<?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>2317-0972</journal-id>
<journal-title><![CDATA[Leitura: Teoria e Prática ]]></journal-title>
<abbrev-journal-title><![CDATA[LTP]]></abbrev-journal-title>
<issn>2317-0972</issn>
<publisher>
<publisher-name><![CDATA[Associação de Leitura do Brasil (ALB)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2317-09722013000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(Auto)Biografias e práticas culturais de leitura: gritos, resistências e escutas das escolas rurais]]></article-title>
<article-title xml:lang="en"><![CDATA[(Auto)Biographies and cultural reading practices: rural school screams, resistances and hearings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Elizeu Clementino de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Neurilene Martins]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2013</year>
</pub-date>
<volume>31</volume>
<numero>61</numero>
<fpage>97</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722013000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722013000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722013000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto discute questões concernentes às pesquisas (auto)biográficas no campo educacional brasileiro e suas interfaces com as práticas de formação de leitores na escola, ao tomar narrativas biográficas de professoras atuantes em territórios rurais, a partir de cenas recortadas de leitura, na perspectiva da reinvenção dos tempos da leitura no cotidiano escolar de classes multisseriadas. Escolas rurais do território da Chapada Diamantina compõem o cenário no qual as docentes parecem transgredir o trato usual dado à literatura, como um dos dispositivos de superação de silenciamentos em contraposição a currículos tradicionais na abordagem dos textos literários. Tomamos entrevistas narrativas como fonte, para que pudéssemos apreender movimentos que forjam tais práticas, especialmente no contexto da educação rural/multisseriação, como forma de enfrentamento, através de gritos, resistências e escutas, das diversas ruralidades que configuram os territórios rurais do Brasil/Bahia. As narrativas possibilitam entrever aberturas nas condições institucionais adversas do trabalho do professor indicando possíveis desafios que enfrentam as docentes e os alunos na reconceitualização do trabalho com a literatura e com as práticas culturais de leitura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text discusses issues concerning (auto)biographical research in the Brazilian educational context and its interfaces with school reader development practices by taking biographical narratives of teachers working in rural areas, in reading scenes, in the perspective of reinventing reading periods in the daily school life of multigrade classrooms. Rural schools in Chapada Diamantina set the scene in which teachers seem to transgress the usual treatment given to literature, as a dispositive to overcome silencing in contrast to the traditional curriculum approach of literary texts. Narrative interviews have been taken as primary sources, in order to allow us to grasp the movements that shape these practices, especially in the context of rural/multigrade education, as a way of confrontation, through screams, resistances and hearings, of the various ruralities that configure rural territories of Brazil/Bahia. The narratives allow us to perceive gaps in the adverse institutional conditions of the teaching role, indicating possible challenges that teachers and students face in the reconceptualization of the work with literature and cultural practices of reading]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pesquisas (Auto)Biográficas]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Culturais de Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Leitores]]></kwd>
<kwd lng="pt"><![CDATA[Escolas Rurais]]></kwd>
<kwd lng="en"><![CDATA[(Auto)Biographical Research]]></kwd>
<kwd lng="en"><![CDATA[Cultural Reading Practices]]></kwd>
<kwd lng="en"><![CDATA[Reader Development]]></kwd>
<kwd lng="en"><![CDATA[Rural Schools]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>(Auto)Biografias  e pr&aacute;ticas culturais de leitura: gritos, resist&ecirc;ncias e escutas das escolas  rurais.</h2> <h3>(Auto)Biographies and cultural reading practices:  rural school screams, resistances and hearings.</h3>     <p>&nbsp;</p> <h4>Elizeu  Clementino de Souza, Neurilene Martins Ribeiro</h4> </font>      ]]></body>
</article>
