<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012018000200011</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v40i2.34747</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre o ideal e o real: proposições do Currículo Básico Comum para o Ensino Fundamental de Minas Gerais e sua transposição para uso em sala de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Between the ideal and the real: propositions of the Basic Common Curriculum for the Elementary School of Minas Gerais and its transposition for use in the classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Entre lo ideal y lo real: proposiciones del Currículo Básico Común para la Enseñanza Primaria de Minas Gerais y su transposición para uso en clase]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Aline Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tôrres]]></surname>
<given-names><![CDATA[Maria Emília Almeida da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas Instituto de Ciência e Tecnologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>2</numero>
<fpage>11</fpage>
<lpage>12</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012018000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012018000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012018000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O objetivo deste trabalho &#233; apresentar alguns resultados de uma pesquisa que buscou cotejar as concep&#231;&#245;es de letramento que permeiam o Curr&#237;culo B&#225;sico Comum de Minas Gerais com as do material criado pela Secretaria de Educa&#231;&#227;o do estado para atender crian&#231;as que n&#227;o foram alfabetizadas at&#233; os oito anos de idade, a fim de analisar se este reflete as mesmas concep&#231;&#245;es de leitura e de escrita materializadas no documento gerador (CBC), &#224; luz das premissas de pesquisadores que fazem parte dos Novos Estudos do Letramento - Barton e Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000) e T&#244;rres (2003, 2009), T&#244;rres e Oliveira (2017). Esses autores prop&#245;em deslocar o foco da aquisi&#231;&#227;o de habilidades t&#233;cnicas e neutras, como tem sido feito em abordagens tradicionais, e veem o letramento como pr&#225;tica social. Nesse escopo, procurou-se verificar se as ideologias que perpassam os documentos atendem aos preceitos do modelo de letramento ideol&#243;gico, como proposto por Street. De abordagem qualitativa, a pesquisa socorreu-se da observa&#231;&#227;o e an&#225;lise do objeto e de entrevista semiestruturada, como proposto por L&#252;dke e Andr&#233; (2013). Ao final da pesquisa, foi poss&#237;vel constatar que a transposi&#231;&#227;o da teoria para a pr&#225;tica evidencia certa polaridade entre o que se pretende fazer em educa&#231;&#227;o e o que efetivamente se tem feito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This study presents the partial results of a survey aiming to know the conceptions of literacy that permeate the Basic Curriculum for the elementary school of Minas Gerais, and check if these conceptions are reflected in the propositions of the material &#8216;Consolidating literacy in 60 lessons&#8217;, program created by the State Secretariat of Education, to assist children who failed to be literate in the proper age in the light of the assumptions of researchers who are part of the New Literacy Studies - Barton and Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000), T&#244;rres (2003, 2009), T&#244;rres and Oliveira (2017). These authors propose shifting the focus on the acquisition of technical skills and neutral practices, as has been done in traditional approaches, and see literacy as a social practice. In that scope, we tried to verify if the ideologies that permeate the documents are aligned with the precepts of the ideological literacy model, as proposed by Street (1984, 2014), and revealed in the Basic Curriculum for the elementary school. The research fits the profile of a qualitative approach and used as instruments the researcher&#8217;s observation and analysis, and a semi-structured interview as proposed by L&#252;dke and Andr&#233; (2013). At the end of the research, it was pointed out that the transposition of theory to practice shows a certain polarity between what one intends to do in education and what has actually been done.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El objetivo de este trabajo es presentar algunos resultados de una investigaci&#243;n que busc&#243; comparar las concepciones de alfabetizaci&#243;n que est&#225;n en el Curr&#237;culo B&#225;sico Com&#250;n de Minas Gerais con las del material creado por la Secretar&#237;a de Educaci&#243;n del estado para atender a ni&#241;os que no fueron alfabetizadas hasta los ocho a&#241;os de edad, a fin de analizar si este incide las mismas concepciones de lectura y de escritura materializadas en el documento generador (CBC), a la luz de las premisas de investigadores que hacen parte de los Nuevos Estudios de la Alfabetizaci&#243;n - Barton y Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000) y T&#244;rres (2003, 2009), T&#244;rres y Oliveira (2017). Estos autores proponen desplazar el enfoque de la adquisici&#243;n de habilidades t&#233;cnicas y neutras, como ha sido hecho en abordajes tradicionales, y perciben la alfabetizaci&#243;n como pr&#225;ctica social. En este &#225;mbito, se busc&#243; verificar si las ideolog&#237;as que van m&#225;s all&#225; de los documentos atienden a los preceptos del modelo de alfabetizaci&#243;n ideol&#243;gico, como propuesto por Street. De abordaje cualitativo, la investigaci&#243;n procedi&#243; de la observaci&#243;n y del an&#225;lisis del objeto y de entrevista semiestructurada, como propuesto por L&#252;dke y Andr&#233; (2013). Al final de la investigaci&#243;n, fue posible constatar que la transposici&#243;n de la teor&#237;a para la pr&#225;ctica evidencia cierta polaridad entre lo que se pretende hacer en educaci&#243;n y lo que efectivamente se ha hecho.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[letramento ideológico]]></kwd>
<kwd lng="pt"><![CDATA[Currículo Básico Comum de Minas Gerais]]></kwd>
<kwd lng="pt"><![CDATA[Programa de intervenção pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Ideological literacy model]]></kwd>
<kwd lng="en"><![CDATA[Basic Curriculum level for the elementary school]]></kwd>
<kwd lng="en"><![CDATA[educational intervention program]]></kwd>
<kwd lng="es"><![CDATA[alfabetización ideológica]]></kwd>
<kwd lng="es"><![CDATA[Currículo Básico Común de Minas Gerais]]></kwd>
<kwd lng="es"><![CDATA[Programa de intervención pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012018000200011</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v40i2.34747</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre o ideal e o real: proposições do Currículo Básico Comum para o Ensino Fundamental de Minas Gerais e sua transposição para uso em sala de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Between the ideal and the real: propositions of the Basic Common Curriculum for the Elementary School of Minas Gerais and its transposition for use in the classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Entre lo ideal y lo real: proposiciones del Currículo Básico Común para la Enseñanza Primaria de Minas Gerais y su transposición para uso en clase]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Aline Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tôrres]]></surname>
<given-names><![CDATA[Maria Emília Almeida da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alfenas Instituto de Ciência e Tecnologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>2</numero>
<fpage>11</fpage>
<lpage>12</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012018000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012018000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012018000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O objetivo deste trabalho &#233; apresentar alguns resultados de uma pesquisa que buscou cotejar as concep&#231;&#245;es de letramento que permeiam o Curr&#237;culo B&#225;sico Comum de Minas Gerais com as do material criado pela Secretaria de Educa&#231;&#227;o do estado para atender crian&#231;as que n&#227;o foram alfabetizadas at&#233; os oito anos de idade, a fim de analisar se este reflete as mesmas concep&#231;&#245;es de leitura e de escrita materializadas no documento gerador (CBC), &#224; luz das premissas de pesquisadores que fazem parte dos Novos Estudos do Letramento - Barton e Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000) e T&#244;rres (2003, 2009), T&#244;rres e Oliveira (2017). Esses autores prop&#245;em deslocar o foco da aquisi&#231;&#227;o de habilidades t&#233;cnicas e neutras, como tem sido feito em abordagens tradicionais, e veem o letramento como pr&#225;tica social. Nesse escopo, procurou-se verificar se as ideologias que perpassam os documentos atendem aos preceitos do modelo de letramento ideol&#243;gico, como proposto por Street. De abordagem qualitativa, a pesquisa socorreu-se da observa&#231;&#227;o e an&#225;lise do objeto e de entrevista semiestruturada, como proposto por L&#252;dke e Andr&#233; (2013). Ao final da pesquisa, foi poss&#237;vel constatar que a transposi&#231;&#227;o da teoria para a pr&#225;tica evidencia certa polaridade entre o que se pretende fazer em educa&#231;&#227;o e o que efetivamente se tem feito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This study presents the partial results of a survey aiming to know the conceptions of literacy that permeate the Basic Curriculum for the elementary school of Minas Gerais, and check if these conceptions are reflected in the propositions of the material &#8216;Consolidating literacy in 60 lessons&#8217;, program created by the State Secretariat of Education, to assist children who failed to be literate in the proper age in the light of the assumptions of researchers who are part of the New Literacy Studies - Barton and Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000), T&#244;rres (2003, 2009), T&#244;rres and Oliveira (2017). These authors propose shifting the focus on the acquisition of technical skills and neutral practices, as has been done in traditional approaches, and see literacy as a social practice. In that scope, we tried to verify if the ideologies that permeate the documents are aligned with the precepts of the ideological literacy model, as proposed by Street (1984, 2014), and revealed in the Basic Curriculum for the elementary school. The research fits the profile of a qualitative approach and used as instruments the researcher&#8217;s observation and analysis, and a semi-structured interview as proposed by L&#252;dke and Andr&#233; (2013). At the end of the research, it was pointed out that the transposition of theory to practice shows a certain polarity between what one intends to do in education and what has actually been done.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El objetivo de este trabajo es presentar algunos resultados de una investigaci&#243;n que busc&#243; comparar las concepciones de alfabetizaci&#243;n que est&#225;n en el Curr&#237;culo B&#225;sico Com&#250;n de Minas Gerais con las del material creado por la Secretar&#237;a de Educaci&#243;n del estado para atender a ni&#241;os que no fueron alfabetizadas hasta los ocho a&#241;os de edad, a fin de analizar si este incide las mismas concepciones de lectura y de escritura materializadas en el documento generador (CBC), a la luz de las premisas de investigadores que hacen parte de los Nuevos Estudios de la Alfabetizaci&#243;n - Barton y Hamilton (1998), Cook-Gumperz (1991), Gee (2005), Heath (1983), Lankshear (1999), Street (1984, 2014), Terzi (1997, 2000) y T&#244;rres (2003, 2009), T&#244;rres y Oliveira (2017). Estos autores proponen desplazar el enfoque de la adquisici&#243;n de habilidades t&#233;cnicas y neutras, como ha sido hecho en abordajes tradicionales, y perciben la alfabetizaci&#243;n como pr&#225;ctica social. En este &#225;mbito, se busc&#243; verificar si las ideolog&#237;as que van m&#225;s all&#225; de los documentos atienden a los preceptos del modelo de alfabetizaci&#243;n ideol&#243;gico, como propuesto por Street. De abordaje cualitativo, la investigaci&#243;n procedi&#243; de la observaci&#243;n y del an&#225;lisis del objeto y de entrevista semiestructurada, como propuesto por L&#252;dke y Andr&#233; (2013). Al final de la investigaci&#243;n, fue posible constatar que la transposici&#243;n de la teor&#237;a para la pr&#225;ctica evidencia cierta polaridad entre lo que se pretende hacer en educaci&#243;n y lo que efectivamente se ha hecho.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[letramento ideológico]]></kwd>
<kwd lng="pt"><![CDATA[Currículo Básico Comum de Minas Gerais]]></kwd>
<kwd lng="pt"><![CDATA[Programa de intervenção pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Ideological literacy model]]></kwd>
<kwd lng="en"><![CDATA[Basic Curriculum level for the elementary school]]></kwd>
<kwd lng="en"><![CDATA[educational intervention program]]></kwd>
<kwd lng="es"><![CDATA[alfabetización ideológica]]></kwd>
<kwd lng="es"><![CDATA[Currículo Básico Común de Minas Gerais]]></kwd>
<kwd lng="es"><![CDATA[Programa de intervención pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front>
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