<?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>S2317-09722016000300107</article-id>
<article-id pub-id-type="doi">10.5965/0102-387Xv34n6820160121</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino do g&#234;nero discursivo curriculum vitae em cursos de tecnologia por meio de sequ&#234;ncia did&#225;tica]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of the discursive genre Curriculum Vitae in technology courses using a didactic sequence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bartho]]></surname>
<given-names><![CDATA[Viviane Dinês de Oliveira Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azeredo]]></surname>
<given-names><![CDATA[Luciana Aparecida Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Campos do Jordão SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Universitária Vida Cristã  ]]></institution>
<addr-line><![CDATA[Pindamonhangaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>34</volume>
<numero>68</numero>
<fpage>107</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722016000300107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722016000300107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722016000300107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho surgiu da observa&#231;&#227;o das dificuldades de leitura e escrita de alunos de cursos superiores em rela&#231;&#227;o a g&#234;neros da esfera profissional da &#225;rea de tecnologia. O objetivo foi elaborar e aplicar uma sequ&#234;ncia did&#225;tica com o g&#234;nero curriculum vitae, tomando uma perspectiva discursiva a partir de Bakhtin. O g&#234;nero curr&#237;culo foi selecionado conforme a demanda observada dos alunos. Resultados apontam que os procedimentos permitiram o avan&#231;o em rela&#231;&#227;o a aspectos n&#227;o apenas t&#233;cnicos da l&#237;ngua portuguesa e sua gram&#225;tica, mas, sobretudo, a aspectos discursivos da linguagem, como seus efeitos de sentido. Para al&#233;m desses aspectos, foi poss&#237;vel, devido ao g&#234;nero escolhido pressupor a escrita de si, tecer reflex&#245;es junto aos alunos de modo a influenciar sua autoestima, o que configura uma miss&#227;o das institui&#231;&#245;es de ensino que veem seus alunos n&#227;o apenas como sujeitos emp&#237;ricos, mas tamb&#233;m como sujeitos sociais e psicol&#243;gicos, enfim, sujeitos da linguagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work started from the observation of higher education students&#8217; reading and writing difficulties in relation to genres in the professional sphere of technology. The objective was to develop and implement a didactic sequence for a curriculum vitae, based on Bakhtin&#8217;s discursive perspective. This genre was selected according to the observation of students&#8217; necessities and demands. Results show that the procedures promoted the improvement not only in the technical aspects of the Portuguese language and its grammar, but above all in the discursive aspects of language, such as the effects of the meanings. In addition to these aspects, it was possible to assume the writing of the self and to engage students in reflective practices in order to influence their self-esteem, which is one of the missions of educational institutions that see their students not only as empirical subjects, but also social and psychological subjects, finally, language subjects. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura e Escrita de Gêneros Discursivos]]></kwd>
<kwd lng="pt"><![CDATA[Sequência Didática]]></kwd>
<kwd lng="pt"><![CDATA[Curriculum Vitae]]></kwd>
<kwd lng="en"><![CDATA[Reading and Writing Genres]]></kwd>
<kwd lng="en"><![CDATA[Didactic Sequence]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Vitae]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="en"><![CDATA[Question-asking in Brazilian Portuguese reading comprehension textbooks]]></article-title>
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</back>
</article>
