<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992017000100185</article-id>
<article-id pub-id-type="doi">10.14244/198271991470</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação docente inicial e ensino de ortografia: saberes necessários]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial teacher education and teaching of spelling: required knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parisotto]]></surname>
<given-names><![CDATA[Ana Luzia Videira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massini-Cagliari]]></surname>
<given-names><![CDATA[Gladis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista GP FPPEEBS (UNESP-FCT) ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Departamento de Linguística ]]></institution>
<addr-line><![CDATA[Araraquara SP]]></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>11</volume>
<numero>1</numero>
<fpage>185</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992017000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992017000100185&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992017000100185&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Seria incoerente afirmar que a forma&#231;&#227;o inicial consegue contemplar uma forma&#231;&#227;o plena e definitiva, pois o professor atua num contexto carregado de imprevisibilidade. Em contrapartida, nos cursos de licenciatura &#233; que o futuro professor deve tomar posse dos conhecimentos necess&#225;rios a fim de compor seus quadros referenciais para o desempenho da profiss&#227;o docente. No que tange ao ensino da l&#237;ngua portuguesa, os resultados de v&#225;rias pesquisas enfatizam a import&#226;ncia de se considerar os aspectos discursivos da l&#237;ngua, a linguagem como forma de intera&#231;&#227;o humana, a varia&#231;&#227;o lingu&#237;stica, dentre outros. Nesse sentido, partimos do seguinte problema de pesquisa: ser&#225; que os futuros professores, alunos do 4&#186; ano de um curso de Licenciatura em Pedagogia, possuem os conhecimentos necess&#225;rios sobre o sistema ortogr&#225;fico e s&#227;o capazes de explicit&#225;-los? Esta pesquisa &#233; de base qualitativa e pretende refletir sobre a forma&#231;&#227;o inicial do pedagogo, no que diz respeito aos conhecimentos ortogr&#225;ficos e ensino de ortografia. Os dados foram coletados por meio de entrevistas, ditado de palavras pouco frequentes e atividades de erro intencional. Os subs&#237;dios te&#243;ricos para discuss&#227;o e an&#225;lise dos dados seguem o Modelo de Redescri&#231;&#227;o Representacional estabelecido por Karmiloff-Smith (1986); os estudos de Massini-Cagliari e Cagliari (2001), bem como os de Morais (2009). Neste artigo ser&#227;o apresentados somente os dados relativos &#224; entrevista. Os resultados preliminares apontam a necessidade de se repensar a forma&#231;&#227;o inicial do pedagogo, possibilitando a inser&#231;&#227;o, na Matriz Curricular, de conte&#250;dos voltados &#224; an&#225;lise e reflex&#227;o sobre a l&#237;ngua portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract It would be inconsistent to state that the initial education of teachers can encompass all the knowledge needed for their future practice because they work in contexts fraught with unpredictability. Notwithstanding, teacher education programs must provide students with the theoretical framework needed for their professional practice. As regards the teaching of Portuguese, several studies emphasize the importance of programs addressing discursive aspects of language, its variation, and its role in human interaction, among other aspects. In this sense, this study is based on the following research question: Do future teachers, 4th-year students of a teacher education program, have the required knowledge of the spelling system to be able to explain it? This research, of a qualitative nature, aims at reflecting on initial education of teachers with regard to spelling knowledge and teaching of spelling. Data were collected by means of interviews, dictation of infrequent words, and intentional misspelling activities. The theoretical basis for data analysis and discussion follows the Representational Redescription model established by Karmiloff-Smith (1986) as well as studies carried out by Massini-Cagliari and Cagliari (2001) and Morais (2009). This article presents only the data collected through interviews. Preliminary results indicate that the education of teachers for the first years of elementary school should be reassessed in order to include content capable of promoting analysis of and reflection on the Portuguese language in its curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ortografia]]></kwd>
<kwd lng="pt"><![CDATA[Explicitação de regras.]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teaching of spelling]]></kwd>
<kwd lng="en"><![CDATA[Explanation of rules.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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