<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352017000400014</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2017v55n46ID13290</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tenho um problema: não gosto de ler! A jornada formativa de uma mediadora de leitura]]></article-title>
<article-title xml:lang="es"><![CDATA[Tengo un problema: ¡No me gusta leer!: El trabajo formativo de una mediadora de lectura]]></article-title>
<article-title xml:lang="en"><![CDATA[I have a problem: I don&#8217;t like to read! A reading mediator formative journey]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuberman]]></surname>
<given-names><![CDATA[Flavia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amarilha]]></surname>
<given-names><![CDATA[Marly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ministério de Educação  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>55</volume>
<numero>46</numero>
<fpage>14</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352017000400014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352017000400014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352017000400014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo focaliza aspectos de um trabalho etnometodol&#243;gico que teve como l&#243;cus uma escola p&#250;blica estadual, de ensino fundamental, em Natal - RN (Brasil). Investigou a recep&#231;&#227;o da leitura de literatura por parte de uma professora de 4&#186; ano, que revelou n&#227;o gostar de ler nem se considerar leitora de literatura. Os fundamentos te&#243;ricos baseiam-se, principalmente, em Coulon (1995; 1995a), Vigotsky (1989; 1991; 2003), Graves e Graves (1995), Smith (1991), Jauss (2002), Iser (1996; 1999) e Amarilha (2012; 2013). Com escuta sens&#237;vel, procurou-se fornecer andaime &#224; professora em 30 sess&#245;es de leitura. Os procedimentos do trabalho foram aplicados com flexibilidade, objetivando atender ao processo formativo. Foram instrumentos duas entrevistas semiestruturadas com a professora, no in&#237;cio e no fim da pesquisa e, um di&#225;rio de campo. Ressalta-se que, na leitura, a rela&#231;&#227;o texto-vida foi estabelecida pela professora ainda com certa ingenuidade, o que a impediu de vivenciar o ficcional como uma atividade simb&#243;lica, l&#250;dica. Entretanto, houve mudan&#231;as e a media&#231;&#227;o foi fundamental nesse percurso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo se centra en aspectos de investigaci&#243;n cualitativa y etnometodol&#243;gica que tuvo como locus una escuela primaria estatal, ubicada en Natal - RN (Brasil). H&#225; investigado La recepci&#243;n dela lectura de literatura por parte de una maestra de 4&#186; a&#241;o a la que, seg&#250;n revel&#243;, no Le gustaba leer y no se consideraba lectora de literatura. Los fundamentos te&#243;ricos se basan, principalmente, en Coulon (1995, 1995a), Vigotsky (1989; 1991; 2003), Graves y Graves (1995), Smith (1991), Jauss (2002), Iser (1996; 1999) y Amarilha (2012; 2013). Con escucha sensible, se procur&#243; proporcionar andamio a la profesora en 30 sesiones de lectura. Los procedimientos de investigaci&#243;n fueron aplicados con flexibilidad, tomando encuenta el proceso formativo. Fueron instrumentos dos entrevistas semi-estructuradas, realizadas con la maestra al principio y al final de la investigaci&#243;n y un diario de investigaci&#243;n. Vale destacar que la relaci&#243;n texto-vida fue establecida por la maestra concierta ingenuidad, lo que le impidi&#243; vivenciar lo ficcional como una actividad simb&#243;lica, l&#250;dica. Sin embargo, hubo cambios y La mediaci&#243;n fue fundamental en este recorrido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article focus on aspects of a qualitative and ethnomethodological research developed in a state public primary school, in Natal-RN (Brazil). It investigated the reception of literature reading by a 4th grade teacher, who revealed not to like reading nor considered herself a literature reader. Theoretical foundations are based, mainly, on Coulon (1995; 1995a), Vigotsky (1989; 1991; 2003), Graves and Graves (1995), Smith (1991), Jauss (2002), Iser (1996; 1999) and Amarilha (2012; 2013). With sensitive listening we tried to provide scaffolding to the teacher in 30 reading sessions. Research proceedings were applied with flexibility aiming to attend the training process. As instrument of collecting data two semi-structured interviews were used with the teacher at the beginning and at the end of the research, and a field diary. It was observed that, in reading, the text-life relationship was established by the teacher with some naivety, which prevented her from experiencing the fictional as a symbolic, playful activity. However, there were changes and mediation was fundamental in this process]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura de literatura]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="es"><![CDATA[Lecturade literatura]]></kwd>
<kwd lng="es"><![CDATA[Mediación]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="en"><![CDATA[Literature reading]]></kwd>
<kwd lng="en"><![CDATA[Mediation]]></kwd>
<kwd lng="en"><![CDATA[Teacher trainning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</name>
</person-group>
<source><![CDATA[Diário de campo]]></source>
<year></year>
<publisher-loc><![CDATA[Natal (Rio Grande do Norte, Brasil) ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
