Teacher writing in institutional evaluation reports: interpretivist analyses in descriptive assessments José Vilmar Firmino, Raimunda Valquíria de Carvalho Santos, Ana Maria de Oliveira Paz, Ivoneide Bezerra de Araújo Santos Marques DOI: https://doi.org/10.5433/1519-5392.2025.v25.52188 PDF (Português (Brasil))
Literary reading mediation in high school: between guidelines and silences of the BNCC Érica Cristina Santos Gomes, Marta Passos Pinheiro DOI: https://doi.org/10.5433/1519-5392.2025.v25.53733 PDF (Português (Brasil))
The illustrated book: reflections on art, illustration and narrative Tânia Gomes Mendonça DOI: https://doi.org/10.5433/1519-5392.2025.v25.53719 PDF (Português (Brasil))
Literature and reading media: affectivity, availability and purpose Patrícia Cardoso Batista, Sheila Oliveira Lima DOI: https://doi.org/10.5433/1519-5392.2025.v25.53806 PDF (Português (Brasil))
Children’s and young adults literature in school: purpose and mediation Fabiane Regina Guazina, Juracy Ignez Assmann Saraiva DOI: https://doi.org/10.5433/1519-5392.2025.v25.53706 PDF (Português (Brasil))
Literary reading in early childhood daily life: practice and teacher mediation Joseany Lunguinho Gomes Perinelli, Daniela Maria Segabinazi DOI: https://doi.org/10.5433/1519-5392.2025.v25.53701 PDF (Português (Brasil))
Linguistic Mediations and the Co-construction of Meanings: Beliefs, Practices and Reflections in Integrated Institutional Teletandem Laís de Sousa Nóbrega Aguiar Pereira, Helenildo Arruda de Macedo Júnior, Helaine de Souza Maciel, Fábio Marques de Souza DOI: https://doi.org/10.5433/1519-5392.2025.v25.53856 PDF (Português (Brasil))
Critical language teaching and the digital culture: dialogue with BNCC for inclusion in the social world Flávius Almeida dos Anjos DOI: https://doi.org/10.5433/1519-5392.2025.v25.53973 PDF (Português (Brasil))