<?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>S0100-15742025000100533</article-id>
<article-id pub-id-type="doi">10.1590/1980531412075</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[FORMACIÓN Y REPRESENTACIONES DE LAS PRÁCTICAS DE LECTURA DE TEXTOS ESCOLARES]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER TRAINING AND REPRESENTATIONS OF SCHOOL TEXT READING PRACTICES]]></article-title>
<article-title xml:lang="fr"><![CDATA[FORMATION ET REPRÉSENTATIONS DES PRATIQUES DE LECTURE SCOLAIRE]]></article-title>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO E REPRESENTAÇÕES DAS PRÁTICAS DE LEITURA DE TEXTOS ESCOLARES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda Castillo]]></surname>
<given-names><![CDATA[Luz Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paulet Piedra]]></surname>
<given-names><![CDATA[Nicole]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Laboratório de Educação (Labedu)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Laboratório de Educação (Labedu)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></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>55</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742025000100533&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742025000100533&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742025000100533&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aprender a Estudar Textos (AET) es un programa de formación continuada de docentes enfocado en la lectura y comprensión de textos escolares en el 4º y 5º años de educación primaria. A partir de ciclos de estudio e implementación de planificaciones modelo, AET busca favorecer la conceptualización y apropiación de prácticas de lectura eficaces. El análisis temático de autorregistros elaborados por maestras participantes muestra que las referencias introducidas en la formación son incorporadas a sus representaciones de la práctica, evidenciando avances en la variedad y profundidad de las acciones e intencionalidades citadas. Los resultados reflejan el potencial del uso de estrategias de análisis de la práctica, en procesos cíclicos, para promover reflexiones sobre qué, cómo y para qué enseñar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Aprender a Estudar Textos [Learning to Study Texts] (AET) is a teacher professional development program that focuses on reading and comprehension of academic texts in the 4th and 5th grades of elementary school. Through cycles of study and the implementation of model lesson plans, AET aims to support the conceptualization and adoption of effective reading practices. A thematic analysis of self-reports created by participating teachers shows that the concepts introduced in the professional development sessions are incorporated into the representations of teachers&#8217; own practices, increasing the variety and depth of the actions and intentionalities they describe. The results reflect the potential of analyzing representations of practice to promote reflection on what, how, and why to teach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Aprender a Estudar Textos [Apprendre à Étudier des Textes] (AET) est un programme de formation continue destiné aux enseignants du 1er cycle de l&#8217;enseignement fondamental (équivalent du CM1-CM2 en France). Centré sur la lecture et la compréhension de textes, il s&#8217;appuie sur des cycles d&#8217;étude et sur la mise en &#339;uvre de propositions modèles. L&#8217;AET vise à soutenir la conceptualisation et l&#8217;appropriation de pratiques de lecture efficaces. L&#8217;analyse thématique des auto-enregistrements réalisés par les enseignantes participantes met en évidence l&#8217;intégration des références introduites au cours de la formation dans leurs propres représentations de la pratique, entraînant des progrès quant à la diversification et à l&#8217;approfondissement des actions et des intentions mentionnées. Les résultats soulignent ainsi le potentiel de l&#8217;utilisation de stratégies d&#8217;analyse de la pratique, s&#8217;inscrivant dans des processus cycliques, pour favoriser une réflexion sur le quoi, le comment et le pourquoi enseigner.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Aprender a Estudar Textos (AET) é um programa de formação continuada de docentes focado na leitura e compreensão de textos escolares no 4º e 5º anos do ensino fundamental. A partir de ciclos de estudo e implementação de propostas modelares, o AET busca favorecer a conceitualização e apropriação de práticas de leitura eficazes. A análise temática de registros elaborados pelas professoras participantes mostra que as referências introduzidas na formação são incorporadas a suas representações da prática, evidenciando avanços na variedade e profundidade das ações e intencionalidades citadas. Os resultados refletem o potencial do uso de estratégias de análise da prática, em processos cíclicos, para promover reflexões sobre o que, como e para que ensinar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[LECTURA]]></kwd>
<kwd lng="es"><![CDATA[ESCUELA PRIMARIA]]></kwd>
<kwd lng="es"><![CDATA[FORMACIÓN CONTINUADA DE DOCENTES]]></kwd>
<kwd lng="es"><![CDATA[LENGUAJE]]></kwd>
<kwd lng="en"><![CDATA[READING]]></kwd>
<kwd lng="en"><![CDATA[ELEMENTARY TEACHING]]></kwd>
<kwd lng="en"><![CDATA[IN-SERVICE PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[LANGUAGE]]></kwd>
<kwd lng="fr"><![CDATA[LECTURE]]></kwd>
<kwd lng="fr"><![CDATA[ENSEIGNEMENT FONDAMENTAL]]></kwd>
<kwd lng="fr"><![CDATA[FORMATION CONTINUE DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[LANGAGE]]></kwd>
<kwd lng="pt"><![CDATA[LEITURA]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO FUNDAMENTAL]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO CONTINUADA DE PROFESSORES]]></kwd>
<kwd lng="pt"><![CDATA[LINGUAGEM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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