<?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>S1981-81062025000100145</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.69.s18160</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As múltiplas facetas da alfabetização: uma reflexão introdutória]]></article-title>
<article-title xml:lang="en"><![CDATA[The multiple facets of literacy: an introductory reflection]]></article-title>
<article-title xml:lang="es"><![CDATA[Las múltiples facetas de la alfabetización: una reflexión introductoria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neuvald]]></surname>
<given-names><![CDATA[Luciane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hartinger]]></surname>
<given-names><![CDATA[Karina de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wolf]]></surname>
<given-names><![CDATA[Rosângela Abreu do Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Guarapuava Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Guarapuava Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Guarapuava Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>69</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000100145&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000100145&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os baixos índices do Brasil em relação ao domínio da leitura e da escrita colocam em evidência essa temática e a necessidade de abordá-la em todas as suas dimensões. Sendo assim, este artigo objetiva refletir sobre a complexidade do processo de alfabetização e de letramento, mais especificamente sobre os aspectos sociocultural, cognitivo, pedagógico e linguístico nele envolvidos. Trata-se de uma pesquisa bibliográfica que parte do pressuposto de que a leitura e a escrita são práticas sociais e culturais que se inserem em uma arena de disputas e de tramas de significações cuja discussão é parte constitutiva do primeiro momento deste texto. Com base nesses pressupostos, discute-se a questão metodológica da alfabetização, elegendo-se os seguintes autores: Paulo Freire, Eglê Franchi e Magda Soares. O entendimento da complexidade da alfabetização possibilita uma visão crítica acerca dos discursos que pretendem simplificá-la ou abordá-la pontualmente, uma vez que alfabetizar não é apenas ensinar o educando a decodificar códigos, mas auxiliá-lo na construção de esquemas cognitivos do sistema alfabético, na compreensão do mundo e da função social da escrita, em suas múltiplas variedades linguísticas e tipológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The low levels of reading and writing mastery in Brazil highlight this issue, making it necessary to address it in all its dimensions. Therefore, this paper reflects on complexity of the literacy process, specifically on social, cultural, cognitive, pedagogical and linguistic perspectives. This is a bibliographical research, with an initial approach that reading and writing are social and cultural practices, which are inserted in an arena of disputes and meanings. This discussion constitutes the first moment of this text. The methodological issue of literacy is discussed, choosing the authors: Paulo Freire, Eglê Franchi and Magda Soares. The complexity of literacy enables a critical view of the discourses that intend to simplify it or address it specifically, since literacy is not only teaching students to clarify codes, but also helping them in the construction of cognitive schemes of the alphabetic system, in understanding the world and the social function of writing, in its multiple linguistic and typological varieties.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los bajos niveles en cuanto ao dominio de la lectura y la escritura en Brasil ponen em relieve este problema y la necesidad de abordarlo en todas sus dimensiones. Por ello, este artículo reflexiona sobre la complejidad del proceso de alfabetización y letramiento, específicamente sobre los aspectos sociocultural, cognitivo, pedagógico y lingüístico em él involucrados. Se trata de una investigación bibliográfica que presupone que la lectura y la escritura son prácticas sociales y culturales que se insertan en un ámbito de disputas y significados cuya discusión constituye el primer momento de este texto. Com base en estos presupuestos, se discute la cuestión metodológica de la alfabetización, eligiéndose los siguientes autores: Paulo Freire, Eglê Franchi y Magda Soares. La comprensión de la complejidad de la alfabetización posibilita una visión crítica de los discursos que pretenden simplificarla o abordarla específicamente, ya que alfabetizar no es sólo enseñar a los estudiantes a decodificar códigos, sino también ayudarlos en la construcción de esquemas cognitivos del sistema alfabético, em el entendimiento del mundo y de la función social de la escritura, en sus múltiples variedades lingüísticas y tipológicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Abordagens do ensino]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Oralidade]]></kwd>
<kwd lng="en"><![CDATA[Teaching approaches]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Orality]]></kwd>
<kwd lng="es"><![CDATA[Abordajes de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Escritura]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Oralidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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