<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432021000300310</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2021.v30.n63.p310-326</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RODAS DE LEITURA NA EDUCAÇÃO INFANTIL: A FORMAÇÃO DE &#8220;LEITORES PENSANTES&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[READING SESSIONS IN KINDERGARTEN: FOSTERING &#8220;THOUGHTFUL READERS&#8221;]]></article-title>
<article-title xml:lang="es"><![CDATA[LECTURAS EN LA EDUCACIÓN INFANTIL: LA FORMACIÓN DE &#8220;LECTORES PENSANTES&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brandão]]></surname>
<given-names><![CDATA[Ana Carolina Perrusi Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bezerra]]></surname>
<given-names><![CDATA[Ana Raquel da Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Jane Rafaela Pereira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco Centro de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPE Grupo de pesquisa em Práticas de Leitura e Escrita na Educação Infantil Grupo de Estudo e Pesquisa Linguagem, Leitura e Letramento]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<fpage>310</fpage>
<lpage>326</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432021000300310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432021000300310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432021000300310&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo analisa a mediação da leitura e conversa sobre textos literários, identificando que aspectos dessa mediação poderiam contribuir para a formação de &#8220;leitores pensantes&#8221; (CHAMBERS, 2011) e que, ativamente, buscam construir sentidos. Para isso, três rodas de história conduzidas com crianças entre 4 e 5 anos, por três professoras de instituições públicas do Recife, foram videogravadas e transcritas. Os livros de literatura selecionados pelas professoras também foram analisados, indicando-se as &#8220;oportunidades&#8221; oferecidas pelos textos e ilustrações para engajar as crianças na atividade de construção de sentidos. Em seguida, foi examinado o processo de produção conjunta de significados entre cada professora e seu grupo de crianças com vistas a refletir sobre as interações que propiciavam uma maior aproximação com os implícitos da narrativa e com as pistas dadas pelas ilustrações. Conduzir a leitura de livros de literatura nessa perspectiva revelou-se uma atividade complexa, mas possível, como se constatou na mediação realizada por uma das três professoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study analyzes the reading and talk mediation with literary texts, identifying which aspects of this mediation contribute to form &#8220;thoughtful readers&#8221; (CHAMBERS, 2011) who actively seek to build meanings from the texts. In order to do this, three reading sessions with children between 4-5 years old, conducted by three teachers from public schools in Recife, Brazil, were videotaped and transcribed. The literature books selected by teachers were also analyzed, indicating the &#8220;opportunities&#8221; offered by the texts and illustrations to engage the children in the activity of meaning construction. Then, the process of interactive book reading and production of shared meanings was examined. The idea was to reflect on interactions between each teacher and their groups of children that could trigger a closer look at the narrative&#8217;s gaps and clues provided by the illustrations. Conducting reading sessions of literature books in this perspective proved to be a complex but possible activity, as was found in the mediation performed by one of the three teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudioanalizalamediación de lectura y laconversación sobre textos literarios, identificando qué aspectos de esta mediaciónpodrían contribuir a laformación de &#8220;lectores pensantes&#8221; (CHAMBERS, 2011) y quienesbuscanactivamente construir significados. Para esto, se grabaron y transcribierontresruedas de historias conducidasconniños entre 4 y 5 años por tresprofesoras de instituciones públicas de Recife. También se analizaron los libros de literatura seleccionados por lasprofesoras, indicando las &#8220;oportunidades&#8221; que ofrecenlos textos y lasilustraciones para involucrar a losniñosenlaactividad de construcción de significado. Luego, se examinóelproceso de producción conjunta de significados entre cada maestra y su grupo de niños para reflexionar sobre lasinteracciones que proporcionaron una aproximación más cercana a la narrativa implícita y las pistas dadas por lasilustraciones. Llevar a cabo lalectura de libros de literatura en esta perspectiva resultó ser una actividadcompleja pero posible, como se encontróenlamediación realizada por uno de lastresprofesoras.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[mediação de leitura]]></kwd>
<kwd lng="pt"><![CDATA[leitores pensantes]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="en"><![CDATA[mediation]]></kwd>
<kwd lng="en"><![CDATA[thoughtful readers]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="es"><![CDATA[mediación lectora]]></kwd>
<kwd lng="es"><![CDATA[lectores pensantes]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
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