<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092023000100145</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.18.21437.072</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo e cultura escolares: rareamento de práticas de leitura de alunos empobrecidos e periféricos]]></article-title>
<article-title xml:lang="en"><![CDATA[Curriculum and school culture: scarcity of reading practices among impoverished and peripheral students]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo y cultura escolares: disminución de prácticas de lectura de alumnos empobrecidos y periféricos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Dayane Pereira Barroso de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maria da Guia Taveiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual da Região Tocantina do Maranhão Programa de Pós-Graduação em Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual da Região Tocantina do Maranhão Programa de Pós-Graduação em Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>18</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092023000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092023000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092023000100145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo teve como objetivo principal analisar como o currículo e a cultura escolares acabam por rarear as já escassas possibilidades de consolidação das práticas de leitura de alunos empobrecidos e periféricos. A metodologia é predominantemente qualitativa, com característica descritiva, a partir de uma experiência etnográfica. Como instrumento de construção de dados, realizou-se observação sistemática no primeiro semestre letivo de 2022, ocorridas uma vez por semana, sempre no mesmo dia, durante as aulas de língua portuguesa dos três 1os anos do turno vespertino. Os registros foram documentados em um diário de campo. Os resultados destacam que o currículo do Novo Ensino Médio (NEM), quando aplicado em territórios periféricos e empobrecidos, prioriza o mercado de trabalho em detrimento do pensamento crítico. Constatou-se, também, insatisfação entre os professores e falta de orientação para implementação do NEM. A falta de ênfase na leitura e a inclusão de disciplinas eletivas sem diretrizes claras prejudicam os objetivos educacionais de formação leitora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to analyze how the school curriculum and culture end up reducing the already scarce possibilities of consolidating the reading practices of impoverished and peripheral students. The methodology employed was predominantly qualitative, with a descriptive approach based on an ethnographic experience. As a data construction instrument, a systematic observation was carried out in the first semester of 2022, which occurred once a week, always on the same day, during the Portuguese language classes of the three 1st grades in the afternoon shift. Records were documented in a field diary. The results highlight that the New High School curriculum, when applied in peripheral and impoverished territories, prioritizes the job market over the critical thinking. It was also observed the dissatisfaction among teachers and lack of guidance for the implementation of the New High School. The lack of emphasis on reading and the inclusion of elective subjects without clear guidelines hinder the educational goals of developing reading skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo principal analizar cómo el currículo y la cultura escolares terminan por reducir las ya escasas posibilidades de consolidación de las prácticas de lectura de alumnos empobrecidos y periféricos. La metodología es predominantemente cualitativa, con característica descriptiva, a partir de una experiencia etnográfica. Como instrumento de construcción de datos, se realizó observación sistemática durante el primer semestre académico de 2022, ocurridas una vez por semana, siempre en el mismo día, durante las clases de lengua portuguesa en los tres primeros primeros años del turno vespertino. Los registros fueron documentados en un diario de campo. Los resultados resaltan que el currículo de la Nueva Educación Secundaria (NEM), cuando aplicado en territorios periféricos y empobrecidos, prioriza el mercado laboral en detrimento del pensamiento crítico. También se constató la insatisfacción entre los profesores y falta de orientación para la implementación de la NEM. La falta de énfasis en la lectura y la inclusión de asignaturas electivas sin directrices claras perjudican los objetivos educativos de formación lectora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo escolar]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Escola de periferia urbana]]></kwd>
<kwd lng="en"><![CDATA[School curriculum]]></kwd>
<kwd lng="en"><![CDATA[Reading practices]]></kwd>
<kwd lng="en"><![CDATA[Urban peripheral school]]></kwd>
<kwd lng="es"><![CDATA[Currículo escolar]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de lectura]]></kwd>
<kwd lng="es"><![CDATA[Escuela de periferia urbana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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