<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872020000200048</article-id>
<article-id pub-id-type="doi">10.21814/rpe.18321</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Escrita, mediação e reescrita na universidade: Os bilhetes orientadores como estratégia pedagógica para a reflexão linguístico-textual]]></article-title>
<article-title xml:lang="en"><![CDATA[Writing, mediation and rewriting at the university: the guiding notes as a pedagogical strategy for the linguistic-textual reflection]]></article-title>
<article-title xml:lang="es"><![CDATA[Escritura, mediación y reescritura en la universidad: las notas de orientación como una estrategia pedagógica para la reflexión lingüístico-textual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albuquerque]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mota]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Karine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>31</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>31</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>48</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872020000200048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872020000200048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872020000200048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo À luz do conceito de zona de desenvolvimento proximal (Vygotsky, 1978, 2008) e da teoria da ressonância (Sommers, 1980), almejamos, neste artigo, analisar como a interação entre professor/monitoras e estudantes, por meio de bilhetes orientadores (Brannon &amp; Knoblauch, 1982; Gimbel &amp; Mills, 2013; Mangabeira et al., 2011; Smith, 1997; Sommers, 1982), pode potencializar a reescrita de notas de leitura, levando em consideração: a atuação docente em processos de composição de textos (Flower &amp; Hayes, 1981; Murray, 1997); os papéis do professor na correção/mediação de textos (Smith, 1997; Straub, 1996; Tribble, 1996); e as tendências de correção/mediação de textos (Ruiz, 1998; Serafini, 1995). Nossa pesquisa, inscrita em um paradigma qualitativo, teve início a partir de uma ação prevista na disciplina &#8220;Prática de Textos&#8221;, ofertada ao curso de graduação em Letras da Universidade de Brasília, que consistia na escrita de uma nota de leitura, em apreciação a um texto teórico de nossa disciplina, com as seguintes ações posteriores: debates sobre o texto teórico em sala de aula, mediação da produção escrita por meio de bilhetes orientadores, reescrita da produção escrita e entrevista semiestruturada. Os resultados da investigação revelaram que tais bilhetes promoveram nos aprendizes reflexividade acerca dos processos de (re)escrita, a partir da sinalização quanto aos investimentos linguístico-textuais a serem realizados em suas produções.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the light of the concept of proximal development zone (Vygotsky, 1978, 2008) and of the theory of resonance (Sommers, 1980), we aim, in this article, to analyze how the interaction between teacher/monitors and students, through guiding notes (Brannon &amp; Knoblauch, 1982; Gimbel &amp; Mills, 2013; Mangabeira et al., 2011; Smith, 1997; Sommers, 1982), can potentiate the rewriting of reading notes, considering: the teaching performance in processes of texts composition (Flower &amp; Hayes, 1981; Murray, 1997); the roles of the teacher in the texts correction/mediation (Smith, 1997; Straub, 1996; Tribble, 1996); and the trends of texts correction/mediation (Ruiz, 1998; Serafini, 1995). Our research, inscribed in a qualitative paradigm, began from a planned action foreseen in the discipline &#8220;Prática de Textos&#8221;, offered to the Letras undergraduate course of Universidade de Brasília, which consisted of writing a reading note, in appreciation of a theoretical text of our discipline, with the following actions later: discussions on the theoretical text in the classroom, mediation of written production through guiding notes, rewriting of written production and semi-structured interview. The results of the investigation revealed that such notes promoted in the students reflexivity about (re)writing processes, from the signaling regarding the linguistic-textual investments that will be made in their productions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A la luz del concepto de zona de desarrollo próximo (Vygotsky, 1978, 2008) y de la teoría de la resonancia (Sommers, 1980), nuestro objetivo, en este artículo, es analizar cómo la interacción entre docente/monitores y estudiantes, a través de notas orientadoras (Brannon &amp; Knoblauch, 1982; Gimbel &amp; Mills, 2013; Mangabeira et al., 2011; Smith, 1997; Sommers, 1982), puede potenciar la reescritura de notas de lectura, considerando: la actuación docente en los procesos de composición de textos (Flower &amp; Hayes, 1981; Murray, 1997); los roles del docente en la corrección/mediación de textos (Smith, 1997; Straub, 1996; Tribble, 1996); y las tendencias de corrección/mediación de textos (Ruiz, 1998; Serafini, 1995). Nuestra investigación, inscrita en un paradigma cualitativo, comenzó a partir de una acción prevista en la disciplina &#8220;Prática de Textos&#8221;, ofrecida al curso de licenciatura en Letras de la Universidade de Brasília, que consistió en escribir una nota de lectura, en apreciación de un texto teórico de nuestra disciplina, con las siguientes acciones más adelante: debates sobre el texto teórico en el aula, mediación de la producción escrita por medio de notas de orientación, reescritura de la producción escrita y entrevista semiestructurada. Los resultados de la investigación revelaron que tales notas promovieron en los estudiantes reflexividad sobre los procesos de (re)escritura, a partir de la señalización con respecto a las inversiones lingüístico-textuales que se realizarán en sus producciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mediação e (re)escrita]]></kwd>
<kwd lng="pt"><![CDATA[Bilhetes orientadores]]></kwd>
<kwd lng="pt"><![CDATA[Produção de notas de leitura na graduação]]></kwd>
<kwd lng="en"><![CDATA[Mediation and (re)writing]]></kwd>
<kwd lng="en"><![CDATA[Guiding notes]]></kwd>
<kwd lng="en"><![CDATA[Reading notes production at graduation]]></kwd>
<kwd lng="es"><![CDATA[Mediación y (re)escritura]]></kwd>
<kwd lng="es"><![CDATA[Notas de orientación]]></kwd>
<kwd lng="es"><![CDATA[Producción de notas de lectura en la graduación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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