<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792023000100701</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v19i50.14121</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INTERVENÇÃO DOCENTE: POR UM ENSINO CONTEXTUALIZADO E REFLEXIVO]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING INTERVENTION: TOWARDS CONTEXTUALIZED AND REFLECTIVE TEACHING]]></article-title>
<article-title xml:lang="es"><![CDATA[INTERVENCIÓN DOCENTE: HACIA UNA ENSEÑANZA CONTEXTUALIZADA Y REFLEXIVA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zen]]></surname>
<given-names><![CDATA[Giovana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</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>
<volume>19</volume>
<numero>50</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792023000100701&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792023000100701&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792023000100701&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo apresenta uma reflexão sobre as intervenções docentes ancoradas na perspectiva construtivista psicogenética e reitera a proposição de um ensino contextualizado e reflexivo. Inicialmente retoma as críticas aos métodos de alfabetização suscitadas a partir da compreensão sobre a intensa atividade intelectual de crianças, jovens e adultos ao longo do processo de apropriação da escrita. Na sequência, ressalta a importância das contribuições das pesquisas didáticas, realizadas a partir do marco psicogenético, para compreender que as situações didáticas para ensinar a ler e a escrever devem ser planejadas tomando como ponto de partida sua função precípua de possibilitar às crianças que coloquem em jogo suas próprias formas de produzir conhecimento. A partir da análise de uma situação didática, na qual as crianças foram desafiadas a escrever por elas mesmas, reitera a defesa de um ensino contextualizado e reflexivo, no qual as intervenções docentes estão comprometidas com a problematização e não com o ensino explícito e diretivo da relação grafema-fonema. Por esta razão, conclui que as intervenções docentes não devem estar baseadas em evitar ou corrigir o erro, mas em assumir o compromisso de problematizar o que as crianças pensam e oferecer as condições didáticas necessárias para que possam seguir aprendendo sobre os usos e funcionamento da escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article presents a reflection on teaching interventions anchored in the constructivist psychogenetic perspective and reiterates the proposition of contextualized and reflective teaching. Initially, it takes up the criticisms of literacy methods based on an understanding of the intense intellectual activity of children, young people and adults throughout the process of appropriating writing. It then highlights the importance of the contributions of didactic research, based on the psychogenetic framework, to understanding that didactic situations for teaching reading and writing should be planned taking as their starting point their primary function of enabling children to put into play their own ways of producing knowledge. Based on the analysis of a didactic situation in which children were challenged to write for themselves, she reiterates the case for contextualized and reflective teaching, in which teacher interventions are committed to problematization and not to explicit and directive teaching of the grapheme-phoneme relationship. For this reason, she concludes that teaching interventions should not be based on avoiding or correcting errors, but on taking on the commitment to problematize what children think and offer the didactic conditions necessary for them to continue learning about the uses and functioning of writing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El artículo presenta una reflexión sobre las intervenciones docentes ancladas en la perspectiva constructivista psicogenética y reitera la propuesta de una enseñanza contextualizada y reflexiva. Inicialmente, retoma las críticas a los métodos de alfabetización a partir de la comprensión de la intensa actividad intelectual de niños, jóvenes y adultos a lo largo del proceso de apropiación de la escritura. Luego, destaca la importancia de los aportes de la investigación didáctica, basada en el marco psicogenético, para comprender que las situaciones didácticas de enseñanza de la lectura y la escritura deben ser planificadas tomando como punto de partida su función primordial de posibilitar que los niños pongan en juego sus propias formas de producir conocimiento. A partir del análisis de una situación didáctica en la que los niños fueron desafiados a escribir por sí mismos, reitera la necesidad de una enseñanza contextualizada y reflexiva, en la que las intervenciones de los docentes estén comprometidas con la problematización y no con la enseñanza explícita y directiva de la relación grafema-fonema. Por ello, concluye que las intervenciones docentes no deben basarse en evitar o corregir errores, sino en asumir el compromiso de problematizar lo que los niños piensan y ofrecer las condiciones didácticas necesarias para que puedan seguir aprendiendo sobre los usos y el funcionamiento de la escritura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[ensino contextualizado e reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[intervenção docente]]></kwd>
<kwd lng="pt"><![CDATA[perspectiva construtivista psicogenética]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[contextualized and reflective teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching intervention]]></kwd>
<kwd lng="en"><![CDATA[constructivist psychogenetic perspective]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[enseñanza contextualizada y reflexiva]]></kwd>
<kwd lng="es"><![CDATA[intervención docente]]></kwd>
<kwd lng="es"><![CDATA[perspectiva psicogenética constructivista]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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