Vol. 25 No. 5 (2025): Literatura para jovens e crianças na escola: escolha, uso e mediação.

View Vol. 25 No. 5 (2025): Literatura para jovens e crianças na escola: escolha, uso e mediação.
Published: 2025-12-31

Expediente

Apresentação

Artigos

  • Expanding Views: literature, time, space, thought and society

    Sandra Beatriz Salenave de Brito, Ana Paula Seixas Vial, Bárbara Valle
    13-32
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p13-32

  • Literacies, decoloniality, and literary education in the early years of elementary education

    Angela Bustos Kleiman, Ivoneide Bezerra de Araújo Santos Marques
    33-54
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p33-54

  • Through Our Eyes: An Afrocentric Approach to Literary Reading

    Karla Daniele de Souza Araújo, Edmilson Pereira dos Santos, Gabriela Lins Falcão
    55-70
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p55-70

  • Roots That Tell: An Exploratory Study of Angolan Children's Literature for Early Childhood Education

    Nelício Fernando de Sousa, , Maria Cristina Cristo Parente
    71-98
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p71-98

  • Marginal poetry, literary mediation and initial teacher training – the anthology Destino: poesia in Literature classes

    André Luís Mourão de Uzêda, Esther Martins Monteiro, Géssica Moreira Ramos
    99-121
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p99-121

  • "Let's bang a little more": for more shared reading practices in the classroom

    Natalia Uriarte Fauro, Vaima Regina Alves Motta
    122-140
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p122-140

  • Spanish language literary literacy: the development of the reader/writer through short narratives

    Pedro Lucas Pereira Milani, Carolina Fernandes Alves
    141-162
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p141-162

  • Between Tales and Spells: Literary Mediation and Student Authorship in Middle School Classes

    Ana Carolina Morais de Souza, Rafaela Martinelli Dourado, Sandra Espíndola Macena
    163-179
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p163-179

  • Reading circles in school: from mediation to the formation of the literary reader

    Núbia Turlália Mota de Oliveira, Ilsa do Carmo Vieira Goulart
    180-200
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p180-200

  • Mediation Practices with Children Aged 6 to 12 in a Portuguese library

    Luciane Rodrigues, Fernando Azevedo
    201-220
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p201-220

  • Epistemology of reading and the formation of the literary reader: perspectives on tensions between literary and academic knowledge

    Maria Dalvanir de Queiroz Oliveira, Fabíola Maria Silvino, Keutre Gláudia da Conceição Soares Bezerra
    221-240
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p221-240

  • What do you learn when you learn literature? Students' representations of literature learning

    Mariana Rosa Silva, Gabriela Rodella de Oliveira
    241-261
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p241-261

  • Project Follow the Thread: Literary Reading and Digital Culture in Portuguese Language Classes

    Nickolas Marques de Andrade, Valéria Bussola Martins
    262-280
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p262-280

  • Plot Twist: Literary Reading and Analysis in Secondary Education through the Podcast Genre

    Leandro de Jesus da Silva
    281-302
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p281-302

  • Axiologies established in/by fan performance in fanzines produced in a dialogical mediation of literary reading

    Francisco Rogiellyson da Silva Andrade, Deorge Lucas Lopes Martins, Dannytza Serra Gomes
    303-323
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p303-323

  • Sailing Through Reading with the Hero João de Calais: Cordel Comics in the Classroom

    Ana Maria Henrique de Souza, Naelza de Araújo Wanderley
    324-344
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p324-344

  • Who Can Read Machado? Textual Adaptation as a Resource for Literary Accessibility in Schools

    Vanessa de Oliveira Dagostim Pires, Suzana Trevisan
    345-365
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p345-365

  • Literary Reading and Sensitive Themes: Considerations on the Book Rabiscos, by Luís Dill

    Valdiene Rebonato Ferrareis, Mariana Passos Ramalhete
    366-387
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p366-387

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

    Denize Terezinha Teis
    388-405
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p388-405

  • When reality surpasses fictionality: reflections on the works One day, a river and Sagatrissuinorana

    Joyce Aparecida da Silva Linard, Letícia Kondo, Cyntia Graziella Guizelim Simões Girotto
    406-427
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p406-427

Entrevistas

  • Interview with Cecilia Bajour

    Cecilia Bajour, Antonio Andrade, Marcos Vinícius Scheffel
    428-438
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p428-438

Resenhas

  • Book review of Poder, voz e subjetividade na literatura infantil

    Marcos Vinícius Scheffel
    439-443
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p439-443

  • Review of I, Mediator: Mediation and Reader Training, by Felipe Munita

    Melina Borges Omitto, Gabriela Rodella de Oliveira
    444-449
    DOI: https://doi.org/10.5433/1519-5392.2025v25n5p444-449