<?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>S1981-81062023000100119</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v33.n.66.s17027</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Propostas de leitura na sala de aula por professores do Fundamental I]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading proposals in classroom by Elementary School teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Propuestas de lectura en el aula por profesores de la Educación Primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furtado]]></surname>
<given-names><![CDATA[Juceni Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osti]]></surname>
<given-names><![CDATA[Andreia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>33</volume>
<numero>66</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062023000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062023000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062023000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A leitura é relevante para a formação da pessoa, pois o significado construído por meio dela traz sentido à sua própria existência. Esta pesquisa procurou investigar como duas professoras do 3º ano do Ensino Fundamental I propõem atividades de leitura em sala de aula em relação aos seus conteúdos: estabelecer relações entre textos, inferir sobre o significado de palavras e expressões, apreciar textos literários, perceber a relação causa-consequência, compreender o tema, perceber diálogos, identificar situação de produção, função social, características do gênero e as marcas linguísticas que o constituem. A pesquisa, de natureza qualitativa, baseou-se nos resultados das avaliações em larga escala aplicadas aos estudantes brasileiros, como a Prova Brasil e a Avaliação Nacional de Alfabetização (ANA), que revelaram o discrepante desfecho sobre a proficiência leitora nas duas escolas aqui investigadas. Uma das escolas apresentou nível adequado de leitura, tendo 88% dos discentes com maior desempenho, enquanto a outra teve 47% de seus alunos com menor desempenho. As avaliações externas foram usadas como indicativo para a análise que evidenciou as dificuldades dos estudantes no processo de proficiência leitora, bem como indicou o crescimento no desempenho de um grupo de estudantes em decorrência de práticas pedagógicas diferenciadas assumidas pela professora. Os resultados revelaram a relevância de um trabalho de leitura significativo para os estudantes em que o docente promova envolvimento dos discentes em aula planejada, envolvente e com textos articulados com os interesses e realidades dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract Reading is relevant to the formation of the person, due to the meaning constructed through it, bringing significance to that person&#8217;s own existence. This research sought to investigate how two teachers of 3 rd grade of Elementary School propose reading activities in the classroom with regard to their content: establishing relation between texts, inferring the meaning of words and expressions, appreciating literary texts, realizing the cause-consequence relationship, understanding the theme, perceiving dialogues, identifying production situations, social function, genre characteristics and the linguistic marks that compose it. The research, of a qualitative nature, was based on the results of the large-scale assessments applied to Brazilian students such as Prova Brasil and ANA (Avaliação Nacional de Alfabetização &#8211; National Literacy Assessment), which revealed the discrepant result on reading proficiency in the two investigated schools. One of the schools had an adequate reading level, with 88% of the students showing a better performance while the other had 47% of its students showing a lower performance. External evaluations were used as an indicator for analysis that showed the students' difficulties in the reading proficiency process as well as indicated the growth in the performance of a group of students due to the different pedagogical practices assumed by the teacher. The results revealed the relevance of a meaningful reading project for students in which the teacher promotes the involvement of learners in a planned, engaging class, with texts articulated with the interests and the realities of the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen La lectura es relevante para la formación de la persona, puesto que el significado construido a través de ella trae sentido a su propia existencia. Esta investigación buscó averiguar cómo dos maestras del 3° año de la Educación Primaria proponen actividades de lectura en el aula en cuanto a sus contenidos: establecer relaciones entre textos, inferir el significado de palabras y expresiones, apreciar textos literarios, darse cuenta de la relación de causa-consecuencia, comprensión del tema, percepción de diálogos, identificación de la situación de producción, función social, características de género y las marcas lingüísticas que lo constituyen. La investigación, de carácter cualitativo, se basó en los resultados de las evaluaciones a gran escala aplicadas a los estudiantes brasileños, como la Prova Brasil y la Avaliação Nacional de Alfabetização (ANA), que revelaron el efecto divergente en la aptitud de la lectura en las dos escuelas investigadas aquí. Una de las escuelas presentó un nivel de lectura adecuado, con 88% de los estudiantes con un mejor rendimiento, mientras la otra tuvo 47% de los estudiantes con un rendimiento inferior. Las evaluaciones externas fueron utilizadas como un indicador para el análisis que mostró las dificultades de los estudiantes en el proceso de dominio de la lectura, así como también indicó el crecimiento en el desempeño de un grupo de estudiantes debido a las diferentes prácticas pedagógicas asumidas por las maestras. Los resultados revelaron la relevancia de un trabajo de lectura significativo para los estudiantes en el que el maestro promueve la participación de los estudiantes en una clase planeada, atractiva y con textos articulados con los intereses y realidades de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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