<?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]]></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>S1809-43092019000200678</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.14n2.015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Voando com Peter Pan e caindo no buraco com Alice: os clássicos da literatura infanto-juvenil como possibilidades para ler, escrever e imaginar]]></article-title>
<article-title xml:lang="en"><![CDATA[Flying with Peter Pan and falling into the hole with Alice: the classics of infant-juvenile literature as possibilities for reading, writing and imagining]]></article-title>
<article-title xml:lang="es"><![CDATA[Volando con Peter Pan y cayendo en el agujero con Alice: los clásicos de la literatura infanto-juvenil como posibilidades para leer, escribir e imaginar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Patricia Maria Barbosa Jorge Sparvoli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tassoni]]></surname>
<given-names><![CDATA[Elvira Cristina Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas CIEC ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Minho Centro de Investigação em Estudos da Criança ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>678</fpage>
<lpage>698</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092019000200678&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092019000200678&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092019000200678&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Discutimos, neste artigo, os clássicos da literatura como possibilidade no trabalho com a linguagem - oral e escrita - e para a construção de processos imaginativos. Trazemos um recorte de uma pesquisa participante do tipo intervenção, realizada, em 2017, com alunos do 5º ano do Ensino Fundamental de uma escola pública do interior paulista, Brasil. Com base nos estudos de Vigotski, objetivamos evidenciar o papel das histórias infantis no processo de desenvolvimento das funções psicológicas superiores, mais especificamente a linguagem oral, a escrita e a imaginação. Os resultados apontaram que, por meio da literatura, os alunos ampliaram a sua participação nas atividades propostas, bem como o seu envolvimento com a leitura e a produção de texto. As experiências decorrentes das narrativas, Peter Pan e Alice no País das Maravilhas, promoveram o enriquecimento dos enredos dos textos escritos pelos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We discuss, in this paper, the classics of literature as a possibility in working with language - oral and written - and the construction of imaginative processes. We bring a participant research cutoff of the intervention type, carried out with students of the 5th grade of Elementary School of a public school in the hinterland of São Paulo, Brazil, in 2017. Based on Vygotsky&#8217;s studies, we aimed to highlight the role of children&#8217;s stories in the process of development of higher psychological functions, more specifically oral language, writing and imagination. The results indicated that through literature students increased their participation in the proposed activities, as well as their involvement with reading and text production. The experiences derived from the narratives, Peter Pan and Alice in Wonderland, promoted the enrichment of the plots of the texts written by the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Discutimos, en este artículo, los clásicos de la literatura como posibilidad en el trabajo con el lenguaje - oral y escrito - y para la construcción de procesos imaginativos. Traemos un recorte de una investigación participante del tipo intervención, realizada, en 2017, con alumnos del 5º año de la Enseñanza Fundamental de una escuela pública del interior paulista (Brasil). Con base en los estudios de Vigotsky, objetivamos evidenciar el papel de las historias infantiles en el proceso de desarrollo de las funciones psicológicas superiores, más específicamente, el lenguaje oral, la escritura y la imaginación. Los resultados apuntaron que, por medio de la literatura, los alumnos ampliaron su participación en las actividades propuestas, así como su implicación con la lectura y la producción de texto. Las experiencias derivadas de las narrativas, Peter Pan y Alice en el País de las Maravillas, promovieron el enriquecimiento de los enredos de los textos escritos por los alumnos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Literatura infanto-juvenil]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem oral e escrita]]></kwd>
<kwd lng="pt"><![CDATA[Imaginação]]></kwd>
<kwd lng="pt"><![CDATA[Letramento]]></kwd>
<kwd lng="en"><![CDATA[Infant-juvenile literature]]></kwd>
<kwd lng="en"><![CDATA[Oral and written language]]></kwd>
<kwd lng="en"><![CDATA[Imagination]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="es"><![CDATA[Literatura infantil-juvenil]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje oral y escrito]]></kwd>
<kwd lng="es"><![CDATA[Imaginación]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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