabalhos em diferentes bases de dados. Três temáticas foram identificadas: as práticas pedagógicas observadas ou recomendadas; o lugar das atividades epilinguísticas no ensino de Língua Portuguesa; e concepções sobre atividades epilinguísticas. Na análise dos estudos, sobressaíram-se práticas pedagógicas de produção textual e de análise linguística, por vezes articuladas, relatadas ou recomendadas, notando-se a ausência das atividades epilinguísticas nas práticas de leitura. Quanto ao lugar das atividades epilinguísticas, as pesquisas indicam que ainda são pouco trabalhadas nas aulas, em detrimento das metalinguísticas. As diferentes concepções e discursos sobre as atividades epilinguísticas detalham aspectos conceituais e podem marcar variações nas práticas pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This investigation aims to identify contributions of research on epilinguistic activities and pedagogical practices, considering that the aim of teaching Portuguese language is to broaden reading comprehension and writing. The focus is directed to the early years of Elementary school. To fulfill this objective, we conducted a search of papers in different databases. Three subjects were identified: pedagogical practices observed or recommended; the position of epilinguistic activities in the teaching of Portuguese language; and different conceptions about epilinguistic activities. In the review of the study stood out pedagogical practices of writing and those of linguistic analysis, sometimes articulated, that were recommended or reported and the absence of reading epilinguistic activities was observed. Regarding the position of epilinguistic activities in pedagogical practices, the papers point out that they are still scarcely approached in the classroom and that metalinguistic activities prevail. Different conceptions and discourses about epilinguistic activities show conceptual aspects and may result in a variation in pedagogical practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino e aprendizagem da Língua Portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Epilinguagem]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning of Portuguese language]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Epilinguism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Revista de Estudos Linguísticos]]></source>
<year>2018</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>59-73</page-range></nlm-citation>
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</ref-list>
</back>
</article>
