<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500255</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.7263</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS PRÁTICAS COTIDIANAS DE LEITURA E ESCRITA NA ESCOLA COMO UM DIREITO DA INFÂNCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE EVERYDAY PRACTICES OF READING AND WRITING AS A CHILDHOOD`S RIGHT]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS PRÁCTICAS COTIDIANAS DE LECTURA Y ESCRITURA EN LA ESCUELA COMO DERECHO DE INFANCIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zen]]></surname>
<given-names><![CDATA[Giovana Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molinari]]></surname>
<given-names><![CDATA[María Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Aline Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de La Plata  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Chapada de Educação e Pesquisa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>255</fpage>
<lpage>277</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500255&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A relação entre a infância e a alfabetização ainda é um acirrado campo de disputas teóricas e metodológicas no Brasil. No bojo das reflexões sobre a infância, o termo alfabetização foi banido dos discursos oficiais. Esse posicionamento tem consequências sérias porque trata a alfabetização como uma tarefa estritamente escolar, situada em um período específico da vida das crianças e desconsidera que a alfabetização é um processo pelo qual as crianças passam para compreender os diferentes usos da escrita na sociedade. Face à problemática, apresentamos uma discussão sobre as interfaces entre infância, cultura e escrita para defender que o entendimento da criança como um sujeito que produz cultura e é por ela produzida, inclui o direito de fazer uso da escrita, um instrumentos linguístico importantíssimo da cultura do qual todas nasceram herdeiras. Na sequência, destacamos as escritas domésticas como um aspecto cultural do qual as crianças se apropriam para participar da vida social no ambiente familiar. A partir disto, provocamos uma reflexão sobre as situações de escrita que organizam o funcionamento da sala de aula e da escola para defender a inclusão das escritas cotidianas nos currículos escolares, através de uma ação intencional e planejada que possam legitimá-las em seu conjunto, assim como acontece com outras práticas de leitura e escrita. Por fim, reiteramos a ideia de que o direito à infância inclui o direito à alfabetização, entendida como o ingresso nas diferentes culturas do escrito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The relationship concerning childhood and literacy is still a fierce field of theoretical and methodological disputes in Brazil. In the midst of the reflections on childhood, the term literacy was banned from official speeches. This positioning has serious consequences as it reduces literacy to a strictly school task, located at a specific period in children's lives, and disregards literacy as a social communicational tool which children are progressively introduced to. In this text we present the interfaces between childhood, culture and writing activities to support that children are, at the same time, produced by the culture and also cultural producers, what includes the right to make use of the writing understood as a very important cultural heritage. In the sequence, we highlight domestic writing as a cultural aspect that children shall appropriate to take part in the family environment.and social life. From this perspective, we provoke a reflection on the writing situations that organize the functioning of the classroom and the school to defend the inclusion of everyday writing in school curricula, through an intentional and planned action that can legitimize them as a whole, as with other reading and writing practices. Finally, we reiterate the idea that the right to childhood includes the right to literacy, understood as entering the different cultures of writing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La relación entre la infancia y la alfabetización sigue siendo un campo de disputas teóricas y metodológicas en Brasil. En medio de reflexiones sobre la infancia, el término alfabetización fue prohibido en los discursos oficiales. Este posicionamiento tiene serias consecuencias porque trata a la alfabetización como una tarea estrictamente escolar, ubicada en un período específico de la vida de los niños y hace caso omiso a que la alfabetización es un proceso que los niños atraviesan para comprender y apropiarse de los diferentes usos de la escritura en la sociedad. En vista del problema, presentamos una discusión sobre las interfaces entre infancia, cultura y escritura para sostener que la comprensión del niño como un sujeto que produce cultura y es producido por ella, incluye el derecho a hacer uso de la escritura, en tanto instrumento lingüístico de la cultura del que todos nacieron herederos. En la secuencia, destacamos a las "escrituras domésticas" como prácticas culturales que los niños se apropian para participar de la vida social en el entorno familiar. A partir de esto, reflexionamos sobre la importancia de las diversas situaciones de escrituras cotidianas que organizan el funcionamiento del aula y la escuela para defender su incorporación en la planificación de la enseñanza y su trabajo sistemático, tal como sucede con otras prácticas de lectura y escritura con sentido social para los alumnos. Finalmente, reiteramos la idea de que el derecho a la infancia incluye el derecho a la alfabetización, entendida como el ingreso a las diferentes culturas de lo escrito.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Escritas cotidianas]]></kwd>
<kwd lng="pt"><![CDATA[Infância.]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Everyday writing]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Escritura cotidiana]]></kwd>
<kwd lng="es"><![CDATA[Infancia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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