<?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>S1981-81062020000100079</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s13999</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS DE LEITURA NO CONTEXTO ESCOLAR: A IMPORTÂNCIA DO DIALOGISMO NA FORMAÇÃO DO LEITOR]]></article-title>
<article-title xml:lang="en"><![CDATA[READING PRACTICES IN THE SCHOOL CONTEXT: THE IMPORTANCE OF DIALOGISM IN THE FORMATION OF THE READER]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE LECTURA EN EL CONTEXTO ESCOLAR: LA IMPORTANCIA DEL DIALOGISMO EN LA FORMACIÓN DEL LECTOR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Biff]]></surname>
<given-names><![CDATA[Vanessa Levati]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menti]]></surname>
<given-names><![CDATA[Magali de Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Veronice Camargo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense  ]]></institution>
<addr-line><![CDATA[Sapucaia do Sul Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Bagé Rio Grande do Sul]]></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=S1981-81062020000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo discute as práticas de leitura realizadas no contexto escolar, evidenciando a importância da leitura dialógica na formação do leitor, segundo a noção de dialogismo de Bakhtin, por meio de uma pesquisa bibliográfica e documental. Problematizam-se as possíveis concepções de leitura, a partir dos diferentes processos de ensino-aprendizagem, com base em Mizukami (1986), Gadotti (1999) e Silva (1999). Entende-se a leitura como um processo dialógico, propondo-a como possibilidade de atuação educativa que promova a formação do leitor em contexto escolar, considerando os dados obtidos em duas teses referentes às práticas de leitura e à escola e o que determinam os Parâmetros Curriculares Nacionais (PCNs) e a Base Nacional Comum Curricular (BNCC) no tocante à leitura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article discusses the reading practices performed in the school context, highlighting the importance of dialogic reading in the reader's formation, based on Bakhtin's notion of dialogism, through a bibliographic and documentary research. The possible conceptions of reading from the different teaching-learning processes are problematized, based on Mizukami (1986), Gadotti (1999) and Silva (1999). Reading is understood as a dialogical process, proposing it as a possibility of educational action that promotes the formation of the reader in the school context, considering the data obtained in two theses concerning reading practices and school, and what determines the Brazilians&#8217; Parâmetros Curriculares Nacionais (PCN) and Base Nacional Comum Curricular(BNCC) regarding reading.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo discute las prácticas de lectura realizadas en el contexto escolar, destacando la importancia de la lectura dialógica en la formación del lector, según la noción de dialogismo de Bakhtin, a través de una investigación bibliográfica y documental. Las posibles concepciones de la lectura de los diferentes procesos de enseñanza-aprendizaje están problematizadas, basadas en Mizukami (1986), Gadotti (1999) y Silva (1999). La lectura se entiende como un proceso dialógico, proponiéndolo como una posibilidad de acción educativa que promueve la formación del lector en el contexto escolar, considerando los datos obtenidos en dos tesis sobre prácticas de lectura y escuela y en lo que determinan los Parâmetros Curriculares Nacionais (PCNs) y la Base Nacional Comum Curricular brasileños (BNCC) sobre lectura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas de Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Leitor]]></kwd>
<kwd lng="pt"><![CDATA[Dialogismo]]></kwd>
<kwd lng="pt"><![CDATA[Leitura Dialógica]]></kwd>
<kwd lng="en"><![CDATA[Reading Practices]]></kwd>
<kwd lng="en"><![CDATA[Formation of the Reader]]></kwd>
<kwd lng="en"><![CDATA[Dialogism]]></kwd>
<kwd lng="en"><![CDATA[Dialogic Reading]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de Lectura]]></kwd>
<kwd lng="es"><![CDATA[Formación del Lector]]></kwd>
<kwd lng="es"><![CDATA[Dialogismo]]></kwd>
<kwd lng="es"><![CDATA[Lectura Dialógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
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</name>
</person-group>
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<year>2000</year>
<edition>3. ed.</edition>
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</nlm-citation>
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</name>
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<name>
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</name>
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</name>
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</nlm-citation>
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<year>1997</year>
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</name>
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<year>1999</year>
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</nlm-citation>
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<person-group person-group-type="author">
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<surname><![CDATA[MIZUKAMI]]></surname>
<given-names><![CDATA[M. G. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensino: as abordagens do processo]]></source>
<year>1986</year>
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<source><![CDATA[Práticas de leitura entre leitores escolares e leitores contemporâneos: a ilusão do real]]></source>
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</back>
</article>
