<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932021000100106</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v26e2021a4990</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentidos atribuídos à literatura no currículo do Pacto Nacional pela Alfabetização na Idade Certa]]></article-title>
<article-title xml:lang="en"><![CDATA[Meanings attributed to literature in the curriculum of the National Pact for Literacy at the Right Age]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldeira]]></surname>
<given-names><![CDATA[Maria Carolina da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Minas Gerais Centro Pedagógico Escola de Educação Básica e Profissional]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932021000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932021000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932021000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa os sentidos atribuídos à literatura por formadoras, orientadoras de estudos e professoras cursistas que participaram do Pacto Nacional pela Alfabetização na Idade Certa, vinculadas à Universidade Federal de Minas Gerais. O objetivo é compreender os saberes acionados, as relações de poder estabelecidas e as posições de sujeito demandadas pelo Pacto Nacional pela Alfabetização na Idade Certa, compreendendo que esse programa de formação se constitui em um currículo que ensina modos de ser e estar para as docentes. Do ponto de vista metodológico, a pesquisa utilizou entrevistas narrativas com as participantes do Pacto. Como referencial teórico, foram utilizados conceitos de Michel Foucault, particularmente discurso, poder e posições de sujeito. Com base nesses conceitos, mostra-se como esse currículo operava com pressupostos do &#8220;discurso de letramento literário&#8221;, com destaque para dois elementos principais: a importância da leitura literária no currículo de formação docente e de alfabetização de crianças, e as possibilidades de articulação da literatura com outros artefatos para produzir práticas multiculturais e interdisciplinares no currículo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reviews the meanings attributed to the literature by trainers, study advisors course teachers who participated in the National Pact for Literacy at the Right Age, who are associated to the Federal University of Minas Gerais. The goal is to understand the knowledge triggered, the power relations established and the subject positions demanded by the National Pact for Literacy at the Right Age, understanding that this training program constitutes a curriculum that teaches ways of being for teachers. From a methodological point of view, the research used narrative interviews with the Pact participants. As a theoretical reference, Michel Foucault&#8217;s concepts were used, particularly discourse, power and subject positions. Based on these concepts, I show how was this curriculum operating with assumptions towards the literary discourse, emphasizing two main elements: on one hand, the importance of literary Reading on teacher training curriculum and on children&#8217;s literacy curriculum; on the other hand, the possibilities of articulation through literature and other artifacts for the production of multicultural and interdisciplinary practices in the curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professoras]]></kwd>
<kwd lng="pt"><![CDATA[Literatura]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teachers training]]></kwd>
<kwd lng="en"><![CDATA[Literature]]></kwd>
</kwd-group>
</article-meta>
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