<?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>S2317-09722017000200117</article-id>
<article-id pub-id-type="doi">10.5965/0102-387Xv35n7020170117</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A literatura infantojuvenil no ensino de jovens e adultos em Dourados-MS: a difícil tarefa de formar leitores]]></article-title>
<article-title xml:lang="en"><![CDATA[The infantojuvenil literature in teaching youth and adults in Dourados-MS: the difficult task of forming readers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Iva Carla Aveline Teixeira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></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>117</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722017000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722017000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722017000200117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo procura tecer reflex&#245;es sobre a presen&#231;a da literatura infantojuvenil no Ensino de Jovens e Adultos (EJA). A an&#225;lise se pauta nas vozes de alunos do EJA de diferentes idades, com discursos marcados pela priva&#231;&#227;o ao texto liter&#225;rio, infantojuvenil ou n&#227;o. Diante das considera&#231;&#245;es feitas pelos estudantes, surgem inquieta&#231;&#245;es a respeito das poss&#237;veis dificuldades do mediador para inseri-los no mundo da literatura, a come&#231;ar pelo material did&#225;tico que pouco contribui nesse sentido. A presen&#231;a da literatura infantojuvenil nesta modalidade de ensino &#233; de vasta import&#226;ncia, j&#225; que uma de suas fun&#231;&#245;es, mesmo que impl&#237;cita, &#233; estimular a imagina&#231;&#227;o, garantindo a esses sujeitos o direito de apropriar-se de realidades l&#250;dicas e repensar a sua pr&#243;pria realidade. Al&#233;m disso, ela atua de forma rica e eficaz na forma&#231;&#227;o do leitor. Sabe-se que hoje n&#227;o se divide a literatura por faixa et&#225;ria, mas ao trazer as vozes de alunos do EJA para esta reflex&#227;o, pode-se notar que, se n&#227;o h&#225; a presen&#231;a da literatura infantojuvenil, a pr&#225;tica da leitura &#233; quase impercept&#237;vel. Esta an&#225;lise dialoga com os especialistas da leitura na escola e do ensino de literatura, como Barthes, Chartier, Candido, Cosson e Zilberman.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article presents conections about the presence of infant-juvenile literature in Young Adult and Adult Education (EJA). The analysis is based on the voices of EJA students of different ages, with discourses of deprivation of the literary texts, whether infant- juvenile or not. According to the considerations made by the students, there are concerns about the possible difficulties of the mediator to invite these subjects to the literature world, starting with the textbooks that contribute very little in this regard. We presuppose that the presence of infant-juvenile literature in this teaching modality is of vast importance, since one of its functions, even if implicit, is to stimulate the imagination, allowing these subjects the right to take these playful realities and rethink their own. In addition, it operates rich and effectively in the reader&#8217;s formation. It is known that nowadays literature is not divided by age group, but by bringing the voices of EJA students to this reflection, it may be noted that if there is no presence of infant-juvenile literature, the practice of reading is almost imperceptible. To support this analysis, we bring reading specialists in the school and the literature teaching, such as COSSON (2010), ZILBERMAN (1982), CHARTIER (1999), BARTHES (1980) and CANDIDO (1995).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Literatura Infantojuvenil]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="en"><![CDATA[Infant-Juvenile Literature]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[EJA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[]]></source>
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