<?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>S1517-97022025000100402</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551282427por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação do alfabetizador e ensino da língua portuguesa: o agir pelo discurso de Magda Soares1]]></article-title>
<article-title xml:lang="en"><![CDATA[Literacy teacher education and portuguese language pedagogy: discoursive agency in Magda Soares work*1]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[Ilsa do Carmo Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Lavras Departamento de Gestão Educacional, Teorias e Práticas de Ensino ]]></institution>
<addr-line><![CDATA[Lavras Minas Gerais]]></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>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As discussões sobre letramento tomaram forma no Brasil a partir da década de 1990. Nesse contexto, as pesquisas e os estudos de Magda Soares ganharam notoriedade por consolidar vertentes discursivas, por reelaborar as concepções e conceitos referentes à alfabetização e ao letramento, bem como por promover ações formativas aos profissionais da área da educação. Diante disso, este texto objetiva refletir sobre as percepções de Magda Soares acerca da formação do professor alfabetizador e do ensino da língua portuguesa, no âmbito do agir docente. Para tanto, assume-se a perspectiva teórica e metodológica do Interacionismo Sociodiscursivo de Jean Bronckart, pela qual baliza-se a análise reflexiva do conceito de linguagem, de alfabetização e letramentos, a fim de dar visibilidade aos discursos produzidos em torno da temática, tendo em vista a repercussão destes conceitos tanto na formação docente quanto no contexto das práticas de leitura e escrita, especificamente na alfabetização. A pesquisa subsidia-se na abordagem enunciativa-discursiva da linguagem de Mikhail Bakhtin e Valentin Volochinov e na concepção do agir nos discursos de Jean Bronckart. A partir do tema da significação identificaram-se três percepções que nortearam os discursos: a escola e o contexto social, a delimitação do conceito de letramento e a discussão acerca do professor alfabetizador. Essas percepções são guiadas pela ação responsiva, na qual o agir pelo discurso se torna o eixo central na produção acadêmica de Magda Soares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The conceptual framework of letramento (sociocultural literacy practices) emerged in Brazilian academic discourse during the 1990s. In this context, Magda Soares&#8217; research and studies have gained notoriety for consolidating discursive strands, for reworking conceptions and concepts relating to basic literacy and functional literacy, as well as for promoting training actions for education professionals. With this in mind, this text aims to reflect on Magda Soares&#8217; perceptions about the training of literacy teachers and the teaching of the Portuguese language, within the scope of teaching action. To this end, it takes the theoretical and methodological perspective of Jean Bronckart&#8217;s Sociodiscursive Interactionism, which guides the reflexive analysis of the concept of language, basic literacy and functional literacy, in order to give visibility to the discourses produced around the theme, in view of the repercussions of these concepts both in teacher training and in the context of reading and writing practices, specifically in literacy. The research is based on Mikhail Bakhtin and Valentin Volochinov&#8217;s enunciative-discursive approach to language and Jean Bronckart&#8217;s concept of acting in discourses. Based on the theme of meaning, three perceptions were identified that guided the speeches: the school and the social context, the delimitation of the concept of functional literacy and the discussion about the literacy teacher. These perceptions are guided by responsive action, in which acting through discourse becomes the central axis in Magda Soares&#8217; academic production.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Formação do alfabetizador]]></kwd>
<kwd lng="pt"><![CDATA[Agir no discurso]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Basic Literacy]]></kwd>
<kwd lng="en"><![CDATA[Functional Literacy]]></kwd>
<kwd lng="en"><![CDATA[Literacy Education]]></kwd>
<kwd lng="en"><![CDATA[Discourse agency]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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