<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822018000100123</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v23i47.1113</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mudança conceitual de alfabetização e crise da formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Changes in the concept of literacy and the formation crisis]]></article-title>
<article-title xml:lang="es"><![CDATA[Cambio conceptual de la alfabetización y la crisis de formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Czyzewski]]></surname>
<given-names><![CDATA[Analice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galuch]]></surname>
<given-names><![CDATA[Maria Terezinha Bellanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>47</numero>
<fpage>123</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822018000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822018000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822018000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com o objetivo de refletir sobre o processo de alfabetiza&#231;&#227;o no contexto da implementa&#231;&#227;o de pol&#237;ticas p&#250;blicas no Brasil, a partir da d&#233;cada de 1990, bem como sobre as transforma&#231;&#245;es na organiza&#231;&#227;o do mundo do trabalho e suas rela&#231;&#245;es com a educa&#231;&#227;o e a nova forma de se conceber o processo de alfabetiza&#231;&#227;o, este texto se insere nas discuss&#245;es sobre a crise da forma&#231;&#227;o. Compreende-se a alfabetiza&#231;&#227;o como um processo complexo e multifacetado, cujo objeto de ensino &#233; o sistema de escrita alfab&#233;tica considerado, neste estudo, como condi&#231;&#227;o e ponto de partida para o acesso e compreens&#227;o do conhecimento registrado sob a forma de textos escritos, o que n&#227;o significa abrir m&#227;o dos demais objetos extralingu&#237;sticos para a apropria&#231;&#227;o da cultura e amplia&#231;&#227;o do horizonte da compreens&#227;o e uso da l&#237;ngua em diversos contextos sociais e culturais, bem como a consolida&#231;&#227;o do letramento e do desenvolvimento da capacidade de entender a sociedade naquilo que a realidade imediata nega pela simplifica&#231;&#227;o de sua complexidade. Decorre desse entendimento, a op&#231;&#227;o pela Teoria Cr&#237;tica da Sociedade para orientar a reflex&#227;o. apontando para o contexto de mundializa&#231;&#227;o do capital e da implementa&#231;&#227;o de pol&#237;ticas p&#250;blicas para a educa&#231;&#227;o que conduzem a uma forma&#231;&#227;o contr&#225;ria ao desenvolvimento da autonomia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Current paper discusses the schooling and literacy process within the implementation context of public policies in Brazil since the 1990s and the transformations in the organization of labor and its relationship with education and the new way to conceive the literacy process. The text comprises an analysis on the formation crisis. Literacy is a complex and variegated process. It proposes the teaching of writing as a condition and starting point to access and understand knowledge registered in written texts. The above does not mean forfeiting other extralinguistic objects for the appropriation of culture and broadening on comprehension and use of language in other social and cultural contexts. On the contrary, it highlights the consolidation of literacy and the development of the capacity to understand society within the issues that immediate conditions deny through the simplification of its complexity. The option for the Critical Theory of Society is thus underscored to guide analyses based on the context of the globalization of capital and the implementation of educational public policies that lead towards a formation which is opposed to the development of autonomy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Ese texto discute la crisis de formaci&#243;n en el proceso de alfabetizaci&#243;n en el contexto de la implementaci&#243;n de pol&#237;ticas p&#250;blicas en Brasil desde la d&#233;cada de 1990 y de las transformaciones en las organizaciones del mondo del trabajo y sus relaciones con la educaci&#243;n y la nueva forma de hacer el proceso de alfabetizaci&#243;n. Se comprende la alfabetizaci&#243;n como un proceso complejo y de muchas facetas cuyo objeto de ense&#241;anza es el sistema de escrita alfab&#233;tica, visto en ese estudio como una condici&#243;n y punto de partida para el acceso y comprensi&#243;n del conocimiento registrado en la forma de textos escritos; lo que no significa dejar de lado los dem&#225;s objetos extraling&#252;&#237;sticos para la apropiaci&#243;n de la cultura y ampliaci&#243;n del horizonte de la comprensi&#243;n y uso de la lengua en diversos contextos sociales y cultures, as&#237; como la consolidaci&#243;n del uso social de la escrita y del desarrollo de la capacidad de comprender la sociedad en lo que la realidad inmediata niega por la simplificaci&#243;n de su complejidad. Por ese entendimiento, la escoja por la Teor&#237;a Cr&#237;tica de la Sociedad sirve para guiar la reflexi&#243;n haciael contexto de que la mundializaci&#243;n del capital y la implementaci&#243;n de pol&#237;ticas p&#250;blicas para la educaci&#243;n conducen a una formaci&#243;n opuesta al desarrollo de la autonom&#237;a.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Teoria Crítica]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="en"><![CDATA[literacy]]></kwd>
<kwd lng="en"><![CDATA[public policies]]></kwd>
<kwd lng="en"><![CDATA[Critical Theory]]></kwd>
<kwd lng="en"><![CDATA[formation]]></kwd>
<kwd lng="es"><![CDATA[alfabetización]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[Teoría Crítica]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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