<?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>S2317-09722017000100115</article-id>
<article-id pub-id-type="doi">10.5965/0102-387Xv35n69201700130</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação de leitores assumida como proposta pedagógica: das contradições às congruências]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of readers as a pedagogical proposal: from contradictions to congruencies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ghigg]]></surname>
<given-names><![CDATA[Gomercindo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Priscila Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rogéria Novo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Rede Municipal de Ensino de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>69</numero>
<fpage>115</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2317-09722017000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2317-09722017000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2317-09722017000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo busca, a partir de uma investiga&#231;&#227;o com um grupo de professores de uma escola p&#250;blica de rede municipal, atrav&#233;s de entrevistas semiestruturadas, pensar os entraves da atua&#231;&#227;o de professores na forma&#231;&#227;o de leitores, considerando o vasto discurso utilizado pelos docentes com o advento do letramento. O referencial te&#243;rico adotado concentra-se mormente nos preceitos te&#243;ricos de Paulo Freire (e seus comentadores), bem como de autores outros que se destinam a pesquisar a leitura. Como conclus&#227;o, prop&#245;e-se que as pr&#225;ticas sociais cotidianas adentrem os programas escolares em projetos assumidos pelos professores, enquanto movimento realizado na pr&#243;pria institui&#231;&#227;o, problematizando o que se entende como tarefa da escola para a forma&#231;&#227;o de leitores e buscando indicativos que enfrentem os limites concretos que o processo de escolariza&#231;&#227;o vem imprimindo ao conhecimento cultural e cientificamente organizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Based on a research with a group of teachers from a public municipal school, through semi-structured interviews, the present article seeks to explore the barriers of the performance of teachers, taking into consideration the vast empty discourse adopted by teachers with the advent of literacy. The theoretical framework chosen focuses mainly on the theoretical principles of Paulo Freire (and his followers), as well as other authors who research reading. In conclusion, it is proposed that daily social practices step into school programs as projects undertaken by the teachers, as a movement carried out in the institution itself, questioning what they understand as a responsibility of the school regarding the development of readers and searching for indicators that deal with the concrete limits that the educational process has been impressing on the cultural and scientifically structured knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Leitores]]></kwd>
<kwd lng="pt"><![CDATA[Formação Permanente]]></kwd>
<kwd lng="pt"><![CDATA[Proposta Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Development of Readers]]></kwd>
<kwd lng="en"><![CDATA[Lifelong Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Proposal]]></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[ADORNO]]></surname>
<given-names><![CDATA[T. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teoria da semicultura. Trad. Newton Ramos de Oliveira]]></article-title>
<source><![CDATA[Educação e Sociedade]]></source>
<year></year>
<volume>17</volume>
<numero>56</numero>
<issue>56</issue>
<page-range>388-411</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
