<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000300205</article-id>
<article-id pub-id-type="doi">10.14393/obv6n3.a2022-67179</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Vou fazer um poema!&#8221;: análise de um caso de ensino sob a ótica da Teoria Histórico-Cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;I'm going to make a poem!&#8221;: analysis of a teaching case from the perspective of cultural-historical theory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miquelino]]></surname>
<given-names><![CDATA[Heloisa Aparecida Candido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Maria Estely Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Jarina Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000300205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000300205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do presente artigo é analisar vivências ocorridas em um projeto de inclusão digital junto a crianças de 7 a 12 anos, implementado em um espaço comunitário na periferia de um município do interior do estado de São Paulo, no contraturno das atividades escolares. Para tanto, tais vivências foram registradas como um caso de ensino, analisado à luz de conceitos da Teoria Histórico-Cultural. A análise do caso de ensino revela a pertinência dos caminhos da mediação docente assumidos e indícios do desenvolvimento do pensamento, da linguagem oral e da linguagem escrita a partir das atividades propostas pela professora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this article is to analyze experiences that took place in a social inclusion project with children aged between 7 and 12 years. It was implemented in a community located in the periphery of a town inland the state of Sao Paulo, during their extra-class activities at school. To perform this analysis, such experiences were recorded as a teaching case and analyzed using the concepts of the Cultural-Historical Theory. The teaching case analysis shows the relevance of the teacher&#8217;s mediation strategies and the signs of development in thought and spoken and written languages stemming from the activities proposed by the teacher.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias da informação e Comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão digital]]></kwd>
<kwd lng="pt"><![CDATA[Caso de ensino]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication]]></kwd>
<kwd lng="en"><![CDATA[Technologies Digital]]></kwd>
<kwd lng="en"><![CDATA[Inclusion Teaching Case]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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