<?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>S1519-39932020000100304</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v25e2020a4932</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino da língua materna na École Maternelle pública francesa]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of the mother tongue at public french Maternelle School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Fabiana Aparecida dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moretto]]></surname>
<given-names><![CDATA[Milena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade São Francisco Programa de Pós-Graduação Educação ]]></institution>
<addr-line><![CDATA[Itatiba 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=S1519-39932020000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932020000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932020000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As experiências como professora da Educação Infantil foram as razões que motivaram a investigação do trabalho com a língua materna nesse nível escolar. Todavia, a oportunidade de vivenciar algumas práticas de ensino em uma escola de Coësmes (França) proporcionou o interesse de realizar pesquisa no território francês de forma a compreender como a alfabetização tem ocorrido nesse país. Diante disso, o presente trabalho objetiva analisar o que as docentes francesas priorizam em relação ao ensino da língua materna com crianças de quatro anos. Foram realizadas entrevistas narrativas com duas professoras que lecionam em uma escola pública localizada no centro de Paris. As análises mostram que elas priorizam a alfabetização ao invés do letramento e o ensino da língua pátria, ou seja, objetivam a alfabetização das crianças francesas e daquelas que vieram de outros países.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A set of experiences as a pre-school teacher was the reason that motivated us to investigate work with the mother tongue at this school level. However, the opportunity to experience teaching practices in a school in Coësmes (France) provided the interest to conduct research in French territory in order to understand how literacy occurs in this country. This article aims to analyze what French teachers prioritize in relation to the teaching of the mother tongue with four-year-old children. We conducted narrative interviews with two teachers who work at a public school located in the center of Paris. The analyzes show that the teachers prioritize the appropriation of the alphabetization and the standard French language, that is, the teaching aims at the alphabetization of French children and those who came from other countries. Therefore, this research aims to analyze what the French teachers prioritize in relation to the teaching of the mother tongue with such children. We conducted narrative interviews with two teachers who teach in a public school located in the center of Paris. The analyzes show that the teachers prioritize alphabetization over literacy and the teaching of the mother tongue, that is, their work aims at the literacy of French children and those who came from other countries.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização e ensino de língua materna]]></kwd>
<kwd lng="pt"><![CDATA[Concepção de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Alphabetization and teaching of mother tongue]]></kwd>
<kwd lng="en"><![CDATA[Conception of language]]></kwd>
<kwd lng="en"><![CDATA[Pre-school]]></kwd>
</kwd-group>
</article-meta>
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