<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100248</article-id>
<article-id pub-id-type="doi">10.5902/198464445528</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pressupostos teórico-metodológicos e resultados alcançados com um programa de ensino explícito de compreensão de leitura.]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical-methodological assumptions and achieved results based on an explicit teaching program for reading comprehension]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[Dalva Maria Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Sandra Regina Kirchner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viana]]></surname>
<given-names><![CDATA[Fernanda Leopoldina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100248&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo apresenta perspectivas teórico-metodológicas fundamentadas em pesquisas na área do ensino e aprendizagem da leitura que abordam a complexidade dos elementos envolvidos nessa tarefa de ensinar a ler. Amparado nesses pressupostos apresenta a metodologia de um programa de ensino de compreensão leitora operacionalizado nas escolas portuguesas e que vem sendo adaptado ao contexto brasileiro, em que são desenvolvidas estratégias acionadas antes, durante e depois da leitura com o intuito de promover diferentes níveis de compreensão e assim elevar o nível de competência dos estudantes. O programa em adaptação ao português do Brasil dirige-se a estudantes do 3º e 4º ano da educação básica tendo sido aplicado em três estudos piloto vinculados a diferentes projetos de pesquisa desenvolvidos por duas universidades do sul do Brasil. Os resultados obtidos com a aplicação do programa em Portugal e os decorrentes da aplicação dos estudos piloto no Brasil são apresentados, evidenciando que é possível ensinar a compreender, ao mesmo tempo em que encorajam a continuidade da adaptação do programa brasileiro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article presents theoretical-methodological perspectives based on studies in the teaching and learning field related to reading that address the complexity of the elements involved in this task of teaching to read. Having these as background, it presents the methodology of a program for teaching of reading comprehension that has been operationalized in Portuguese schools and is being adapted to the Brazilian context. Strategies are developed before, during and after reading activities that aim to promote different levels of comprehension and to raise the level of competence of students as a result. The program, in the process of adaptation to Brazilian Portuguese, targets students in the 3rd and 4th grades of elementary education. It has been applied in three pilot studies linked to different research projects developed by two universities in southern Brazil. The outcomes obtained with the application of the program in Portugal and those resulting from the implementation of the pilot studies in Brazil demonstrate that it is possible to teach to comprehend, at the same time encouraging the continuity of the adaptation of the Brazilian program.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias metodológicas para o ensino de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="en"><![CDATA[Teaching of reading]]></kwd>
<kwd lng="en"><![CDATA[Methodological strategies for teaching reading;Reading comprehension]]></kwd>
</kwd-group>
</article-meta>
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