<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24781998000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura e escrita de professores: da prática de pesquisa à prática de formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' reading and writing experiences: research and teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kramer]]></surname>
<given-names><![CDATA[Sonia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>1998</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>1998</year>
</pub-date>
<numero>07</numero>
<fpage>19</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24781998000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24781998000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24781998000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este texto se baseia na pesquisa "Cultura, modernidade e linguagem: leitura e escrita de professores em suas histórias de vida e formação". À luz de uma teoria critica da cultura, apresenta questões desenvolvidas sobre formação de professores, no âmbito desta pesquisa, a partir de entrevistas realizadas com professores que atuaram na escola pública desde os anos 20. A dimensão formadora das entrevistas (pensadas criticamente a partir e durante o trabalho de campo) e a dimensão formadora das atas (prática vivida de escrita, no interior da equipe) emergem com vitalidade. Está explícito aqui o embrião de uma estratégia alternativa de formação que procura aliar as lições das teorias de leitura! escrita e as lições da prática experimentada na leitura e na escrita.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The text is based on the research "Culture, modernity and language: teachers' reading and writing experiences studied in their life and formative history". Interviews were held with teachers that had worked in public schools since 1920 and, based on a critical theory of culture, this research raises many issues concerning teacher education. There is a strong sign of the formative dimension of the interviews (carefully thought of and planned during field work) and of the formative dimension of the reports (seen in the manner in which the group wrote). An incipient alternative strategy for teacher training which establishes a link between theories of reading and writing and practice experienced in these skills is evident here.]]></p></abstract>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Leitura e escrita de professores: da pr&aacute;tica de pesquisa &agrave;  pr&aacute;tica de forma&ccedil;&atilde;o.</h2> <h3>Teachers'  reading and writing experiences: research and teacher education.</h3>     <p>&nbsp;</p> <h4>Sonia Kramer </h4> </font>      ]]></body>
</article>
