<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2023000100279</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.23.076.ds11</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de leitura na infância: O que pensam as crianças?]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading practices in childhood: What do children think?]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas lectoras en la infancia: ¿Qué piensan los niños?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Geuciane Felipe Guerim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Katya Luciane de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná (UENP)  ]]></institution>
<addr-line><![CDATA[Jacarezinho PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>23</volume>
<numero>76</numero>
<fpage>279</fpage>
<lpage>296</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2023000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2023000100279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2023000100279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Vivências com o universo da leitura e da escrita ocorrem cada vez mais cedo na vida da criança. Na escola da infância, ao vivenciar experiências coletivas com as práticas de uma sociedade letrada, há uma multiplicidade de sentidos para se apropriar, reconstruir e, por meio deles, produzir cultura. Dessa forma, buscamos analisar a percepção das crianças sobre práticas leitoras vivenciadas em uma instituição de Educação Infantil, a partir de um recorte de uma pesquisa de Pós-graduação em Educação, Stricto Sensu (Doutorado). A pesquisa contou com 36 crianças integrantes de duas turmas de Educação Infantil (Pré II), com idades variando entre 5 e 6 anos. A participação se efetivou por meio de um roteiro de entrevista adaptado para as crianças da Educação Infantil. As respostas foram gravadas, transcritas e analisadas posteriormente em três categorias: acesso aos livros, situações que envolvam os livros de literatura e práticas de leitura e de contação de histórias. Como fundamentação teórica, buscamos destacar aspectos históricos-sociais da formação humana, bem como de especificidades do desenvolvimento humano na infância, em um processo interativo. A partir dos sentidos que são produzidos frente às vivências das crianças, os resultados indicam a necessidade de experiências ricas de leitura e escrita, capazes de produzir a exploração, interação, aprendizagem e desenvolvimento das crianças na escola da infância. A organização de tempos, espaços e práticas de leitura literária na infância favorecem a relação da criança com o livro, consigo e com o mundo à sua volta, criando ainda um sentido positivo do que seja a leitura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Experiences with the universe of reading and writing occur earlier and earlier in the child's life. In childhood school, when experiencing collective experiences with the practices of a literate society, there is a multiplicity of meanings to appropriate, rebuild and through them to produce culture. In this way, we seek to analyze the children's perception of reading practices experienced in an institution of Early Childhood Education, based on an excerpt from a postgraduate research in Education, Stricto Sensu (Doctorate). The research involved thirty-six children from two Kindergarten classes (Pré II), with an average age of 5 and 6 years. Participation took place through an interview script adapted for children in kindergarten. The responses were recorded, transcribed and later analyzed in three categories: access to books, situations involving literature books and reading and storytelling practices. As a theoretical foundation, we seek to highlight historical and social aspects of human formation, as well as the specificities of human development in childhood, in an interactive process. From the meanings that are produced in the face of the children's experiences, the results indicate the need for rich reading and writing experiences, capable of producing exploration, interaction, learning and development of children in kindergarten. The organization of times, spaces and practices of literary reading in childhood favor the child's relationship with the book, with himself and with the world around him, also creating a positive sense of what reading is.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las experiencias con el universo de la lectura y la escritura ocurren cada vez más temprano en la vida del niño. En la infancia escolar, al vivir experiencias colectivas con las prácticas de una sociedad alfabetizada, hay una multiplicidad de significados para apropiarse, reconstruirse ya través de ellos producir cultura. De esta forma, buscamos analizar la percepción de los niños sobre las prácticas lectoras vividas en una institución de Educación Infantil, a partir de un extracto de una investigación de posgrado en Educación, Stricto Sensu (Doctorado). La investigación involucró a 36 niños de dos clases de Jardín de Infancia (Pré II), con una edad promedio de 5 y 6 años. La participación se llevó a cabo a través de un guión de entrevista adaptado para niños de jardín de infantes. Las respuestas fueron grabadas, transcritas y posteriormente analizadas en tres categorías: acceso a libros, situaciones que involucran libros de literatura y prácticas de lectura y narración. Como fundamento teórico, buscamos resaltar los aspectos históricos y sociales de la formación humana, así como las especificidades del desarrollo humano en la infancia, en un proceso interactivo. A partir de los significados que se producen frente a las vivencias de los niños, los resultados indican la necesidad de experiencias ricas en lectura y escritura, capaces de producir exploración, interacción, aprendizaje y desarrollo de los niños en jardín de infancia. La organización de tiempos, espacios y prácticas de lectura literaria en la infancia favorecen la relación del niño con el libro, consigo mismo y con el mundo que le rodea, creando también un sentido positivo de lo que es la lectura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Pequeno Leitor]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Children's literature]]></kwd>
<kwd lng="en"><![CDATA[Little Reader]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Literatura infantil]]></kwd>
<kwd lng="es"><![CDATA[Pequeño Lector]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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