<?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>S0871-91872020000200095</article-id>
<article-id pub-id-type="doi">10.21814/rpe.18912</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento da competência comunicativa oral: Uma revisão sistemática de programas de intervenção didática]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of oral communicative competence: A systematic review of didactic intervention programs]]></article-title>
<article-title xml:lang="fr"><![CDATA[Le développement de la compétence communicative orale: Une revue systématique des programmes d'intervention didactique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes Monteiro]]></surname>
<given-names><![CDATA[Carla Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>95</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872020000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872020000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872020000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente revisão sistemática da literatura incide sobre o efeito de intervenções pedagógicas junto de crianças de 11 a 14 anos, com o objetivo de aperfeiçoar a competência comunicativa oral (CCO). Com base nas questões de investigação, foram pesquisados, na base de dados SCOPUS, artigos publicados entre 2009 e 2019. Cumprindo os critérios de seleção estabelecidos, foram incluídos artigos científicos completos e disponíveis gratuitamente; artigos de pesquisa original ou de revisão de literatura, que relatam intervenção no domínio da oralidade, em língua materna e não materna. Os estudos utilizaram pelo menos um instrumento padronizado. A análise dos dados foi realizada por meio da leitura crítica e da seleção dos resultados, tendo dois artigos cumprido os critérios de inclusão. Ambos apresentam resultados positivos na expressão oral dos alunos, associados à utilização de programas de intervenção que combinam a promoção de variáveis envolvidas na CCO. Os dois estudos almejaram a melhoria dos resultados ao nível da expressão oral dos alunos, mas também da leitura e da escrita, com base na prática de estratégias de metacognição e metacomunicação em sala de aula. Os estudos com enfoque no exercício e avaliação da CCO são residuais, sendo urgente que se realize investigação no domínio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present systematic literature review focuses on the effect of pedagogical interventions with children aged 11 to 14 years, with the aim of improving oral communicative competence (OCC). Based on the research questions, articles published between 2009 and 2019 were searched in SCOPUS database. Fulfilling the established selection criteria, full and freely available scientific articles were included; original research or literature review articles that report intervention in the field of oral language, in L1 and L2 classrooms. The studies used at least one standardized instrument. Data analysis was performed through critical reading and selection of results, having only two articles met the inclusion criteria. Both have positive results in the students' oral expression, associated with the use of intervention programs that combine the promotion of variables involved in OCC. Both studies aimed to improve the results in the students' oral expression, but also in students&#8217; reading and writing skills, based on the practice of metacognition and metacommunication strategies in the classroom. Studies focusing on the exercise and evaluation of the OCC are residual, being urgent to carry out research in the field.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La présente revue systématique de la littérature se centre sur les interventions pédagogiques auprès d'enfants âgés de 11 à 14 ans, dans le but d'améliorer la compétence en communication orale (CCO). Les articles publiés entre 2009 et 2019 ont été inclus dans la base de données SCOPUS prenant en compte les questions de recherche. Des articles scientifiques complets et disponibles gratuitement ont été inclus; des articles originaux de recherche ou de revue de littérature rapportant d'interventions dans le domaine de l'oralité, en langue maternelle et non maternelle, répondant aux critères de sélection. Les études ont utilisé au moins un instrument standardisé. L'analyse des données a été réalisée par lecture critique et sélection des résultats, seuls deux articles répondant les critères d'inclusion. Les deux ont des résultats positifs dans l'expression orale des étudiants, associés à l'utilisation de programmes d'intervention combinant la promotion de variables impliquées dans la CCO. Les deux études visaient à améliorer les résultats de l'expression orale des élèves, mais aussi de la lecture et l'écriture, en s'appuyant sur la pratique de stratégies de métacognition et de métacommunication en classe. Les études à propos de l'exercice et l'évaluation de la CCO sont résiduelles et il est urgent de mener des recherches sur le terrain.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Competência comunicativa oral]]></kwd>
<kwd lng="pt"><![CDATA[Programa de intervenção didática]]></kwd>
<kwd lng="pt"><![CDATA[Adolescentes]]></kwd>
<kwd lng="en"><![CDATA[Oral communicative competence]]></kwd>
<kwd lng="en"><![CDATA[Didactic intervention program]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
<kwd lng="fr"><![CDATA[Compétence communicative orale]]></kwd>
<kwd lng="fr"><![CDATA[Programme d'intervention didactique]]></kwd>
<kwd lng="fr"><![CDATA[Adolescents]]></kwd>
</kwd-group>
</article-meta>
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