Silence and Reader Formation in “Migrants”, by Issa Watanabe

Abstract

This article aims to reflect on the role of silence in the development of critical and sensitive readers, haveing the picture book Migrants, by Issa Watanabe (2019), as its corpus of analyzis. The research is based on the theoretical framework of Bajour (2012, 2023), Petit (2009), and concepts of the Research Group on Literary Education (GPEL/UFPE), which understand literary education as a formative, ethical, and aesthetic practice. Methodologically, it consists of a qualitative and interpretive analysis of the book’s visual and narrative choices, emphasising meaning-making through graphic silence, chromatic contrasts, and recurring symbols (such as branches, suitcase, blue bird, and death). The results indicate that the absence of verbal text further challenges the reader to especially engage in the reading of silences, demanding greater involvement in constructing meaning, subjectively elaborating emotions, and engaging in critical dialogue with the narrative. Silence in Migrants emerges as an expressive resource and ethical device, inviting slow appreciation and a “kairotic time” that resists the logic of productivity. The analysis shows that silent visual works enhance aesthetic sensitivity and critical awareness, reinforcing the need for institutional literary education projects that embrace multiple languages and promote meaningful reading experiences beyond the formal school setting.