<?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>0120-4823</journal-id>
<journal-title><![CDATA[Signo y Pensamiento]]></journal-title>
<abbrev-journal-title><![CDATA[Signo pensam.]]></abbrev-journal-title>
<issn>0120-4823</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-48232017000200084</article-id>
<article-id pub-id-type="doi">10.11144/javeriana.syp36-71.aecm</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprender a escrever em contextos multilingues através da descrição de obras de arte]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje de la escritura por medio de la descripción de obras de arte en un contexto multilingüe]]></article-title>
<article-title xml:lang="en"><![CDATA[Writing Learning Using the Description of Works of Art in a Multilingual Context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ágata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Educação de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Nova de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>36</volume>
<numero>71</numero>
<fpage>84</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-48232017000200084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-48232017000200084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-48232017000200084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O ensino integrado das artes motiva os alunos e complementa a aquisição de linguagem, permitindo aos alunos beneficiar de experiências interdisciplinares entre linguagem e arte (Haust, 2008). O artigo apresenta um projeto de investigação-ação de natureza inclusiva e transdisciplinar desenvolvido num contexto de diversidade linguística e cultural. Os principais objetivos do estudo foram: (i) desenvolver competências de escrita através da arte em alunos de português língua não materna (PLNM) e (ii) melhorar as competências de escrita em alunos de língua materna, oriundos de meios socioeconómicos desfavorecidos. O programa foi implementado numa turma de 3° ano do 1°. Ciclo E.B e incidiu na produção escrita de textos descritivos. Os resultados obtidos no pós-teste mostram evoluções globais nas produções. Os textos são mais extensos, com marcadores textuais de macro e microestrutura do texto descritivo. Os alunos L2 evoluíram especialmente na qualidade das produções escritas e no enriquecimento de vocabulário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza integrada de artes motiva a los estudiantes y apoya la adquisición del lenguaje, ya que combina la lectura, la escritura y las actividades orales, lo que permite a los estudiantes beneficiarse de las experiencias interdisciplinarias entre el lenguaje y el arte (Haust, 2008; Faisal y Wulandari, 2013). Actualmente la escuela portuguesa es diversa en términos lingüísticos y sociales, integrando estudiantes de alrededor de 120 nacionalidades. Para estos estudiantes es una tarea compleja adquirir habilidades en portugués porque en la mayoría de los casos el idioma de la escuela no es su lengua materna (Wang y Wen, 2002, Silva y Gonçalves, 2011). Con estos antecedentes, este trabajo presenta un proyecto de investigación-acción de naturaleza inclusiva y transdisciplinaria, desarrollado en contextos multilingües desfavorecidos; el enfoque principal de este estudio fue el de: (i) mejorar el desarrollo de las habilidades de escritura a través del arte en estudiantes de diferente lengua nativa, y (ii) aumentar el desarrollo de habilidades de escritura en estudiantes nativos, pero que provienen de contextos socioeconómicos desfavorecidos. Trabajamos con niños en tercer grado de primaria en un programa de intervención de escritura durante 9 meses, escribiendo un texto descriptivo usando las artes y fueron evaluados antes y después de la prueba en la que se les pidió escribir un texto descriptivo siguiendo una pieza de art. Los resultados obtenidos en la prueba posterior mostraron mejoras en el rendimiento general de los estudiantes, escribieron textos más largos con marcadores de macro y microestructura de textos descriptivos, especialmente en los estudiantes de portugués como segunda lengua, en términos de producción de escritura y enriquecimiento de vocabulario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching integrated arts motivates students and supports language acquisition because it integrates reading, writing and oral activities, allowing students to benefit from interdisciplinary experiences between language and art (Haust, 2008; Faisal y Wulandari, 2013). The Portuguese School is currently linguistically and socially diverse, integrating students from about 120 nationalities. For these students to acquire skills in Portuguese is a complex task because the language of schooling is not, in most cases, their mother tongue (Wang y Wen, 2 002; Silva y Gonçalves, 2011). With this background, this paper presents an action research project, of inclusive and transdisciplinary nature, developed in disadvantaged and multilingual contexts and the main focus of this study was: (i) to improve the development of writing skills through art in a non-native language students and (ii) to increase the development of writing skills in native students, but who are from disadvantaged socio-economic contexts. We worked with children in 3th grade of the primary school in a writing intervention program during 9 months writing a descriptive text using arts and they were evaluated in pre- and post-test in which they were asked to write a descriptive text following a piece of art. The results obtained in the post-test showed improvements in overall performance of students, writing longer texts with markers of macro and microstructure of descriptive texts, particularly students of Portuguese second language in writing production and vocabulary enrichment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[didática da língua]]></kwd>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[texto descritivo]]></kwd>
<kwd lng="pt"><![CDATA[contexto multilingue]]></kwd>
<kwd lng="es"><![CDATA[didáctica del lenguaje]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[texto descriptivo]]></kwd>
<kwd lng="es"><![CDATA[contexto multilingüe]]></kwd>
<kwd lng="en"><![CDATA[language didactics]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[descriptive text]]></kwd>
<kwd lng="en"><![CDATA[multilingual context]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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