<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042021000100055</article-id>
<article-id pub-id-type="doi">10.18861/cied.2021.12.1.3070</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Leer relacionando múltiples voces: perspectivas y prácticas lectoras en Psicología]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading relating multiple voices: Perspectives and practices in Psychology reading]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ler relacionando múltiplas vozes: perspectivas e práticas de leitura em psicologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalonga Penna]]></surname>
<given-names><![CDATA[María Micaela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Tucumán Facultad de Psicología INVELEC]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Tucumán Facultad de Filosofía y Letras CONICET]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>55</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042021000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042021000100055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042021000100055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En esta investigación buscamos describir las prácticas lectoras áulicas en una asignatura específica del primer año de la carrera de Psicología de una universidad pública argentina. Para ello realizamos un estudio cualitativo con diseño de teoría fundamentada. Entrevistamos a docentes de una materia del primer año de Psicología y observamos sus clases de trabajos prácticos. Transcribimos las entrevistas y observaciones y las analizamos teniendo en cuenta categorías que se desprenden de la literatura revisada así como las emergentes. Encontramos que los docentes de esta materia declaran prácticas lectoras en las cuales tienden a vincular múltiples voces: las de los autores de los textos y aquellos que son citados por los autores, las explicaciones del docente y lo que los alumnos comprenden. En consonancia con estas perspectivas, las prácticas lectoras áulicas se organizan en torno a la multiplicidad discursiva: los textos con los que se trabaja, las explicaciones del docente sobre lo que se lee, las intervenciones de los alumnos para expresar dudas o comentar lo comprendido. En suma, apreciamos no solo una continuidad entre lo que los docentes conciben como prácticas lectoras en esta asignatura y lo que hacen en el aula, sino también que las perspectivas y las prácticas en torno a la lectura tienden a ser predominantemente dialógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this research we aim at describing the reading practices in a specific subject of first year grade in a Psychology course at a state university in Argentina. To this end, we conducted a qualitative study with grounded theory design. Teachers of a subject of first year in Psychology course were interviewed and we observed their practical class works. The interviews and observations were transcribed and then analyzed taking into account the categories described and those emerging from the reviewed literature. We found that teachers of this subject declared that in the reading practices they tend to relate multiple voices: the voices of authors' texts and the ones cited by the authors, those that are the teacher's explanations and what the students understand. In line with these perspectives, classroom reading practices are organized around discursive multiplicity: the texts on which they worked with, the teacher's explanations about what is read, the students' interventions to express doubts or comments on what they understood. In sum, we appreciate not only a continuity between what teachers conceive as reading practice in this subject and what they do in the classroom, but also that the perspectives and practices around reading tend to be predominantly dialogic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Nesta pesquisa, procuramos descrever as práticas de leitura em sala de aula em uma disciplina específica no primeiro ano da carreira de Psicologia em uma universidade pública argentina. Para tanto, fizemos uma análise qualitativa com desenho de teoria fundamentada. Entrevistamos professores de uma disciplina do primeiro ano de Psicologia e observamos suas aulas de trabalhos práticos. Transcrevemos as entrevistas e observações e as analisamos levando em consideração categorias que decorrem da literatura revisada, bem como as derivadas. Verificamos que os professores dessa disciplina declaram práticas de leitura nas quais tendem a articular múltiplas vozes: as dos autores dos textos e as que são citadas pelos autores, as explicações do professor e o que os alunos entendem. Em consonância com essas perspectivas, as práticas de leitura em sala de aula se organizam em torno da multiplicidade discursiva: os textos com os quais se trabalha, as explicações do professor sobre o que é lido, as intervenções dos alunos para expressar dúvidas ou comentar o que é compreendido. Em suma, apreciamos não apenas uma continuidade entre o que os professores concebem como práticas de leitura nessa disciplina e o que fazem em sala de aula, mas também que as perspectivas e práticas em torno da leitura tendem a ser predominantemente dialógicas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[clases]]></kwd>
<kwd lng="es"><![CDATA[aula]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="es"><![CDATA[enfoque cualitativo]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[classes]]></kwd>
<kwd lng="en"><![CDATA[classroom]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[qualitative approach]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[práticas docentes]]></kwd>
<kwd lng="pt"><![CDATA[aulas]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
<kwd lng="pt"><![CDATA[abordagem qualitativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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