<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100129</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s14281</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LITERATURA INFANTIL NO PROCESSO DE ALFABETIZAÇÃO: A EXPERIÊNCIA COM OS ELEMENTOS DO TEXTO NARRATIVO]]></article-title>
<article-title xml:lang="en"><![CDATA[CHILDREN&#8217;S LITERATURE IN THE LITERACY PROCESS: EXPERIENCE WITH ELEMENTS OF NARRATIVE TEXT]]></article-title>
<article-title xml:lang="es"><![CDATA[LITERATURA INFANTIL EN EL PROCESO DE ALFABETIZACIÓN: LA EXPERIENCIA CON LOS ELEMENTOS DEL TEXTO NARRATIVO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Francioli]]></surname>
<given-names><![CDATA[Fatima Aparecida Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Copetti]]></surname>
<given-names><![CDATA[Lucia Militão Cabreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[Paranavaí Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[Paranavaí Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100129&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100129&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é parte de uma pesquisa de mestrado que se voltou à análise das atividades pedagógicas com a literatura. Nesse recorte, o objetivo é demonstrar como as crianças em processo de alfabetização se apropriam dos elementos do texto narrativo &#8211; narrador, personagem, tempo, espaço e enredo &#8211; por meio de textos literários. A pesquisa envolveu 27 alunos do segundo ano do ensino fundamental de uma escola pública, por meio de experimentos didáticos. Durante o experimento, as crianças observaram, através de contos clássicos, os elementos do texto narrativo em cada uma das histórias que eram apresentadas de diversas formas: leitura, vídeo, áudio, música e oralmente. Após a contação da história, as crianças desenvolveram diferentes atividades, como: interpretação oral, desenhos, recorte e colagem, reescrita da história e produção textual para identificação e representação de todos os elementos do texto narrativo. Na produção da narrativa ficou evidente que as crianças conseguiam estabelecer certa harmonia na utilização dos elementos na produção textual. Embora não seja enriquecida de detalhes, podemos identificar claramente o espaço da narrativa produzida pela criança, devido ao fato de que ela infere detalhes sobre esse elemento em sua produção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Part of a Master&#8217;s thesis focused on analyzing pedagogical activities in the literature, this article aims to demonstrate how children undergoing the literacy process appropriate elements of narrative text &#8211; narrator, character, time, space, and plot &#8211; through literary texts. The study consisted of a series of didact experiments conducted with 27 high school sophomores from a public school, during which they observed the elements of narrative texts through classical tales presented by reading, video, audio, music, and orally. To identify and represent all elements after storytelling, children developed activities such as oral interpretation, drawings, cut and paste, story rewriting, and textual production. Children managed to apply the elements into textual production in a somewhat harmonious manner, allowing for the clear identification of the notion of space, even though not rich in details.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es parte de una investigación de maestría que se volvió al análisis de las actividades pedagógicas con la literatura. En este recorte, el objetivo es demostrar cómo los niños en proceso de alfabetización se apropian de los elementos del texto narrativo por medio de textos literarios: narrador, personaje, tiempo, espacio y enredo. La investigación involucró a veintisiete alumnos del segundo año de la enseñanza primaria de una escuela pública, a través de experimentos didácticos. Durante el experimento, los niños observaron, a través de cuentos clásicos, los elementos del texto narrativo en cada una de las historias que se presentaban de diversas formas: lectura, vídeo, audio, música y oralmente. Después de la narración de la historia, los niños desarrollaron diferentes actividades como: interpretación oral, dibujos, recorte y collage, reescritura de la historia y producción textual para identificación y representación de todos los elementos del texto narrativo. En la producción de la narrativa quedó evidente que los niños conseguían establecer cierta armonía en la utilización de los elementos en la producción textual. Aunque no esté enriquecida de detalles, podemos identificar claramente el espacio de la narración producida por los niños debido a que ella infiere detalles sobre este elemento en su producción.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Literatura infantil]]></kwd>
<kwd lng="pt"><![CDATA[Texto narrativo]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Children&#8217;s literature]]></kwd>
<kwd lng="en"><![CDATA[Narrative text]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Literatura infantil]]></kwd>
<kwd lng="es"><![CDATA[Texto narrativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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