<?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>S0100-15742024000100623</article-id>
<article-id pub-id-type="doi">10.1590/1980531410746</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;REGINALDO PRANDI&#8221;, TERCEIRA MULHER DE XANGÔ: LEITURAS ERRANTES DE NOMES PRÓPRIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;REGINALDO PRANDI&#8221;, THIRD WIFE OF XANGÔ: WANDERING READINGS OF PROPER NAMES]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8220;REGINALDO PRANDI&#8221;, TERCERA MUJER DE XANGÔ: LECTURAS ERRANTES DE NOMBRES PROPIOS]]></article-title>
<article-title xml:lang="fr"><![CDATA[&#8220;REGINALDO PRANDI&#8221;, TROISIÈME ÉPOUSE DE XANGO: LECTURES ERRONÉES DE NOMS PROPRES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riolfi]]></surname>
<given-names><![CDATA[Claudia Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Emari]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Renata de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Taubaté (Unitau)  ]]></institution>
<addr-line><![CDATA[Taubaté SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso do Sul (IFMS)  ]]></institution>
<addr-line><![CDATA[Ponta Porã MS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100623&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100623&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100623&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Para compreender narrativas, é necessário entender como se chamam seus personagens e lugares. Entretanto, pouco se sabe a respeito de como, ao ler, estudantes do quinto ano do ensino fundamen- tal &#8722; anos iniciais &#8722; recuperam correferentes que permitam o discernimento de nomes próprios. Visando a analisar como esse processo se dá, convidamos 159 participantes, de 9 municípios brasi- leiros, para reagir a questões cujas respostas são nomes de pessoas e localidades. Descobrimos que 50% dos participantes não conseguem ligar os nomes de um texto da literatura afro-brasileira com os segmentos necessários para interpretá-los. O artigo expõe os desafios relativos à língua, ao texto e ao discurso possivelmente correlacionados com a construção das hipóteses equivocadas feitas pelas crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to understand narratives, it is necessary to understand the names of their characters and places. However, little is known about how, when reading, students in the fifth year of basic education - early years - can identify correlatives that allow them to discern proper names. To analyze how this process takes place, we invited 159 participants from 9 Brazilian municipalities to respond to questions whose answers were the names of people and places. We found that 50% of the participants were unable to link the names of a text of Afro-Brazilian literature with the segments needed to interpret them. The article describes the challenges related to language, text and discourse that are probably related to the construction of the mistaken hypotheses made by the children.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para comprender las narrativas, es necesario entender cómo se llaman sus personajes y lugares. Sin embargo, poco se sabe sobre cómo, al leer, los estudiantes de quinto año de educación primaria -años iniciales- recuperan correferentes que permiten el discernimiento de los nombres propios. Con el objetivo de analizar cómo se da este proceso, invitamos a 159 participantes, de 9 municipios brasileños, para reaccionar a preguntas cuyas respuestas son nombres de personas y lugares. Descubrimos que el 50% de los participantes no consigue conectar los nombres de un texto de la literatura afrobrasileña con los segmentos necesarios para interpretarlos. El artículo expone los desafíos relacionados a la lengua, al texto y al discurso posiblemente correlacionados con la construcción de las hipótesis erróneas formuladas por los niños.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Pour comprendre les récits, il faut aussi comprendre comment s&#8217;appellent les personnages et les lieux. Or, on ne sait pas vraiment comment les élèves du cours moyen détectent, lors de la lecture, les coréférences leur permettant de reconnaître les noms propres. Afin d&#8217;analyser ce processus, nous avons invité 159 participants de 9 municipalités brésiliennes à répondre à des questions dont les réponses étaient des noms de personnes et de lieux. Nous avons constaté que 50% d&#8217;entre eux n&#8217;étaient pas capables d&#8217;associer les noms aux segments nécessaires à leur interprétation quand il s&#8217;agissait d&#8217;un texte de littérature afro-brésilienne. L&#8217;article présente les défis liés à la langue, au texte et au discours qui peuvent être corrélés à la construction d&#8217;hypothèses erronées de la part des enfants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[LEITURA]]></kwd>
<kwd lng="pt"><![CDATA[COMPREENSÃO]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO DA LÍNGUA MATERNA]]></kwd>
<kwd lng="pt"><![CDATA[CULTURA AFRO-BRASILEIRA]]></kwd>
<kwd lng="en"><![CDATA[READING]]></kwd>
<kwd lng="en"><![CDATA[COMPREHENSION]]></kwd>
<kwd lng="en"><![CDATA[MOTHER TONGUE INSTRUCTION]]></kwd>
<kwd lng="en"><![CDATA[AFRO-BRAZILIAN CULTURE]]></kwd>
<kwd lng="es"><![CDATA[LECTURA]]></kwd>
<kwd lng="es"><![CDATA[COMPRENSIÓN]]></kwd>
<kwd lng="es"><![CDATA[ENSEÑANZA DE LA LENGUA MATERNA]]></kwd>
<kwd lng="es"><![CDATA[CULTURA AFROBRASILEÑA]]></kwd>
<kwd lng="fr"><![CDATA[LECTURE]]></kwd>
<kwd lng="fr"><![CDATA[COMPRÉHENSION]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT DE LA LANGUE MATERNELLE]]></kwd>
<kwd lng="fr"><![CDATA[CULTURE AFRO-BRÉSILIENNE]]></kwd>
</kwd-group>
</article-meta>
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