<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312023000100125</article-id>
<article-id pub-id-type="doi">10.26512/lc29202349107</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento crítico a partir das leituras de um livro paradidático]]></article-title>
<article-title xml:lang="es"><![CDATA[Literacidad crítica a partir de las lecturas de un libro paradidáctico]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical literacy from the readings of a paradidactic book]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frank]]></surname>
<given-names><![CDATA[Hélvio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Júnior]]></surname>
<given-names><![CDATA[Paulo de Almeida de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Goiás, Itapuranga, GO, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação, Rubiataba, GO, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312023000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312023000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312023000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste texto, problematizamos leituras discentes como possibilidade de letramento crítico em relação aos temas gênero, sexualidade, raça e arranjos familiares, a partir da recepção da obra paradidática &#8216;Vento Forte, de sul e norte&#8217;, de Manuel Filho, em um projeto de leitura envolvendo alunos do 9º ano de escola pública. Sob o paradigma qualitativo da pesquisa-ação, ao analisar o livro paradidático, as rodas de conversa e as redações discentes, observamos que, embora ideologias coloniais cristãs mantenham-se vigentes nas práxis escolares, validando argumentos sobre os temas abordados, o letramento crítico surge como opção transformadora de visões universalistas e excludentes em sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este texto, problematizamos las lecturas de estudiantes como posibilidad de literacidad crítica em relación con los temas género, la sexualidad, la raza y los arreglos familiares, desde la recepción de la obra paradidáctica 'Vento Forte, de sul e norte', de Manuel Filho, en un proyecto de lectura realizado con estudiantes de 9° grado de una escuela pública. En el análisis cualitativo de la pesquisa-acción, observamos que, aunque las ideologías coloniales cristianas siguen vigentes en la praxis escolar, validando argumentos sobre los temas abordados, la literacidad crítica emerge como una opción transformadora de carácter universalista y visiones excluyentes en la sociedad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we problematize students&#8217; reading as possibility of critical literacy in relation to gender, sexuality, race and family arrangements, from reception of paradidatic book &#8220;Vento Forte, de sul e norte&#8221;, written by Manuel Filho, in a reading project carried out at public elementary school. Based on qualitative paradigm of action-research, by analyzing paradidactic book, the conversation circles and students&#8217; texts, we notice that, although Christian colonial ideologies remain in force in school praxis, validating arguments in relation to topics discussed in class, critical literacy emerges as an option to transform universalist and exclusionary visions in society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Letramento crítico]]></kwd>
<kwd lng="pt"><![CDATA[Leitura paradidática]]></kwd>
<kwd lng="pt"><![CDATA[(De)colonialidade]]></kwd>
<kwd lng="es"><![CDATA[Literacidad crítica]]></kwd>
<kwd lng="es"><![CDATA[Lectura paradidáctica]]></kwd>
<kwd lng="es"><![CDATA[(De)colonialidad]]></kwd>
<kwd lng="en"><![CDATA[Critical literacy]]></kwd>
<kwd lng="en"><![CDATA[Paradidactic reading]]></kwd>
<kwd lng="en"><![CDATA[(De)coloniality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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