<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992019000100232</article-id>
<article-id pub-id-type="doi">10.14244/198271992331</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de leitura e círculo bakhtiniano: algumas aproximações]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading practices and Bakhtinian circle: some approaches]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Ana Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Raquel Lazzari Leite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boldarine]]></surname>
<given-names><![CDATA[Rosaria de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (UNESP)  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221; (UNESP)  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>232</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992019000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992019000100232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992019000100232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho é discutir brevemente sobre as aproximações possíveis entre alguns conceitos propostos pelo círculo bakhtiniano e algumas orientações para ensino de linguagem e leitura nos documentos oficiais de educação dos anos finais do ensino fundamental. A escolha desse nível escolar dá-se pelo fato de ser um momento de transição, entre a escuta de textos (hábito comum nos primeiros anos escolares) e a leitura autônoma, a qual deveria se estabelecer já nesta etapa e tornar o leitor proficiente, entendido como aquele que lê, e estabelece sentido para os diversos gêneros discursivos que circulam em nossa sociedade, especialmente os gêneros da esfera literária, sempre mais distantes da realidade da maioria das pessoas. Nas orientações para o ensino dessas práticas na escola, concebidas como lugar concreto de interação social, e verbal, convém refletir sobre que lugar ocupa a interlocução, diante do ideal de suscitar relações entre leitores e gêneros discursivos em ambiente escolar e o dialogismo, no processo em que o texto se torna discurso, o leitor &#8220;sai&#8221; da condição passiva, e passa a ser também autor de discursos. A mudança do estado de escuta de textos para o de leitura e produção de textos é perpassada por condicionamentos que tornam este processo de apropriação conturbado, refletem os impasses entre os estudos acerca do ato de ler e da leitura, e a apropriação destes pelos profissionais da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo es discutir brevemente sobre las aproximaciones posibles entre algunos conceptos propuestos por el círculo bakhtiniano y algunas orientaciones para enseñanza de lenguaje y lectura en los documentos oficiales de educación de los años finales de la enseñanza fundamental. La elección de ese nivel escolar se dá por el hecho de ser un momento de transición, entre la escucha de textos (hábito común en los primeros años escolares), y la lectura autónoma, la cual debería establecerse ya en esta etapa y convertirse en el lector proficiente , Entendido como aquel que lee, y establece sentido para los diversos géneros discursivos que circulan en nuestra sociedad, especialmente los géneros de la esfera literaria, siempre más distantes de la realidad de la mayoría de las personas. En las orientaciones para la enseñanza de estas prácticas en la escuela, concebidas como lugar concreto de interacción social, y verbal, conviene reflexionar sobre qué lugar ocupa la interlocución, ante el ideal de suscitar relaciones entre lectores y géneros discursivos en ambiente escolar y el dialogismo, en el proceso En el que el texto se convierte en discurso, el lector &#8220;sale&#8221; de la condición pasiva, y pasa a ser también autor de discursos. El cambio del estado de escucha de textos para el de lectura y producción de textos es atravesado por condicionamientos que hacen este proceso de apropiación conturbado, reflejan los impasses entre los estudios acerca del acto de leer y de la lectura, y la apropiación de éstos por los profesionales de la comunicación Educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main goal of this paper is to briefly discuss possible approaches among some concepts proposed by the Bakhtinian circle and some guidelines for language and reading teaching in official educational documents of Elementary School final grades. The choice of this school level is due to the fact that it is a moment of transition, between the listening of texts (common habit in the first school years), and the autonomous reading, which should be established already at this stage and make the reader proficient, that is, the one who reads, and establishes meaning for the various discursive genres that circulate in our society, especially the genres of the literary sphere, always more distant from the reality of most people. In the guidelines for the teaching of these practices in school, conceived as a concrete place of social and verbal interaction, it is necessary to reflect on what place occupies the interlocution, before the ideal of provoking relations among readers and discursive genres in school environment and dialogism, in the process In which the text becomes discourse, the reader &#8220;leaves&#8221; the passive condition, and moreover becomes the author of speeches. The change from the state of listening to texts to the reading and production of texts is permeated by constraints that make this process of appropriation troublesome, reflects the impasses between the studies about the reading and reading, and the appropriation of these by the education professionals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Dialogismo]]></kwd>
<kwd lng="pt"><![CDATA[Práticas de leitura]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Dialogismo]]></kwd>
<kwd lng="es"><![CDATA[Prácticas de lectura]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
<kwd lng="en"><![CDATA[Dialogism]]></kwd>
<kwd lng="en"><![CDATA[Reading practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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