<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822019000200287</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2019.2.28677</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Leitura em aulas de História: práticas e possibilidades de ensino-aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading in History classes: teaching-learning practices and possibilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Lectura en clases de Historia: prácticas y posibilidades de enseñanza-aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manke]]></surname>
<given-names><![CDATA[Lisiane Sias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>287</fpage>
<lpage>297</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822019000200287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822019000200287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822019000200287&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo objetiva discutir as práticas de leitura realizadas em aulas de História, indicando para o predomínio de um suporte de leitura em especial: o livro didático. O texto analisa ainda, possibilidades de ensino-aprendizagem que contribuam para promover a competência leitora dos estudantes. Para dar conta de tal proposta, consideramos os dados empíricos coletados a partir de observações de cunho etnográfico em duas turmas de 9° ano, à luz dos estudos que se ocupam em compreender a leitura enquanto prática cultural, que resulta da experiência social de leitores ativos. As aulas observadas possibilitam entender e problematizar a forma como a escola promove (ou não) meios para desenvolver a competência leitora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this text is to analyze reading practices carried out in History classes, indicating, in particular, the predominance of reading support: the textbook. Finally, the text discusses teaching-learning possibilities that promote students&#8217; reading competence. To account for such a proposal, we analyzed the empirical data, collected from ethnographic observations in two 9th grade classes, in the light of studies that focus on reading comprehension as a cultural practice, resulting from active readers&#8217; social experience. The observed classes make it possible to understand and problematize the way a school promotes (or not) means to develop students&#8217; reading competence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo objetiva discutir las prácticas de lectura realizadas en clases de Historia, indicando para el predomínio de uno soporte de lectura en especial: el libro didáctico; aún, el texto analiza posibilidades de enseñanza-aprendizaje que contribuyan para promover la cualificación lectora de los estudiantes. Para dar cuenta de tal propuesta, consideramos los datos empíricos, recolectados a partir de observaciones de cunho etnográfico en dos turmas de 9° año, a la luz de los estudios que se ocupan en comprender la lectura mientras práctica cultural, que resulta de la experiencia social de lectores activos. Las clases observadas posibilitan entender y problematizar la forma como la escuela promueve medios (o no) para desarrollar la cualificación lectora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Aulas de História]]></kwd>
<kwd lng="pt"><![CDATA[Formação leitora]]></kwd>
<kwd lng="en"><![CDATA[Reading practices]]></kwd>
<kwd lng="en"><![CDATA[History class]]></kwd>
<kwd lng="en"><![CDATA[Reading formation]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de lectura]]></kwd>
<kwd lng="es"><![CDATA[Clases de Historia]]></kwd>
<kwd lng="es"><![CDATA[Formación lectora]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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