<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812019000100039</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.100i254.3877</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Literacy in elementary school: reading Dom Quixote de la Mancha]]></article-title>
<article-title xml:lang="pt"><![CDATA[Letramento nos anos iniciais do ensino fundamental: lendo Dom Quixote de la Mancha]]></article-title>
<article-title xml:lang="es"><![CDATA[Literacidad en los años iniciales de la enseñanza fundamental: leyendo Don Quijote de la Mancha]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo]]></surname>
<given-names><![CDATA[Maria do Socorro Alencar Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João del-Rei (UFSJ  ]]></institution>
<addr-line><![CDATA[São João del-Rei Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>100</volume>
<numero>254</numero>
<fpage>39</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812019000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812019000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812019000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper discusses a literacy practice focusing on the way that teacher and students interact with a literary text. The most important questions in this research are: How does a Brazilian elementary school teacher functions as mediator in the context of literary education? How a literacy practice is constructed through interactions with the book Dom Quixote de La Mancha? As a theoretical and methodological perspective, this analysis was based on the concept of literacy as a social practice proposed by New Literacy Studies (NLS) carried out by Heath (1983), Street (1984, 1995, 2003) and Barton, Hamilton and Ivanic (2000). I have taken an ideological view on language that is carried out by Bakhtin (1981) and Volochinov (1995). The classroom data were collected through an inte,rview, video-recordings and field notes in a second year elementary public school attended by working class students in São João del-Rei, Minas Gerais. Data analysis indicates a wider use of literary texts in this classroom, since the teacher posed open questions not only related to the story itself, but questions that allowed the students to talk about their past experiences with literary books, expressing their voice in the teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo discute uma prática de letramento focando na forma como uma professora dos anos iniciais do ensino fundamental (EF) interage com um texto literário, a partir de duas questões: como esta professora realiza a mediação no processo de educação literária? Como uma prática de letramento é construída pela interação com o livro Dom Quixote de la Mancha? A perspectiva teórico-metodológica baseia-se na concepção de letramento como uma prática social formulada pelos Novos Estudos do Letramento (Heath, 1983; Street, 1984, 1995, 2003; Barton, Hamilton e Ivanic, 2000). Acrescida de uma concepção ideológica da linguagem proposta por Bakhtin (1981) e Volochinov (1995). Os dados foram coletados por meio de videogravações da interação em sala de aula e notas de campo, além de uma entrevista com a professora. A análise evidencia um uso amplo de textos literários em sala de aula. A docente propunha questões abertas de interpretação relacionadas não apenas aos textos, mas também às experiências de leitura dos alunos; estimulando-os a expressarem sua voz no processo de ensino-aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo discute una práctica de literacidad enfocada en la forma en que una profesora de los años iniciales de la Enseñanza Fundamental (EF) interactúa con un texto literario, a partir de dos cuestiones: ¿Cómo esta profesora realiza la mediación en el proceso de educación literaria? ¿Cómo una práctica de literacidad es construida por la interacción con el libro Don Quijote de la Mancha? La perspectiva teórico-metodológica se basa en la concepción de literacidad como una práctica social formulada por los Nuevos Estudios de Literacidad (Heath, 1983; Street, 1984, 1995, 2003, Barton, Hamilton e Ivánic, 2000), además de una concepción ideológica del lenguaje propuesto por Bakhtin (1981) y Volochinov (1995). Los datos fueron recolectados por medio de videograbaciones de la interacción en el aula y notas de campo, además de una entrevista con la profesora. El análisis evidencia un uso amplio de textos literarios en el aula. La docente propuso cuestiones abiertas de interpretación relacionadas no solo a los textos, sino también a las experiencias de lectura de los alumnos; estimulándolos a expresar su voz en el proceso de enseñanza-aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[literary education]]></kwd>
<kwd lng="en"><![CDATA[primary school]]></kwd>
<kwd lng="pt"><![CDATA[letramento]]></kwd>
<kwd lng="pt"><![CDATA[educação literária]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental]]></kwd>
<kwd lng="es"><![CDATA[literacidad]]></kwd>
<kwd lng="es"><![CDATA[educación literaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza fundamental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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