<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312014000200007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura como formação, formação como leitura: processos narrativos/formativos em questão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henriques]]></surname>
<given-names><![CDATA[Eda Maria de Oliveira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fontoura]]></surname>
<given-names><![CDATA[Helena Amaral da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>42</numero>
<fpage>345</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312014000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312014000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312014000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta pesquisas realizadas com professoras da rede pública do Distrito Federal e com professores egressos de licenciatura em pedagogia do Rio de Janeiro, com a proposta de resgatar leituras e narrativas sobre suas experiências de formação. Nessa perspectiva, buscamos pensar as concepções dos sujeitos sobre suas experiências de leitura ao longo de sua trajetória escolar, bem como compreender a existência de um diálogo dessas leituras com suas práticas pedagógicas atuais. Concluímos que a narrativa se revelou um importante espaço para o estabelecimento de novas possibilidades de leitura das relações entre memórias escolares relacionadas à leitura e questões da prática profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents research conducted with teachers form the public school system in the Brazilian Federal District and teachers who majored in education in Rio de Janeiro. The idea was to reveal interpretations and narratives of their experiences while in training. In this perspective, we attempted to think about the objects’ perceptions around their reading experiences throughout their school history, as well as comprehend the existence of a dialog between these experiences and their current educational practices. We concluded that narrative showed itself as an important space for the establishment of new possibilities of interpreting the relations between school memories related to reading and matters related to professional practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este artículo presenta investigaciones llevadas a cabo con profesores de la red pública del Distrito Federal y con graduados de licenciatura en pedagogía en RJ, con la propuesta de rescate de lecturas y narraciones sobre sus experiencias de formación. Intentamos pensar las concepciones acerca de sus experiencias de lectura a lo largo de su carrera en la escuela, así como entender la existencia de un diálogo de las mismas con sus actuales prácticas pedagógicas. Concluimos que la narrativa se ha evidenciado como un importante espacio para el establecimiento de nuevas posibilidades de lectura de las relaciones entre recuerdos de la escuela relacionadas con la lectura y las cuestiones de la práctica profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="es"><![CDATA[Narrativas]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Leitura  como forma&ccedil;&atilde;o, forma&ccedil;&atilde;o como leitura: processos narrativos/formativos em  quest&atilde;o.</h2> <h3>Reading as training, training as reading: narrative/formative  processes in question.</h3> <h3>Lectura como formaci&oacute;n, formaci&oacute;n como lectura: narrativa-formante,  procesos en cuesti&oacute;n.</h3>     <p>&nbsp;</p> <h4>Eda  Maria de Oliveira Henriques, Helena Amaral da Fontoura    <br> </h4> </font>      ]]></body><back>
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</back>
</article>
