<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022020000100514</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202046215302</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A poesia nos livros didáticos de português de Moçambique e Brasil: um estudo comparativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Poetry in Portuguese textbooks of Mozambique and Brazil: a comparative study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[José de Sousa Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022020000100514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022020000100514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022020000100514&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste texto será feita uma análise a respeito do modo como se configuram as representações dos professores em relação às poesias presentes nos livros didáticos de português de Moçambique e Brasil, procurando compreender as práticas de escolarização da leitura do texto poético e a sua importância para a formação dos jovens. A pesquisa é de caráter qualitativo. Foram analisados textos poéticos em quatro livros didáticos de português (dois de Moçambique e dois do Brasil). Entre os vários aspectos, tomaram-se em conta representações sociais que poderiam emergir nos livros didáticos. Para além da pesquisa bibliográfica, foram coletados dados por meio de entrevistas semiestruturadas com 16 professores, sendo oito pertencentes a quatro escolas de Moçambique e oito pertencentes a quatro escolas do Brasil. O objetivo era compreender a importância que os professores atribuem à poesia e como realizam o trabalho poético com seus alunos. A despeito do fenômeno da globalização, que estilhaça as fronteiras nacionais, o nacional continua a induzir a formação de narrativas (neste caso, poéticas), com o fim de ser ele o gerador da identidade oficial. Considerando o fato de os livros didáticos se constituírem em um instrumento que dá visibilidade a práticas de letramento e a modos de ler os textos por elas instituídos, espera-se que esta pesquisa contribua para que a poesia não seja apenas um elemento importante na formação de professores e alunos, mas que possa também contribuir para a reflexão acerca da formação dos leitores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper an analysis will be conducted as to how the representations of teachers are configured in relation to the poetry present in the Portuguese textbooks of Mozambique and Brazil, seeking to understand the schooling practices of reading poetic texts and its importance in the formation of young people. The research is qualitative. Poetic texts were analysed in four Portuguese textbooks (two from Mozambique and two from Brazil). Among the various aspects, social representations that could emerge in textbooks were taken into account. In addition to bibliographic research, data were collected through semi-structured interviews with 16 teachers, eight from four schools in Mozambique and eight from four schools in Brazil. The goal was to understand the importance that teachers attach to poetry and how poetic work is conducted with their students. Despite the phenomenon of globalization, which shatters national boundaries, the national continues to induce the formation of narratives (in this case, poetic narratives), in order to generate official identity. Considering the fact that textbooks are an instrument that gives visibility to literacy practices and ways of reading the texts they institute, it is expected that this research will contribute to the fact that poetry is not just an important element in the formation of teachers and students, but can also contribute to the reflection about the readers&#8217; formation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Poesia]]></kwd>
<kwd lng="pt"><![CDATA[Livros didáticos de português]]></kwd>
<kwd lng="pt"><![CDATA[Moçambique]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Poetry]]></kwd>
<kwd lng="en"><![CDATA[Portuguese textbooks]]></kwd>
<kwd lng="en"><![CDATA[Mozambique]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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