<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100128</article-id>
<article-id pub-id-type="doi">10.1590/1984-0411.72348</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ciclo de alfabetização no Espírito Santo na década de 1990: condições de implementação e bases conceituais]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy cycle in Espírito Santo in the 1990s: conditions for implementation and conceptual bases]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gontijo]]></surname>
<given-names><![CDATA[Cláudia Maria Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Dania Vieira Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwartz]]></surname>
<given-names><![CDATA[Cleonara Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute condições que proporcionaram a implementação do ciclo de alfabetização (denominado Bloco Único) pela Secretaria de Estado da Educação do Espírito Santo na década de 1990, assim como suas bases conceituais, enfatizando o conceito de alfabetização. Toma como referência teórica a perspectiva bakhtiniana de linguagem para fundamentar a pesquisa documental, pois compreende os documentos analisados como textos/enunciados produzidos por sujeitos. Conclui, a partir dos documentos/textos analisados, sobre as condições que proporcionaram a adoção do Bloco Único: a produção de pesquisas no campo da alfabetização e, consequentemente, as discussões em torno do conceito de alfabetização. No que se refere às bases conceituais, partem da crítica à escola e da busca de pontos de contato entre as teorias construtivista e a histórico-cultural, no campo da Psicologia, e as teorizações de Paulo Freire, para assumir concepções de crianças, professores/as e conceitos de alfabetização que não se detém apenas nos processos linguísticos e funcionais, mas abrangem também a dimensão política desse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper discusses conditions that contributed to the implementation of the literacy cycle (namedBloco Único) by the Department of Education in the state of Espírito Santo in the 1990s, as well as its conceptual bases, highlighting the concept of literacy. It uses the Bakhtinian approach of language as a theoretical reference to substantiate documentary research, as it identifies the documents analyzed as texts/statements produced by individuals. It concludes, from the documents/texts analyzed, about the conditions that enabled the adoption of the Bloco Único: the production of research in the field of literacy and, consequently, the discussions encompassing the concept of literacy. Regarding conceptual bases, they start from the criticism to the school and the demand for points of contact between both constructivist and cultural-historical theories, in the field of Psychology and also Paulo Freire&#8217;s theorizations to accept the conceptions of children, teachers and literacy concepts that are not restricted to linguistic and functional processes only, but also involve the political dimension of this process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciclo de alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[História]]></kwd>
<kwd lng="en"><![CDATA[Literacy cycle]]></kwd>
<kwd lng="en"><![CDATA[Constructivism]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical approach]]></kwd>
<kwd lng="en"><![CDATA[History]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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