<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000200175</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39i2.31486</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento: o alcance político de uma questão]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy: the political scope of an issue]]></article-title>
<article-title xml:lang="es"><![CDATA[Alfabetismo: el alcance político de una cuestión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Anderson de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Itapetinga Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>2</numero>
<fpage>175</fpage>
<lpage>184</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Recentemente tem se consolidado uma rede de sentidos sobre letramento, em queo sentido dominante sobre o termo remete ao modelo aut&#244;nomo de escrita, de heran&#231;a individualista e cognitivista. Por meio de uma discuss&#227;o te&#243;rica com base em uma perspectiva discursiva, que resgata aspectos s&#243;ciohist&#243;ricos cruciais no tratamento da quest&#227;o, o artigo mostra que essa consolida&#231;&#227;o converge para uma posi&#231;&#227;o pol&#237;tica. Por isso trata-se de trilhar um caminho em detrimento do outro, o que &#233; analisado aqui ao se problematizar modos de esse sentido dominante prevalecer em materialidades discursivas, como livros did&#225;ticose materiais disponibilizados por programas governamentais, como o Proletramento. Os resultados apontam para um &#8216;mal-entendido&#8217; acerca de letramento que caracteriza um modo de se inscrever um embate discursivo de valor pol&#237;tico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Recently, a group of meanings about literacy has been consolidated. They refer to a dominant conception of an autonomous model of writing, connected to an individualist and cognitive background. Through a theoretical discussion based on the discursive perspective, which rescues the essential social and historical aspects of the issue, this article points that this consolidation aims at a political position. Therefore, this is about choosing a certain path and rejecting another. We question the ways this dominant meaning prevails in material discourses, such as schoolbooks produced by government programs, likeProletramento. Results report a &#8216;misunderstanding&#8217; about literacy, which marks a way of signing in a discursive match of political value. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Recientemente se ha consolidado una red de sentidos sobre alfabetismo, en que el sentido dominante sobre el t&#233;rmino remete al modelo aut&#243;nomo de escritura, de herencia individualista y cognitivista. Por medio de una discusi&#243;n te&#243;rica con base en una perspectiva discursiva, que rescata aspectos socio-hist&#243;ricos cruciales en el tratamiento de la cuesti&#243;n, el art&#237;culo muestra que esta consolidaci&#243;n converge para una posici&#243;n pol&#237;tica. Por eso se trata de seguir un camino en detrimento del otro, lo que es analizado aqu&#237; al problematizarse modos de este sentido dominante prevalecer en materialidades discursivas, como libros did&#225;cticos y materiales ofrecidos por programas gubernamentales, como el Proletramento. Los resultados se&#241;alan a un &#8216;malentendido&#8217; acerca de alfabetismo que caracteriza un modo de inscribirse en un embate discursivo de valor pol&#237;tico. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas em Educação]]></kwd>
<kwd lng="en"><![CDATA[Reading and Writing]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Public Educational Policies]]></kwd>
<kwd lng="es"><![CDATA[Alfabetismo]]></kwd>
<kwd lng="es"><![CDATA[Discurso]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas en Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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