<?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>2317-0972</journal-id>
<journal-title><![CDATA[Leitura: Teoria e Prática ]]></journal-title>
<abbrev-journal-title><![CDATA[LTP]]></abbrev-journal-title>
<issn>2317-0972</issn>
<publisher>
<publisher-name><![CDATA[Associação de Leitura do Brasil (ALB)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2317-09722017000200101</article-id>
<article-id pub-id-type="doi">10.5965/0102-387Xv35n7020170101</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O trabalho com leitura em um sexto ano do ensino fundamental: limites e possibilidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading activities in sixth grade: its limits and possibilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camilo]]></surname>
<given-names><![CDATA[Thiago Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ometto]]></surname>
<given-names><![CDATA[Cláudia Beatriz de Castro Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Ensino Superior de São Gotardo  ]]></institution>
<addr-line><![CDATA[São Gotardo MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>70</numero>
<fpage>101</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722017000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722017000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722017000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo &#233; o recorte de uma pesquisa que teve por objetivo compreender os processos de media&#231;&#227;o dos professores das diversas &#225;reas do conhecimento - Ci&#234;ncias, Hist&#243;ria, Geografia, L&#237;ngua Portuguesa e Matem&#225;tica - na promo&#231;&#227;o leitora dos alunos de um sexto ano do ensino fundamental, anos finais- eleitas as rela&#231;&#245;es de ensino produzidas na sala de aula como o lugar de investiga&#231;&#227;o. A pesquisa inseriu-se no contexto de uma investiga&#231;&#227;o financiada pelo CNPq/CAPES, com o duplo objetivo de compreender as elabora&#231;&#245;es dos professores para o trabalho com a leitura e os aspectos relativos &#224; forma&#231;&#227;o de leitores e escritores na escola b&#225;sica. Teoricamente, assumiu-se a perspectiva hist&#243;rico- cultural do desenvolvimento humano, tal qual formulada por Vigotski (1998, 2008), articulada &#224; perspectiva enunciativo-discursiva de Bakhtin (1997, 2009). Evidenciou-se a promo&#231;&#227;o da leitura em sala de aula, com a predomin&#226;ncia de pr&#225;ticas cujos fins e modos se voltaram para as especificidades de cada disciplina, e n&#227;o possibilitaram a compreens&#227;o, o coment&#225;rio, a r&#233;plica, a interlocu&#231;&#227;o e o cotejo entre textos. Esse modo de conceber a leitura evidenciou uma concep&#231;&#227;o de linguagem voltada para busca de informa&#231;&#245;es no texto, em detrimento do processo de intera&#231;&#227;o entre os sujeitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article presents part of a research that had the objective to understand the teachers&#8217; mediation processes in several areas of knowledge as they encouraged reading activities for 6th grade students in Elementary school. For that purpose the teaching relations produced in classroom were chosen as the environment of the investigation. The research on reading was within a context of a study funded by CNPq/CAPES (government agencies) with a double purpose: comprehending the teachers&#8217; reading activities, as well as understanding the aspects related to the formation of readers and writers in Elementary school. Theoretically, it has been based on the historical-cultural perspective of human development proposed by Vigotski (1998, 2008), articulated with the enunciate-discursive perspective of Bakhtin (1997, 2009). This article will present the data analysis of classroom audio recordingsfrom reading text practices mediated by the 6th grade teachers, specifically in Sciences, History, Geography, Portuguese and Mathematics. The data has shown that the reading encouragement in classroom did happen, with the prevailing of practices directed to the specificities of each subject, but not aiming at comprehension, commenting, readback, interlocution and confirmation of a text with others texts. This way of understanding readings evidenced a language conception directed to the search of information in the texts, while it could privilege the interaction process between the subjects.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Texto]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Interlocução]]></kwd>
<kwd lng="pt"><![CDATA[Cotejamento]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Text]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Interlocution]]></kwd>
<kwd lng="en"><![CDATA[Readback]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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