<?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 Educ.]]></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>S2178-52012020000100201</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v42i1.40917</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Como a criança lê o livro literário infantil?]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Cómo el niño lee el libro literario infantil?]]></article-title>
<article-title xml:lang="en"><![CDATA[How do children read children&#8217;s literature books?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giacomin]]></surname>
<given-names><![CDATA[Melina Sauer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Flávia Brocchetto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio São José de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Caxias do Sul  ]]></institution>
<addr-line><![CDATA[Caxias do Sul Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012020000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012020000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012020000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Com o objetivo de compreender como a criança lê o livro literário infantil, foram entrevistados alunos do 4º ano do Ensino Fundamental (Caxias do Sul-RS). A entrevista pautou-se em 3 livros, categorias imagem, prosa e verso, previstas no Edital do Programa Nacional Biblioteca da Escola - PNBE (2014). O roteiro da conversa foi construído a partir de Bauer e Gaskell (2002) e a interação com os estudantes ocorreu em dois momentos, um destinado a responder perguntas gerais sobre leitura e outro, específico, focalizando a leitura de cada um dos títulos lidos. A análise dos dados foi realizada com parâmetros construídos a partir de Ramos e Panozzo (2004) e Ramos (2010). Este estudo qualitativo é, predominantemente, descritivo-analítico e aponta que o leitor infantil constrói sentidos por meio de suas vivências, interagindo com diferentes modalidades discursivas. Sinaliza ainda que os vazios inerentes à estrutura textual limitam a concretização da poesia, sugerindo que o Programa Nacional Biblioteca da Escola - PNBE, além de fornecer livros literários, deveria contemplar ações mediadoras para que a leitura literária se efetive.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.   Con el objetivo de comprender cómo el niño lee el libro literario infantil, fueron entrevistados alumnos del 4º año de la Enseñanza Primaria (Caxias do Sul-RS-Brasil). La entrevista se basó en 3 libros, categorías imagen, prosa y verso, previstas en el Edicto del Programa Nacional Biblioteca de la Escuela - PNBE (2014). El guión de la conversa fue construido a partir de Bauer y Gaskell (2002) y la interacción con los estudiantes ocurrió en dos momentos, uno dirigido a responder preguntas generales sobre lectura y otro, específico, enfocando la lectura de cada uno de los títulos leídos. El análisis de los datos fue realizado con parámetros construidos a partir de Ramos y Panozzo (2004) y Ramos (2010). Este estudio cualitativo es, predominantemente, descriptivo-analítico y señala que el lector infantil construye sentidos por medio de sus experiencias, interaccionando con diferentes modalidades discursivas. Indica aun que los vacios inherentes a la estructura textual limitan la materialización de la poesía, sugiriendo que el Programa Nacional Biblioteca de la Escuela - PNBE, además de proporcionar libros literarios, debería contemplar acciones mediadoras para que la lectura literaria sea llevada a cabo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Aiming to understand how the child reads the children's literary book, we interviewed students from the 4th grade of Elementary School (Caxias do Sul-RS). The interview was conducted based on 3 books - the picture, the prose and the verse categories -, as recommended by the School Library National Program -PNBE (2014). Interviews, built taking Bauer and Gaskell (2002) into consideration, took place in two moments, one designed to answer general questions about the reading and a more specific one which focused on the reading of each title. The data analysis was performed following parameters that were constructed basen on Ramos and Panozzo (2004) and Ramos (2010). This qualitative study is predominantly descriptive and analytical and points out that children build senses through their experiences and knowledge while interacting with different discursive modalities. It also shows that the emptiness inherent to the textual structure limit the realization of poetry, suggesting that the School Library National Program - PNBE, besides providing literary books, should also consider mediating actions so that literary reading can be performed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[literatura infantil]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[cultura infantil]]></kwd>
<kwd lng="pt"><![CDATA[repertório]]></kwd>
<kwd lng="es"><![CDATA[literatura infantil]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[cultura infantil]]></kwd>
<kwd lng="es"><![CDATA[repertorio]]></kwd>
<kwd lng="en"><![CDATA[children's literature]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[children's culture]]></kwd>
<kwd lng="en"><![CDATA[repertoire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
