<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100071</article-id>
<article-id pub-id-type="doi">10.5902/1984644430978</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A produção escrita e a formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Written production and teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogaro]]></surname>
<given-names><![CDATA[Arnaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Ana Paula Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Luana Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Erechim Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Frederico Westphalen Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Frederico Westphalen Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo trata da escrita como experiência de formação para estudantes e professores. Historicamente a escola assumiu como suas funções ensinar a ler e a escrever, com o passar do tempo privilegiou a leitura em detrimento da escrita, o que faz com que saiamos dela sem experiências mais significativas ou com habilidade de escrever. A investigação que originou este artigo é de natureza teórico-bibliográfica, de cunho qualitativo. A incursão na literatura permitiu encontrar autores para amparar teoricamente a reflexão e a interpretação da temática proposta. A interlocução com obras de estudiosos como Barthes, Marques, Bianchetti e Machado possibilitou o aprofundamento a respeito do escrever como prática de conhecimento e autoria, bem como alçar questionamentos e construir argumentos em favor da escrita e sua relação com a formação de professores. As descobertas permitem afirmar que a escrita é secundarizada na escola e que os professores, em sua grande maioria, temem-na e não a utilizam como experiência para a sua formação e a formação dos estudantes. A escrita pode ser um recurso poderoso em favor da inclusão e do empoderamento político, no entanto, o estranhamento em relação a ela faz com que se percam oportunidades de crescimento pessoal e de expressão de ideias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents a discussion about the written as a training experience for students and teachers. Historically, the school has assumed the role of teaching to read and write, over time it has privileged reading over writing, which means that we leave without any more meaningful experiences or ability to write. This research is of a theoretical-bibliographic study with qualitative data analysis. The foray into the literature allowed authors to be found to theoretically support the reflection and interpretation of the proposed theme. Dialogue with works by scholars such as Barthes, Marques, Biachetti, Machado, made possible the deepening of writing as a practice of knowledge and authorship, as well as raise questions and build arguments in favor of writing and its relationship with teacher training. The findings allow us to affirm that writing is secondary in school and those teachers, for the most part, fear it and do not use it as an experience for their training and the training of students. Writing can be a powerful resource in favor of inclusion and political empowerment and the estrangement from writing can lead to loss of opportunities for personal growth and expression of ideas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Autoria]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Authorship]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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