<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102014000300249</article-id>
<article-id pub-id-type="doi">10.4013/edu.2014.183.04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ler "vendo" vozes: a polifonia no discurso]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading by "seeing" voices: Polyphony in discourse]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Tânia Maris de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mouriño Mosquera]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2014</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>249</fpage>
<lpage>257</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102014000300249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102014000300249&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102014000300249&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Pensar a leitura implica necessariamente pensar a constru&#231;&#227;o/produ&#231;&#227;o do sentido via interlocu&#231;&#227;o leitor/texto; pressup&#245;e, de igual forma, pensar que o sentido n&#227;o se constr&#243;i somente a partir do que est&#225; explicitamente dito no texto, mas tamb&#233;m (e, muitas vezes, principalmente) pelo que est&#225; pressuposto, pelo que est&#225; sugerido implicitamente no texto. E pensar assim nos faz refletir n&#227;o apenas sobre a leitura como objeto de aprendizagem na Educa&#231;&#227;o B&#225;sica, mas tamb&#233;m (e at&#233; prioritariamente) como habilidade a ser constantemente desenvolvida por todo e qualquer sujeito conhecedor, mais especificamente, por aquele que tem por profiss&#227;o ensinar a ler: o professor. Dito isso, a proposta deste artigo &#233; apresentar e exemplificar, por meio da an&#225;lise de um fragmento do documento introdut&#243;rio dos PCN, a concep&#231;&#227;o polif&#244;nica do sentido expressa pela Teoria da Argumenta&#231;&#227;o na L&#237;ngua, que vem sendo desenvolvida pelos semanticistas franceses Oswald Ducrot e Marion Carel. Acreditamos que a polifonia pode contribuir substancialmente para qualificar a leitura em qualquer n&#237;vel de instru&#231;&#227;o ou de forma&#231;&#227;o continuada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Thinking about reading does necessarily imply thinking about the construction/production of meaning through the reader/text interlocution; it equally presupposes considering that meaning is not constructed based solely on what is explicitly stated in the text, but also (and, many times, mainly) on what is suggested, what is implied in the text. By considering so, we are led to reflect not only on reading as an object of learning in Elementary School but also (and even primarily) as a skill that should be constantly developed by all and any knowing subjects, more specifically, by those whose job is to teach reading, that is, the teachers themselves. Thus, the goal of this article is to present and exemplify, through the analysis of an excerpt from the PCN's (Brazilian National Curriculum Guidelines) introductory document, the polyphonic concept of meaning proposed by the Theory of Argumentation in Language which has been developed by the French semanticists Oswald Ducrot and Marion Carel. We believe that polyphony can significantly contribute to qualify reading in any schooling stage or continuing education program.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura do Professor]]></kwd>
<kwd lng="pt"><![CDATA[Polifonia Linguística]]></kwd>
<kwd lng="pt"><![CDATA[Sentido do Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Parâmetros Curriculares Nacionais]]></kwd>
<kwd lng="en"><![CDATA[Teacher's Reading]]></kwd>
<kwd lng="en"><![CDATA[Linguistic Polyphony]]></kwd>
<kwd lng="en"><![CDATA[Meaning of Discourse]]></kwd>
<kwd lng="en"><![CDATA[Brazilian National Curriculum Guidelines]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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<person-group person-group-type="author">
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</back>
</article>
