<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982015000200183</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698126598</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PR&#193;TICAS SOCIAIS DE LEITURA EM UMA SALA DE AULA DE JOVENS E ADULTOS: CONTRASTES EM FOCO]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL PRACTICES OF READING IN AN ADULT EDUCATION CLASSROOM: CONTRASTS IN FOCUS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Maíra Tomayno de Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Maria de Fátima Cardoso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais (FaE-UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>31</volume>
<numero>2</numero>
<fpage>183</fpage>
<lpage>210</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982015000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982015000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982015000200183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo visa analisar contrastivamente pr&#225;ticas de leitura constru&#237;das por alunos e professoras em uma sala de aula de Educa&#231;&#227;o de Jovens e Adultos (EJA) em Belo Horizonte. Para isso, analisamos as intera&#231;&#245;es discursivas em que essas pr&#225;ticas foram constru&#237;das, destacando o que contou como leitura naquela sala de aula e os sentidos e os significados produzidos nos eventos de letramento. Essa investiga&#231;&#227;o possibilitou conhecer o que e como leem, para quem leem, quando e onde leem e as semelhan&#231;as e diferen&#231;as encontradas nas pr&#225;ticas de leitura vivenciadas por estudantes e professoras daquele grupo. Nosso estudo mostrou que diferentes concep&#231;&#245;es de letramento resultam em pr&#225;ticas sociais de leitura variadas e em oportunidades de aprendizagem diversas. Pretendemos contribuir para que o processo de ensino-aprendizagem da leitura se torne mais significativo, pautado pelo reconhecimento das caracter&#237;sticas pr&#243;prias e das necessidades dos estudantes de EJA, que se formam em contextos de aprendizagem compartilhados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims at carrying out a contrastive analysis of reading practices constructed by students and teachers in an Adult Education classroom in Belo Horizonte, Brazil. In order to do so, we analyzed discursive interactions in which these practices were constructed. We highlighted what counted as reading in this classroom and the senses and meanings produced in these literacy events. This research has helped us to understand what and how participants read, who they read to, when and where they read and what were the similarities and differences between reading practices experienced by students and teachers. We demonstrated that different conceptions of literacy result in different social reading practices and learning opportunities. We intended to contribute towards an improved process of teaching and learning of reading, so it can become more significant, guided by the recognition of the particular characteristics and needs of adults who constitute themselves in shared learning contexts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="pt"><![CDATA[Práticas sociais de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Contrastes.]]></kwd>
<kwd lng="en"><![CDATA[Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Social practices of reading]]></kwd>
<kwd lng="en"><![CDATA[Contrasts.]]></kwd>
</kwd-group>
</article-meta>
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