<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062012000200004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[É possível propor a formação de leitores nas disciplinas de ciências naturais: contribuições da análise de discurso para a educação em ciências]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cassiani]]></surname>
<given-names><![CDATA[Suzani]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldi]]></surname>
<given-names><![CDATA[Patrícia Montanari]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Linsingen]]></surname>
<given-names><![CDATA[Irlan von]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>22</volume>
<numero>40</numero>
<fpage>43</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Compreendendo a leitura como um lugar de produção de sentidos, problematizamos as compreensões de escrita, leitor, autor, apontando algumas contribuições/implicações para a educação em ciências. Ao enfocarmos a formação de leitores, trabalhamos com as histórias de leituras de estudantes como parte das condições de produção da leitura nas aulas. Isso contribui, de forma significativa, para aprofundarmos a compreensão sobre relações estabelecidas entre textos e leitores. Nessa mesma perspectiva, emerge a relação dos estudantes com a escrita, explorada por nós na perspectiva da autoria, compreendida como posição social assumida pelo sujeito que ao interpretar (escrever/ler) filia-se a uma rede de sentidos. É a partir dessa relação estabelecida entre sujeitos, com suas histórias, e diferentes sentidos que circulam socialmente, dentro e fora da escola, que são produzidos os sentidos sobre ciências e tecnologias. Por fim, ao problematizar a própria linguagem do/no ensino de ciências, temos a pretensão de contribuir para a promoção de um ensino comprometido com o questionamento das ciências e seus papéis sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Understanding reading as a place of production of meaning, we problematize the understandings of writing, reader, author, pointing out some contributions/ implications for science education. When we focus on the formation of readers, we work with the stories of students reading as part of the production conditions of reading in class. This contributes significantly to deepen the understanding of relations between texts and readers. By the same token, it emerges the relationship of students with writing, exploited by us in view of authorship, understood as social position assumed by the subject that in interpreting (write/read) affiliated to a network of meanings. It is from this relationship established between subjects, with their stories, and different social meanings that circulate within and outside the school, which are produced meanings about science and technology. Finally, in problematizing the very language of / in science education, our intend is to contribute to the promotion of a education committed to questioning the sciences and their social roles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Escrita]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Autoria]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Authorship]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <h2><font face="Arial, Helvetica, sans-serif">&Eacute;  poss&iacute;vel propor a forma&ccedil;&atilde;o de leitores nas disciplinas de ci&ecirc;ncias naturais?  Contribui&ccedil;&otilde;es da an&aacute;lise de discurso para a educa&ccedil;&atilde;o em ci&ecirc;ncias.</font></h2><font face="Arial, Helvetica, sans-serif"> <h3>Is it possible to propose the formation of readers in  the disciplines of natural sciences? Contributions of discourse analysis for  science education.</h3>     <p>&nbsp;</p> <h4>Suzani  Cassiani, Patr&iacute;cia Montanari Giraldi, Irlan von Linsingen    <br> </h4> </font>      ]]></body><back>
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