<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100623</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349247334por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[No palimpsesto da sala de aula: a legitimação de obras literárias em disputa na escola]]></article-title>
<article-title xml:lang="en"><![CDATA[In the palimpsest of the classroom: the legitimation of disputed literary works at school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amparo]]></surname>
<given-names><![CDATA[Patrícia Aparecida do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A1a">
<institution><![CDATA[,Universidade de São Paulo  ]]></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>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100623&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100623&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100623&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta alguns resultados de uma pesquisa que buscou compreender as disputas pela leitura legítima de obras literárias no cotidiano escolar. Entendeu-se, a partir dela, que a leitura ganha sentidos na trama do cotidiano conforme as ações de professores e alunos revelam pontos de vista socialmente estruturados acerca da questão, questionandose, frequentemente, os imperativos escolares. Para tanto, em diálogo com autores como Pierre Bourdieu e Roger Chartier, foram realizadas observações de aula em três turmas de língua portuguesa do ensino médio, duas delas na modalidade regular e uma na Educação de Jovens e Adultos (EJA), cujos registros deram origem aos Diários de campo. Assim, a investigação se vale de recursos da etnografia escolar. Entrevistas semiestruturadas com duas professoras e oito estudantes, adolescentes e adultos, igualmente compõem o material de pesquisa. Objetivou-se, assim, compreender as tensões referentes à cultura legítima no interior de um nível de ensino que vem passando por variados processos de expansão e questionamento de seus sentidos formativos. A análise das fontes permite-nos ver a leitura como elemento que sustenta e estrutura uma dimensão relevante da vida escolar, ao mesmo tempo em que seus sentidos são construídos segundo as lógicas das interações cotidianas que auxiliam na classificação e identificação das práticas legítimas. Foi possível descrever as salas de aula à imagem do palimpsesto, em que as referências de leitura dos alunos e dos professores ocupam espaço marginal, porém pressionam as atividades e as disposições literárias oferecidas aos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents some results of research seeking to understand the disputes for the legitimate reading of literary works in daily school life. Based on it, it was understood that reading gains meanings in the fabric of daily life as the actions of teachers and students reveal socially structured points of view on the issue, frequently questioning the school imperatives. To this end, in dialogue with authors such as Pierre Bourdieu and Roger Chartier, class observations were carried out in three Portuguese-speaking high school classes, two of which in the regular modality and one in Young Adults Education (EJA), whose records originated the Field Diaries. Thus, the investigation uses the resources of school ethnography. Semi-structured interviews with two teachers and eight students, teenagers and adults, also make up the research material. Thus, the objective was to understand the tensions related to legitimate culture within a level of education that has been going through various processes of expansion and questioning of its formative meanings. The analysis of sources allows us to see reading as an element that supports and structures a relevant dimension of school life, while its meanings are constructed according to the logic of everyday interactions that help in the classification and identification of legitimate practices. It was possible to describe classrooms in the image of the palimpsest, in which the reading references of students and teachers occupy a marginal space but put pressure on the activities and literary dispositions offered to students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cotidiano escolar]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de leitura escolares]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Obras literárias]]></kwd>
<kwd lng="en"><![CDATA[School life]]></kwd>
<kwd lng="en"><![CDATA[School reading practices]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
<kwd lng="en"><![CDATA[Literary works]]></kwd>
</kwd-group>
</article-meta>
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