<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000100101</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n64.22518</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESCRITA CRIATIVA COMO PRÁTICA CURRICULAR CRIATIVA PARA O ENSINO-APRENDIZAGEM DE LÍNGUA MATERNA NA UNIVERSIDADE CONTEMPORÂNEA]]></article-title>
<article-title xml:lang="en"><![CDATA[CREATIVE WRITING AS A CREATIVE CURRICULAR PRACTICE FOR MOTHER TONGUE TEACHING AND LEARNING IN CONTEMPORARY UNIVERSITY]]></article-title>
<article-title xml:lang="es"><![CDATA[ESCRITURA CREATIVA COMO PRÁCTICA CURRICULAR CREATIVA PARA LA ENSEÑANZA-APRENDIZAJE DE LA LENGUA MATERNA EN LA UNIVERSIDAD CONTEMPORÁNEA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáber]]></surname>
<given-names><![CDATA[Rogério Lobo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Estudos Literários  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao enfrentar as tensões originárias do embate entre o local e o global, a universidade contemporânea tem sido interpelada a repensar suas práticas curriculares, de modo a contribuir efetivamente com a formação integral dos estudantes do século 21. Importante demanda que se impõe ao âmbito acadêmico contemporâneo consiste na implementação e consolidação de um currículo criativo, que também esteja apto a considerar habilidades emocionais dos aprendizes. Amparado por recenseamento bibliográfico, este estudo discute o potencial de a escrita criativa nortear encaminhamentos teórico-metodológicos que contribuam com o ensino-aprendizagem de língua materna, sobretudo porque habilidades de leitura e escrita significativas são indispensáveis a qualquer área do conhecimento e inalienáveis de um currículo comprometido com a formação do educando para a cidadania global. O objetivo central da pesquisa é mapear diretrizes e percepções registradas por teóricos engajados na prática da escrita criativa, de modo que constituam um ponto de partida para que intervenções sejam propostas ao ensino superior brasileiro. A hipótese considerada para a pesquisa confirma-se pela constatação de que a escrita criativa está potencialmente alinhada às demandas contemporâneas para a formação integral, sendo também significativo recurso para o trabalho com língua materna em sua materialidade literária.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In facing tensions resulted from the struggle between the local and the global, the contemporary university has been inquired to redesign its curricular practices so that they can effectively contribute with the holistic formation of 21st-century students. A peremptory demand placed on the contemporary academic ambit is the implementation and consolidation of a creative curriculum that also takes into account students&#8217; emotional skills. Grounded on bibliographical survey, this study discusses the potential of creative writing to design theoretical and methodological guidance that supports teaching and learning processes connected to mother tongue, chiefly because meaningful reading and writing skills are mandatory in any field of knowledge as well as inalienable from a curriculum committed to the student&#8217;s formation towards global citizenship. The key objective of this research is to map out directions and perceptions registered by theoreticians engaged in the practice of creative writing so that it can constitute a springboard for interventions in Brazilian higher education. The hypothesis designed for this study is confirmed by the observation that creative writing is potentially aligned with the contemporary demands towards a holistic formation and it is a meaningful resource to develop initiatives with mother tongue in its literary materiality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Al enfrentar las tensiones originadas de la lucha entre lo local y lo global, la universidad contemporánea ha sido interpelada a repensar sus prácticas curriculares, con el propósito de contribuir efectivamente a la formación integral de los estudiantes del siglo XXI. Esta importante obligación que se le impone al ámbito académico contemporáneo consiste en la implementación y consolidación de un currículo creativo, que también sea apto para desarrollar las habilidades emocionales de los aprendices. A partir del análisis bibliográfico, este estudio discute el potencial de la escritura creativa para conducir procesos teórico-metodológicos que contribuyan a la enseñanza-aprendizaje de la lengua materna, en especial porque las habilidades de lectura y escritura significativas son indispensables en cualquier área del conocimiento e inalienables en un currículo comprometido con la formación de un educando para la ciudadanía global. El objetivo central de la investigación es identificar directrices y percepciones registradas por teóricos dedicados a la práctica de la escritura creativa, de modo que se constituyan como un punto de inicio para que las intervenciones sean propuestas en la educación superior brasileña. La hipótesis planteada en la investigación se confirma con la constatación de que la escritura creativa está potencialmente alineada con las demandas contemporáneas para la formación integral, siendo también un recurso significativo para el trabajo con la lengua materna en su materialidad literaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo criativo]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem de língua materna]]></kwd>
<kwd lng="pt"><![CDATA[escrita criativa]]></kwd>
<kwd lng="pt"><![CDATA[universidade contemporânea.]]></kwd>
<kwd lng="en"><![CDATA[contemporary university]]></kwd>
<kwd lng="en"><![CDATA[creative curriculum]]></kwd>
<kwd lng="en"><![CDATA[creative writing]]></kwd>
<kwd lng="en"><![CDATA[mother tongue teaching and learning.]]></kwd>
<kwd lng="es"><![CDATA[currículo creativo]]></kwd>
<kwd lng="es"><![CDATA[escritura creativa]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje de la lengua materna]]></kwd>
<kwd lng="es"><![CDATA[universidad contemporánea.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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