<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062020000100078</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s13958</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LEITURA COMO PRÁTICA CULTURAL POLIMORFA: O QUE SE PROPÕE AO &#8220;OPRIMIDO&#8221;?]]></article-title>
<article-title xml:lang="en"><![CDATA[READING AS CULTURAL PRACTICE POLIMORFA: WHAT IS PROPOSED TO THE "OPRIMIDO"?]]></article-title>
<article-title xml:lang="es"><![CDATA[LA LECTURA COMO PRÁCTICA CULTURAL POLIMÓRFICA: ¿QUÉ SE PROPONE A LOS "OPRIMIDOS"?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Adriana Cavalcanti dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cusati]]></surname>
<given-names><![CDATA[Iracema Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra]]></surname>
<given-names><![CDATA[Maria das Graças Gonçalves Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Petrolina Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062020000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa as proposições das práticas de leitura no livro didático de língua portuguesa destinado à Educação de Jovens e Adultos do Ensino Médio, desvelando a perspectiva, ou não, da leitura como aprendizagem cultural polimorfa. No contexto da cultura letrada, direito de todos os cidadãos, linguagem e aprendizagem são fundamentais para o desenvolvimento do indivíduo. O corpus de análise foram os gêneros textuais, os encaminhamentos para a leitura e as propostas de compreensão dos referidos gêneros. Os resultados da análise indicam a presença predominante de gêneros literários no Livro Didático (LD), e que a perspectiva da leitura como aprendizagem cultural polimorfa, no conjunto das práticas de leitura propostas no LD, pode ser observada ainda timidamente nas unidades analisadas. A investigação mostrou que os textos abordados no ensino médio, no âmbito escolar, a partir das sugestões do LD, na maioria das vezes, não possibilitam práticas de letramento, nas quais os jovens possam engajar e aproximar seus interesses às atividades de leitura e escrita propostas em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article analyses the propositions of reading practices in the Portuguese language textbook for the Education of Youth and Adults in High School, revealing the perspective, or not, of reading as polymorphic cultural learning. In the context of literate culture, the right of all citizens, language and learning are fundamental for the development of the individual. The corpus of analysis were the textual genders, the referrals for reading and the proposals for understanding these genders. The results of the analysis point to the predominant presence of literary genres in the Textbook (LD), and that the perspective of reading as a polymorphic cultural learning, in the set of reading practices proposed in LD, can still be observed timidly in the units analyzed. The investigation showed that the texts addressed in high school in the school, from the suggestions of the LD, in most cases, do not allow literacy practices in which young people can engage and bring their interests to the reading and writing activities proposed in the classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo analiza las propuestas de prácticas de lectura en el libro de texto en lengua portuguesa para la Educación de Jóvenes y Adultos en la Enseñanza Secundaria, revelando la perspectiva, o no, de la lectura Como aprendizaje cultural polimórfico. En el contexto de la cultura alfabetizada, el derecho de todos los ciudadanos, el idioma y el aprendizaje son fundamentales para el desarrollo de la persona. El corpus de análisis fueron los géneros textuales, las referencias para la lectura y las propuestas para entender estos géneros. Los resultados del análisis apuntan a la presencia predominante de los géneros literarios en el Libro de Texto (LD), y que la perspectiva de la lectura como aprendizaje cultural polimórfico, en el conjunto de prácticas de lectura propuestas en LD, todavía se puede observar tímidamente en las unidades analizadas. La investigación mostró que los textos abordados en el bachillerato en la escuela, a partir de las sugerencias de la LD, en la mayoría de los casos, no permiten prácticas de alfabetización en las que los jóvenes puedan involucrarse y llevar sus intereses a las actividades de lectura y escritura propuestas en el aula.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[En el instituto]]></kwd>
<kwd lng="es"><![CDATA[Educación de jóvenes y adultos]]></kwd>
</kwd-group>
</article-meta>
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