<?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>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122022000100200</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v27.e022001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Literatura e seus modos de leitura: a mediação literária para estudantes do ensino médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Literature and its modes of reading: the literary mediation for high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Alexandra Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[João Vitor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Católica do Paraná Programa de pós-graduação em Letras na área de literatura e práticas culturais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122022000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122022000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122022000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa oficinas de leitura efetuadas com alunos do primeiro ano do Ensino Médio de uma escola pública e de uma escola particular da cidade de Dourados/MS (Brasil). Tais oficinas foram constituídas por textos que reconfiguravam a personagem Chapeuzinho Vermelho ao longo do tempo, e a mediação de leitura visava a buscar, nas interpretações dos estudantes, novas leituras acerca dos textos Chapeuzinho Vermelho, nas versões de Charles Perrault e dos irmãos Grimm; além do conto Fita Verde no Cabelo: nova velha estória, de Guimarães Rosa. A expectativa era perceber como o público das distintas realidades tem interpretado textos, tomando como base os Modos de Leitura defendidos pelo teórico Rildo Cosson (2014) como mecanismos para interpretar textos literários em suas indagações durante as atividades. Portanto, apresentamos aqui a análise das transcrições de áudios gravados durante as Oficinas de Leitura. A metodologia adotada está baseada nos estudos de Alves e Silva (1992) para análises qualitativas. Ao final, concluímos que os estudantes da escola pública e da escola particular se valem dos Modos de Leitura para interpretações de textos literários, entretanto, os primeiros se mostram mais apegados às temáticas dos textos por identificação de suas realidades, tornando assim a leitura mais pessoal, sem recorrer a teorias literárias para suas interpretações, enquanto os outros, mais conhecedores de teorias e conceitos de literatura, tornam suas interpretações menos pessoais e mais práticas. Como referencial teórico, dialogamos com Cosson (2014) e com o Referencial Curricular da Educação Básica da Rede de Estadual de Ensino/MS &#8211; Ensino Médio (2012), dentre outros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses reading workshops conducted with first-year high school students from a public school and a private school in the city of Dourados/MS (Brasil). The workshops were constituted by texts that reconfigured the character Little Red Riding Hood over time, and the reading mediation aimed to seek, in the students' interpretations, new readings about the texts: Little Red Riding Hood, in the versions of Charles Perrault and the brothers Grimm; besides the tale Green Ribbon on Hair &#8211; Nova Velha História, by Guimarães Rosa. The expectation was to understand the students' ability to use the Reading Modes defended by Rildo Cosson (2014) as mechanisms to interpret literary texts in their inquiries during activities. Therefore, here we present the analysis of the audio transcriptions recorded during the Reading Workshops. The adopted methodology is based on the studies of Alves and Silva (1992) for qualitative analyzes. In the end, we conclude that students from public and private schools use Reading Modes for interpretations of literary texts, however, the former are more playfully attached to the texts, without resorting to literary theories for their interpretations, while the others, more knowledgeable about theories and concepts of literature, make their interpretations less personal and more practical. As a theoretical framework, we dialogue with Cosson (2014) and the Basic Education Curriculum Framework of the State Education Network / MS &#8211; High School (2012), among others.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura literária]]></kwd>
<kwd lng="pt"><![CDATA[Mediação de Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Modos de Leitura]]></kwd>
<kwd lng="en"><![CDATA[Literary reading]]></kwd>
<kwd lng="en"><![CDATA[Reading Mediation]]></kwd>
<kwd lng="en"><![CDATA[Reading Modes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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