<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922021000100157</article-id>
<article-id pub-id-type="doi">10.20396/etd.v23i1.8656086</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAR PARA LER DESDE A INFÂNCIA: O VALOR POÉTICO DA VOCALIDADE E DA IMAGINAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATE FOR READING SINCE CHILDHOOD: THE POETIC VALUE OF VOCALITY AND IMAGINATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCAR PARA LEER DESDE LA INFANCIA: EL VALOR POÉTICO DE LA VOCALIDAD Y DE LA IMAGINACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fronckowiak]]></surname>
<given-names><![CDATA[Fernanda Cruvinel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Maria Carmen Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Universidade de Santa Cruz do Sul ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universitat de Vic  ]]></institution>
<addr-line><![CDATA[Catalunya ]]></addr-line>
<country>Espanha</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[RS ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>157</fpage>
<lpage>176</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922021000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922021000100157&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922021000100157&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A relevância de práticas de formação para a leitura desde a infância e o desejo de concebê-las enquanto círculo virtuoso muitas vezes esbarra na intencionalidade das concepções educativas adultas, que as transforma em atividade tediosa para as crianças. As fenomenologias da voz, a partir de Paul Zumthor, e da imagem, com Gaston Bachelard, evidenciam o valor poético da vocalidade e da imaginação para a leitura, que se fundamenta na organicidade da ação poética da voz e da palavra adultas, através das quais, sem negar os valores de proferição e de explicação e não se limitando a eles, sublinha a estreita ligação entre corpo, linguagem e mundo nos processos de formação, também a leitora. Assim, a escuta da leitura compartilhada se transforma não só em potência para engendrar desejo de ler e de escrever, mas em oportunidade para que as crianças encontrem, através da voz e do comprometimento adulto, a experiência do humano que temos produzido e exteriorizado em registros orais e escritos, inclusive os literários. A ideia de cultura percebida como um conteúdo &#8211; e condicionada aos limites da aprendizagem de conceitos &#8211;, restringe a contribuição que podemos dar às crianças para a constituição de outras maneiras de compreenderem o conhecimento, o que inclui, principalmente, saberes sobre os modos como compartilham suas experiências leitoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The relevance of formation practices for reading since childhood and the wish for conceiving them as a virtuous circle frequently collides into the intentionality of adult educational conceptions which transform the experience in a boring activity for the children. The voice phenomenologies, from Paul Zumthor, and the image phenomenologies, from Gaston Bachelard, evidence the poetic value of vocal act and imagination act for reading, which is based in the organicity of the poetic action of voice and the adult words, through which, without denying utterance and explanation values, and without being limited by them; underlines a narrow connection among body, language, and world in the formation processes, also the reader formation. Thus, the listening to shared reading transforms not only in potency to engender a desire for reading and writing but also in an opportunity for children to find, through the voice and the adult compromise, the human's experience that we have been producing and exteriorizing in oral and written records, including the literary ones. The idea of culture perceived just as a content - and conditioned to the boundaries of learning concepts - restricts the contribution that we can provide to the children for the constitution of other ways that they can understand knowledge; which includes, mainly, acquaintance about ways that they share their reading experiences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La relevancia de prácticas de formación para la lectura desde la infancia y el deseo de concebirlas mientras círculo virtuoso muchas veces tropieza en la intencionalidad de las concepciones educativas adultas, que las transforma en actividad tediosa para los niños. Las fenomenologías de la voz, a partir de Paul Zumthor, y de la imagen, con Gaston Bachelard, evidencian el valor poético de la vocalidad y de la imaginación para la lectura, que se fundamenta en la organicidad de la acción poética de la voz y de la palabra adultas, a través de las cuales, sin negar los valores de pronunciación y de explicación y no limitándose a ellos, subraya la estrecha relación entre cuerpo, lenguaje y mundo en los procesos de formación, también la lectora. Así, la escucha de la lectura compartida se transforma no sólo en potencia para engendrar deseo de leer y de escribir, sino en oportunidad para que los niños encuentren, a través de la voz y del comprometimiento adulto, la experiencia del humano que hemos producido y exteriorizado en registros orales y escritos, incluso los literarios. La idea de cultura percibida como un contenido &#8211; y condicionada a los límites del aprendizaje de conceptos -, restringe la contribución que podemos dar a los niños para la constitución de otras maneras de comprender el conocimiento, lo que incluye, principalmente, saberes sobre los modos como comparten sus experiencias lectoras.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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