<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000200696</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.065.ds09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Promoção da leitura na universidade: possibilidades por meio do ensino de estratégias de leitura]]></article-title>
<article-title xml:lang="en"><![CDATA[Promotion of reading in the university: possibilities through teaching reading strategies]]></article-title>
<article-title xml:lang="es"><![CDATA[Promoción de la lectura en la universidad: posibilidades a través de la enseñanza de estrategias de lectura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Maria Clara Maciel de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mota]]></surname>
<given-names><![CDATA[Jéssica Lacerda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>65</numero>
<fpage>696</fpage>
<lpage>721</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000200696&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000200696&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000200696&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Leitura e aprendizagem são dimensões intimamente relacionadas. A partir disso, é possível supor que a universidade precisa assumir para si a função de letrar estudantes academicamente. Nessa perspectiva, este artigo objetiva discutir a promoção da leitura na universidade por meio de dados coletados em uma aula sobre estratégias de leitura, demonstrando, ao mesmo tempo, os benefícios da abordagem didática desenvolvida nesta aula. Para tanto, dois questionários (um sobre o uso de estratégias metacognitivas de leitura, outro sobre o comportamento leitor) foram aplicados a vinte e cinco estudantes do segundo período de Letras de uma universidade pública mineira, com o objetivo de entender o uso que estudantes em início de graduação fazem de estratégias de leitura. Os resultados evidenciam que os participantes da pesquisa mobilizam apenas estratégias básicas durante a leitura (relegando estratégias pré e pós leitura), o que aponta para a necessidade do aumento da oferta de atividades didáticas que levem os estudantes a refletirem sobre o próprio comportamento leitor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading and learning are closely related dimensions. From this, it is possible to imagine that the university needs to assume the role to promote literacy in the academy. In this perspective, this article aims to discuss the promotion of reading in the university through data collected in a class about reading strategies, to demonstrate, at the same time, the benefits of the didactic approach developed in this class. To this end, two questionnaires (one on the use of metacognitive reading and the other on reader behavior) were applied to twenty-five students of the second period of Letters in a public university in Minas Gerais, to understand the reading strategies used by students at the beginning of the undergraduate course. Results have shown that participants mobilize only some basic strategies during reading (relegating pre and post reading practices), indicating the need to develop other didactic activities that lead students to reflect on the reader's behavior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La lectura y el aprendizaje son dimensiones estrechamente relacionadas. A partir de esto, se puede suponer que la universidad debe asumir por sí misma el papel de promover la alfabetización académica de los estudiantes. Desde esta perspectiva, este artículo tiene como objetivo discutir la promoción de la lectura en la universidad a través de datos recopilados en una clase sobre estrategias de lectura, al tiempo que demuestra los beneficios del enfoque didáctico desarrollado en esta clase. Con este fin, se aplicaron dos cuestionarios (uno sobre el uso de estrategias de lectura metacognitivas, el otro sobre el comportamiento de lectura) a veinticinco estudiantes del segundo período de Cartas de una universidad pública en Minas Gerais, para comprender el uso que los estudiantes tienen en La graduación temprana hace estrategias de lectura. Los resultados muestran que los participantes en la investigación movilizan solo estrategias básicas durante la lectura (relegando las estrategias de lectura previa y posterior), lo que señala la necesidad de desarrollar actividades didácticas que lleven a los estudiantes a reflexionar sobre su propio comportamiento de lectura.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Letramento Acadêmico]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Reading strategies]]></kwd>
<kwd lng="en"><![CDATA[Academic Literacy]]></kwd>
<kwd lng="es"><![CDATA[Lectura Estrategias de lectura]]></kwd>
<kwd lng="es"><![CDATA[Universidad Alfabetización Académica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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