<?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>S2317-09722016000100075</article-id>
<article-id pub-id-type="doi">10.5965/0102-387Xv34n662016092</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tirinhas em situações de ensino e o alcance do leitor]]></article-title>
<article-title xml:lang="en"><![CDATA[Comic strips in teaching situations and reaching for the reader]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buin]]></surname>
<given-names><![CDATA[Edilaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneguini]]></surname>
<given-names><![CDATA[Bianca Estefani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>34</volume>
<numero>66</numero>
<fpage>75</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722016000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722016000100075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722016000100075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo &#233; resultado da an&#225;lise das propostas referentes &#224; leitura de tirinhas em um 6&#186; ano de uma escola p&#250;blica em Amambai-MS. Observando 73 tirinhas trabalhadas ao longo do ano, verifica-se quantitativamente que: (i) a maioria das atividades trata as tirinhas como g&#234;neros discursivos, focalizando aspectos relevantes de leitura; (ii) a minoria &#233; utilizada como pretexto para o ensino de gram&#225;tica. Embora isso represente um quadro positivo, ainda se negligencia a quest&#227;o da leitura em v&#225;rias atividades. Na condu&#231;&#227;o do uso do material did&#225;tico, observa-se que se dedica maior tempo &#224;s atividades mais pr&#243;ximas da tradi&#231;&#227;o gramatical, embora representem a minoria. Esse tipo de encaminhamento parece funcionar como clich&#234;, lugar de esvaziamento dos sentidos. Fazer do aluno um leitor &#233; estar diante da possibilidade de se perder, ao fugir do que &#233; corriqueiro - risco do qual muitos se distanciam, apesar de duas d&#233;cadas de orienta&#231;&#245;es inovadoras nos documentos oficiais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is the result of the analysis of the proposals related to the reading of comic strips in a 6th grade public school in Amambai-MS. Analyzing 73 strips worked throughout the year, we have found quantitatively that: (i) most of the activities deal with strips as genres, focusing on relevant aspects of reading; (ii) the minority is used as a pretext for the grammar teaching. Although this represents a positive situation, it still neglects the issue of reading in various activities. We have observed that, whenever the teaching mate&#173;rials are used, a greater amount of time is dedicated to the activities which are closer to the grammatical tradition, although they represent a minority. This type of teaching seems to function as clich&#233;s, which are, in turn, empty of meaningful learning. Making the student a reader is facing the possibility of losing oneself to escape from what is commonplace - a risk that many drift away from, despite two decades of innovative guidance in official documents.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Tiras]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Língua Portuguesa]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Strips]]></kwd>
<kwd lng="en"><![CDATA[Portuguese Language Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BUIN]]></surname>
<given-names><![CDATA[Edilaine]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A gramática a serviço do desenvolvimento da escrita.]]></article-title>
<source><![CDATA[Revista Brasileira de Linguística Aplicada]]></source>
<year></year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>155-71</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
