<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092016000100215</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.11i1.0010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de alfabetização em turma multisseriada no contexto do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC)]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas de alfabetización en clase multigrado en el contexto del Pacto Nacional por la Alfabetización en la Edad Apropiada (PNAIC)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Carolina Figueiredo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pessoa]]></surname>
<given-names><![CDATA[Ana Cláudia Rodrigues Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>215</fpage>
<lpage>241</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092016000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092016000100215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092016000100215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este estudo de caso teve como objetivo geral analisar as pr&#225;ticas de alfabetiza&#231;&#227;o em uma turma multisseriada do campo por professora participante do PNAIC. Como procedimentos metodol&#243;gicos, realizamos observa&#231;&#245;es de aula e entrevistas semiestruturadas, analisadas a partir da An&#225;lise de Conte&#250;do de Bardin (2002). Procedemos &#224; avalia&#231;&#227;o diagn&#243;stica da turma com escrita de palavras, analisadas com base na teoria da Psicog&#234;nese da L&#237;ngua Escrita e realizamos an&#225;lise documental dos cadernos de forma&#231;&#227;o do PNAIC - Educa&#231;&#227;o do Campo (edi&#231;&#227;o 2013). Percebemos algumas "marcas" do PNAIC ao longo das observa&#231;&#245;es, principalmente da ordem do pedag&#243;gico (CHARTIER, 2002) no trabalho com os livros de literatura, jogos de alfabetiza&#231;&#227;o e na apropria&#231;&#227;o da metodologia de projetos e sequ&#234;ncias did&#225;ticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin's (2002) content analysis. We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition). We noticed some "marks" of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002) in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este estudio de caso tuvo como objetivo general analizar las pr&#225;cticas de alfabetizaci&#243;n en una clase multigrado rural por una profesora participante del PNAIC. Como procedimientos metodol&#243;gicos realizamos observaciones de clase y entrevistas semiestructuradas, analizadas a partir del An&#225;lisis de Contenido de Bardin (2002). Procedimos a la evaluaci&#243;n diagn&#243;stica de la clase a partir del an&#225;lisis de escritura de palabras, con base en la teor&#237;a de la Psicog&#233;nesis de la Lengua Escrita. Adem&#225;s, realizamos an&#225;lisis documental de los cuadernos de formaci&#243;n del PNAIC - Educaci&#243;n Rural (edici&#243;n 2013). Percibimos algunas "marcas" del PNAIC a lo largo de las observaciones, principalmente de orden pedag&#243;gico (CHARTIER, 2002), en el trabajo con los libros de literatura, juegos de alfabetizaci&#243;n y en la apropiaci&#243;n de la metodolog&#237;a de proyectos y secuencias did&#225;cticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Turmas Multisseriadas]]></kwd>
<kwd lng="en"><![CDATA[Continuing Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Literacy Practices]]></kwd>
<kwd lng="en"><![CDATA[Multi-Graded Classes]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Clase Multigrado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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