<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822023000300133</article-id>
<article-id pub-id-type="doi">10.20435/serieestudos.v28i64.1689</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alfabetização e PNAIC: (des)caminhos ao ensino inclusivo em Xaxim, SC]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy and PNAIC: (mis)paths to inclusive education in Xaxim, SC]]></article-title>
<article-title xml:lang="es"><![CDATA[Alfabetización y PNAIC: (des)caminos hacia la educación inclusiva en Xaxim, SC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Marineiva Moro Campos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste de Santa Catarina (UNOESC)  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>64</numero>
<fpage>133</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822023000300133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822023000300133&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822023000300133&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Compreende-se que alfabetização deve ser um processo estruturado que objetive a emancipação humana e a superação dos processos de exploração e de alienação impostos via educação seletiva e excludente. Com o objetivo de analisar as implicações da formação do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) nas práticas de alfabetização no ensino inclusivo em Xaxim, SC, usou-se a perspectiva epistemológica histórico-cultural para analisar os planos de ensino das alfabetizadoras e das segundas professoras de três turmas de alfabetização do ensino fundamental, bem como foram incluídos momentos de observação nas turmas compostas por estudantes com deficiência intelectual. Os resultados possibilitaram identificar que o contexto marcador da alfabetização brasileira ocorreu principalmente pela via da formação de alfabetizadores, a exemplo do PNAIC; porém, ao se observar a articulação desse programa com o ensino inclusivo, identificaram-se implicações nas práticas alfabetizadoras, as quais resultaram simplistas, fragilizadas e excludentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract It is understood that literacy should be a structured process that aims at human emancipation and overcoming the processes of exploitation and alienation imposed through selective and excluding education. In order to analyze the implications of the formation of the National Pact for Literacy in the Right Age (PNAIC) in literacy practices in inclusive education in Xaxim, SC, the historical-cultural epistemological perspective was used to analyze the teaching plans of literacy teachers and second teachers of three literacy classes in elementary school, as well as observation moments were included in classes composed of students with intellectua disabilities. The results made it possible to identify that the defining context of Brazilian literacy occurred mainly through the training of literacy teachers, such as the PNAIC; however, when observing the articulation of this program with inclusive education, implications were identified in literacy practices, which resulted simplistic, weakened and excluding.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se entiende que la alfabetización debe ser un proceso estructurado que tenga como objetivo la emancipación humana y la superación de los procesos de explotación y alienación mpuestos a través de la educación selectiva y excluyente. Con el fin de analizar las implicaciones de la formación del Pacto Nacional por la Alfabetización en la Edad Justa (PNAIC) en las prácticas de alfabetización en educación inclusiva en Xaxim, SC, se utilizó la perspectiva epistemológica histórico-cultural para analizar los planes de enseñanza de los alfabetizadores y segundos maestros de tres clases de alfabetización en la escuela primaria, así como momentos de observación en las clases compuestas por estudiantes con discapacidad intelectual. Los resultados permitieron identificar que el contexto que marca la alfabetización brasileña se dio principalmente a través de la formación de alfabetizadores, como el PNAIC; sin embargo, al observar la articulación de este programa con la educación inclusiva, fueron identificado implicaciones en las prácticas de alfabetización, las cuales resultaron simplistas, debilitadas y excluyentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PNAIC]]></kwd>
<kwd lng="pt"><![CDATA[ensino inclusivo]]></kwd>
<kwd lng="pt"><![CDATA[práticas de alfabetização]]></kwd>
<kwd lng="en"><![CDATA[PNAIC]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[literacy practices]]></kwd>
<kwd lng="es"><![CDATA[PNAIC]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[prácticas de alfabetización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</person-group>
<source><![CDATA[Psicologia Pedagogica]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIGOTSKI]]></surname>
<given-names><![CDATA[Lev Semenovictch]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação social da mente: o desenvolvimento dos processos psicológicos superiores]]></source>
<year>1998</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIGOTSKI]]></surname>
<given-names><![CDATA[Lev Semenovictch]]></given-names>
</name>
</person-group>
<source><![CDATA[Pensamento e linguagem]]></source>
<year>1993</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
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</back>
</article>
