<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000200090</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.26210</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O EMPODERAMENTO DA ESCRITA NA ESCOLA: Cenas de uma aula de produção textual]]></article-title>
<article-title xml:lang="en"><![CDATA[THE EMPOWERMENT OF WRITING IN SCHOOL: SCENES OF A TEXTUAL PRODUCTION CLASS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Janaína Moreira Pacheco de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes Gonçalves]]></surname>
<given-names><![CDATA[Janaína Fernandes Rebello de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Brigadeiro Newton Braga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Colégio Brigadeiro Newton Braga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<fpage>90</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000200090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000200090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000200090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute a intrínseca relação entre os processos de aprendizagem da escrita na escola e a postura pedagógica do professor enquanto mediador deste processo. Para subsidiar este diálogo, apresento resultados de uma reflexão realizada com alunos do 2º ano do Ensino Médio, sobre a apreensão da escrita no momento da avaliação, tendo em vista que, observa-se um distanciamento qualitativo entre os resultados destas verificações e os debates temáticos realizados anteriormente. O material produzido por eles, após a discussão, evidenciou questões que giram em torno de uma prática pedagógica da &#8220;escrita modelo&#8221;, como algo pragmático e tecnicista. O &#8220;medo&#8221; também aparece como fator inibidor da produção textual, sendo representado por termos como &#8220;tenho dificuldade&#8221;, &#8220;não consigo colocar no papel o que penso&#8221; ou &#8220;é muito difícil&#8221;. Pensar sobre essas justificativas é ter em mente que a responsabilização do processo de escrever é algo criticável, criando marcas negativas sobre o ato de escrever. A memória afetiva do prazer em produzir textos na infância foi recorrente nos apontamentos dos alunos, sugerindo um paradoxo entre a representação da escrita nessa fase e o seu custo nos dias atuais. Com o intuito de compreender a vivência da escrita na escola desses alunos, é importante refletir sobre a necessidade de ajustamento no ensino que rompa paradigmas e não supervalorize a técnica em detrimento ao pensamento. Ao professor, fica o desafio de repensar uma prática em sala de aula que contemple a diversidade de seus alunos e valorize o ato de escrever como possibilidade de expressão de maneira autoral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the intrinsic relationship between the writing learning processes at school and the pedagogical approach of the teacher as the mediator of this process. To support this dialogue, we present results of a reflection done with students of 2nd year of High School, about the appropriation of writing in the moment of evaluation. Given that, there is a qualitative gap between the results obtained of these analysis and the thematic discussions previously made. The material produced by the students, after these discussions, revealed issues that are around a pedagogical practice of "writing style" as something pragmatic and technicalities. "Fear" also appears as inhibitor factor for textual production, being represented by terms such as "I have difficulty", "I cannot put on paper what I think" or "it's very difficult." Think about these attitudes is keep in mind that the responsibilization of the writing process is something criticize, creating negative marks on the act of writing. The affective memory of pleasure in the text production in childhood was something that was always appearing in the notes of the students, what suggests a paradox between the writing representation at that period and nowadays. In order to understand the writing experience in school by the students, it is important to reflect about the necessity of adjustment in teaching that breaks paradigms and does not give so many values to technique instead the thought. The teacher has the challenge of rethinking his/her practices in the classroom, in a way that considers the student diversities and values the act of writing as a possibility of expression in authorial styles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[produção textual]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem significativa]]></kwd>
<kwd lng="en"><![CDATA[Textual production]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
<kwd lng="en"><![CDATA[meaningful learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
