<?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>S2178-46122022000100208</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v27.e022009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Modos e práticas leitoras, desafios do digital]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading modes and practices, digital challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Justino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educac?ão ]]></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=S2178-46122022000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122022000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122022000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Cultura escrita, alfabetização e escolarização assinalam a longa Modernidade de mais de quatro séculos na História do Mundo Ocidental. A cultura escrita congrega informação, conhecimento, pensamento, acção. A aculturação escrita constituiu condição e factor de conhecimento, cidadania e humanitude. Desde finais da Idade Média, com a difusão do papel e a mecanização da tipografia, o mundo da leitura alterou-se, em reflexo da maior divulgação do livro impresso. Na transição do Antigo Regime, a leitura e a escrita eram práticas usuais na esfera do Estado e da administração pública, e tornavam-se condição de cidadania. A escola tornou a leitura obrigatória. No decurso de Oitocentos, a progressiva universalização da alfabetização escolar e a constituição da esfera pública beneficiaram de avanços técnicos no mundo editorial, na vulgarização do livro, na disseminação de periódicos, na criação de bibliotecas. No século XX, a cultura de massas através do livro, do áudio e do cinema trouxe a omnipresença da leitura, cujos índices cresceram até final do século. Mas desde a década de oitenta que o digital e os novos modos de ler só em parte vêm suprindo a desvalorização das formas tradicionais de cultura e leitura. Combinando a evolução da cultura escrita, do livro e dos modos de ler, estrutura-se uma sequência de quadros históricos: i) ciclo centrado no impresso e no livro, que se acentuou com a Ilustração &#8211; ordem do livro, falar como um livro, aprender pelo livro; ii) ciclo caracterizado por novos modos de ler e novos leitores &#8211; o leitor escolar e &#8220;nações a ler&#8221;; iii) ciclo que se acentuou na segunda metade de Oitocentos, de aculturação de massas centrada no impresso, no livro, no periódico e nas bibliotecas; iv) ciclo que se prolongou até à viragem do século XX, de universalização de leitura do impresso e do audiovisual, com relevo para a rádio, o cinema e a televisão &#8211; esta em espaços domésticos, caracterizado pela cultura de massas e pela globalização; v) o ciclo actual, de universalização do digital com novos modos de aculturação e comunicação. Traçarei uma panorâmica histórica da aculturação e sociabilidade pela leitura e pela escrita, tendo como referência estes ciclos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary Written culture, literacy and schooling mark a long Modernity of more than four centuries in the History of the Western World. Written culture brings together information, knowledge, thought, action. Written acculturation was a condition and factor for knowledge, citizenship and humanity. Since the end of the Middle Ages, with the spread of paper and the mechanization of typography, the world of reading has changed, as a result of the greater dissemination of the printed book. In the transition from the Old Regime, reading and writing were usual practices in the sphere of the State and public administration, and became a condition of citizenship. School made reading mandatory. During the 1800s, the progressive universalization of school literacy and the constitution of the public sphere benefited from new technical advances in the publishing world, in the popularization of books, in the dissemination of periodicals, in the creation of libraries. In the course of the 20th century, mass culture through books, audio and cinema brought the omnipresence of reading. Reading rates grew until the end of the century, but since the 1980s the digital and the new modes to read have only partially made up for the devaluation of traditional forms of culture and reading. Combining the evolution of written culture, books and ways of reading, a sequence of historical frameworks is structured: i) a cycle centered on the print and the book, which was accentuated with Illustration &#8211; book order, speaking like a book, learn from the book; ii) a cycle characterized by new ways of reading and new readers &#8211; the school reader and &#8220;reading nations&#8221;; iii) a cycle that was accentuated in the second half of the 19th century, of mass acculturation centered on the press, books, periodicals and libraries; iv) a cycle that lasted until the turn of the 20th century, of universal reading of print and audiovisual, with emphasis on radio, cinema and television, this in domestic spaces, characterized by mass culture and globalization; v) the current cycle of digital universalization with new modes of acculturation and communication. I will draw an overview of these four centuries of acculturation and sociability through reading and writing, with reference to these cycles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Digital reading]]></kwd>
<kwd lng="pt"><![CDATA[Modos e práticas leitoras]]></kwd>
<kwd lng="pt"><![CDATA[Livro]]></kwd>
<kwd lng="pt"><![CDATA[Biblioteca]]></kwd>
<kwd lng="pt"><![CDATA[Leitura digital]]></kwd>
<kwd lng="en"><![CDATA[Written culture]]></kwd>
<kwd lng="en"><![CDATA[Reading modes and practices]]></kwd>
<kwd lng="en"><![CDATA[Book]]></kwd>
<kwd lng="en"><![CDATA[Library]]></kwd>
<kwd lng="en"><![CDATA[Digital reading]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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