<?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>S1519-39932021000100105</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v26e2021a4860</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de alfabetização: retratos de um cenário escolar público em Porto Alegre (Rio Grande do Sul)]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy Practice: portraits of a public school scenario in Porto Alegre (Rio Grande do Sul)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Omitto]]></surname>
<given-names><![CDATA[Melina Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vitória]]></surname>
<given-names><![CDATA[Maria Inês Côrte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Escola de Humanidades Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932021000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo se propõe a investigar quais são as práticas pedagógicas utilizadas em contextos de alfabetização no 1º ano do Ensino Fundamental de uma escola pública estadual de Porto Alegre (Rio Grande do Sul). Ancorando--se na perspectiva histórico-cultural de Vigotski de 1998 e 2008, essas práticas são apresentadas com foco na aquisição da leitura e do sistema alfabético da escrita, justificando a ênfase do estudo na alfabetização. Os dados coletados na pesquisa, de natureza qualitativa, evidenciam potencialidades e limitações no que se refere ao desempenho dos estudantes. Como resultados, o cenário da investigação revelou fazeres docentes centrados no ensino, no cumprimento do planejamento, na execução de todas as tarefas propostas no plano do professor, na ausência de diálogo entre família e escola, na escassez de oportunidades para a formação continuada dos professores, no compromisso dos docentes com a alfabetização dos alunos, na realização de atividades que focam em jogos, na contação de histórias e na escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to investigate what are the pedagogical practices used in connection with literacy in the 1st year of Elementary School in a state public school in Porto Alegre (Rio Grande do Sul). Based on the historical-cultural perspective of Vigotski from 1998 and 2008 this paper presents such practices with a focus on the acquisition of reading and the acquisition of the alphabetical writing system, justifying the emphasis of the study on literacy. The data collected in the survey, of a qualitative nature, show potentials and limitations with regard to student performance. As a result, the investigation scenario revealed to us that teachers are focused on teaching; in the fulfillment of planning; in the execution of all tasks proposed in the teacher&#8217;s program; in the absence of dialogue between family and school; the scarcity of opportunities for continuing teachers&#8217; education; in the teachers&#8217; commitment to student literacy; carrying out activities that focus on games, storytelling and writing.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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