<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15741992000400003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Afinal, onde está a leitura?]]></article-title>
<article-title xml:lang="en"><![CDATA[After all, where is reading?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bajard]]></surname>
<given-names><![CDATA[Élie]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,MEC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Consulado Geral da França  ]]></institution>
<addr-line><![CDATA[SP ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>1992</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>1992</year>
</pub-date>
<numero>83</numero>
<fpage>29</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741992000400003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741992000400003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741992000400003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A ausência de material escrito em exposição e à disposição dos alunos das séries iniciais de escolas públicas no Brasil alerta para uma grave distorção. No esteio do construtivismo e outras tendências, a introdução à língua escrita dá-se através da produção de texto pela criança, negligenciando-se a leitura. Este artigo faz um breve apanhado das práticas sociais da escrita e de sua história, assim como do nexo entre o papel do pedagogo e a pesquisa sobre alfabetização - especialmente as realizadas por Emilia Ferreiro e seguidores. Apontando os efeitos em sala de aula decorrentes da primazia à produção de texto na aprendizagem da língua, pleiteia medidas para corrigir a distorção e levar os alfabetizados ao efetivo domínio da leitura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[First grade children in Brazilian public schools are seldom exposed to, or have access to, written matter, which points to a serious distortion. Following constructivism and other trends, children are introduced to written language mainly through producing their own text, reading being thus neglected. By drawing on writing social practices and their history, this paper discusses the links between pedagogues' role and research on learning - especially research made by Emilia Ferreiro and followers -, showing the effects of the children-writing approach on to the classroom, and suggesting measures to enable children to reach effective reading.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2><strong>Afinal, onde est&aacute; a leitura?&nbsp; </strong></h2> <h3><strong>After all,  where is reading?</strong></h3>     <p>&nbsp;</p> <h4><strong>Élie Bajard  </strong></h4> </font>      ]]></body>
</article>
