This study examines how working memory capacity (WMC), reading habits, and self-assessed L2 proficiency relate to reading comprehension in L2 English. It aims to determine whether these variables influence overall L2 reading comprehension as well as reading comprehension of referential and inferential information. A total of 36 participants took part in the study: 29 undergraduate students of Letras Inglês at UFRGS and 7 independent learners. They completed three tasks: a Language History and Reading Habits Questionnaire, a Self-Applicable Reading Span Test, and a Reading Comprehension Task, which assessed understanding of both referential and inferential information. Spearman correlation analyses revealed a significant positive association between WMC and overall reading comprehension, and the understanding of both referential and inferential information, supporting previous findings (Daneman; Carpenter, 1980; Azevedo et al., 2022). Self-assessed proficiency also correlated positively with overall comprehension and with the understanding of both referential and inferential information, although the association with inferential comprehension was weaker. Interestingly, no significant correlation was found between reading habits and overall L2 reading comprehension, nor the comprehension of referential and inferential information, which may reflect self-reporting limitations (Cunningham; Stanovich, 2001; Hicks, 2023). These results suggest that cognitive and linguistic factors, particularly WMC, play a critical role in L2 reading performance.

Con el paso del tiempo y a partir de diversas experiencias de trabajo colaborativo en comunidades de aprendizaje entre pares académicos, se ha evidenciado que las mediaciones de lectura exigen un mayor compromiso pedagógico por parte del profesorado en los contextos escolares. En este marco, desde el año 2015, Colombia ha impulsado procesos orientados a la recuperación de las narrativas del territorio con un horizonte decolonial, materializados en encuentros iniciales de formación con profesores, abordando una colección de literatura infantil y juvenil, que fortalece los ejes formativos del programa PTA-FI y busca contribuir a la renovación de la educación ciudadana. El presente artículo tiene como objetivo analizar experiencias de mediación lectora situada a partir de la colección Territorios Narrados, en distintos contextos educativos, mediante el desarrollo de laboratorios de literatura con profesores. Desde un enfoque cualitativo, se examinan las concepciones de promoción, animación y mediación de la lectura, así como sus implicaciones en la construcción de sentidos, el reconocimiento del territorio y la formación integral de los estudiantes. Los resultados evidencian que el acceso sistemático a obras literarias contextualizadas favorece la apropiación crítica del entorno, el diálogo sobre el fortalecimiento de vínculos comunitarios y el desarrollo de aprendizajes humanistas. Se concluye que la formación para una la mediación lectora, concebida desde una perspectiva situada y decolonial, constituye una estrategia relevante para la consolidación de prácticas pedagógicas más inclusivas y contextualizadas en el marco del programa PTA-FI.

This study presents an investigation grounded in Cognitive Linguistics and Cognitive Semantics (Lakoff & Johnson, 2002; Geeraerts, 2006; Evans & Green, 2006; Lakoff, 2008; Kövecses, 2010) on the use of alternative names attributed to Brazilian politicians in contexts of party-electoral polarization, with a focus on the conceptual metaphors and metonymies found in occurrences of antonomasia. Antonomasia is understood as the use of a common noun in place of a proper name, reflecting ideological and identity-based framings (Garcia, 2006; Martins, 2021). The analysis is situated within Cognitive Onomastics and examines comments posted on the social network X/Twitter between August and December 2022, a period marked by the presidential elections. Designations such as Ex-Presidiário, Bolsomito, Tchutchuca do Centrão, and Carluxo were analyzed, with the names of Lula and Bolsonaro being the most frequently targeted. The most recurring metaphors were HUMAN BEING IS ANIMAL and HUMAN BEING IS MYTHOLOGICAL CREATURE, while the most common metonymies were of the PART FOR WHOLE type. The analysis revealed the use of prejudiced discourse, such as machismo and LGBTQIA+phobia, by both sides of the political spectrum, highlighting ideological contradictions in attack strategies. The study concludes that nicknames function as cultural artifacts that reflect ideological frames, intensify polarization, and reveal the crucial role of language in constructing political identities in contemporary Brazil.

Mediating reading from the perspective of training effective readers presents itself as a relevant need in our society, since reading fluently is a basic condition for an active life in our social context. This article discusses reading mediation in the space of the extension program Biblioteca Ambulante e Literatura nas Escolas (BALE). The objective is to demonstrate the experience of reading mediation carried out within the scope of the Program as an extension action that focuses on the formation and self-training of readers and as support the literary text. This is a work of a bibliographic nature, aimed at debating the theoretical categories that underlie the theme of reading mediation, at the same time that it presents a practical proposal to mediate the work with the training of readers based on the assumptions worked on throughout the editions of BALE, By way of conclusion, it is possible to state that the mediation experience in the space of the Program constitutes a fruitful way of training readers through literature as an art that enchants humanity and permeates generations.

There is a tendency for critics to be concerned about the political approaches in contemporary fiction literature, because this would be the reason for a supposed surrender of the artistic aspects of such literature to ideological aspects. According to the observation of A extinção das abelhas (2021), O avesso da pele (2021), O som do rugido da onça (2022) and Torto arado (2019), some of the most distributed works in recent years in Brazil, it is possible to be figured out how, in fact, the political agendas of the moment take over their themes, and although the criticism focuses on this aspect of the current aesthetic regime, these are descriptive notes, in the field of impressions, there is still a lack of analysis and interpretation of the progressivism in the current regime. That is the reason why a proposed key for a coherent reading of the contemporary literary regime must be the literary concepts of integration and differentiation in Candido (1975) updated to the situation of capitalism in the 2020s. The results of this approach confirm and contradict the critics, after all, in fact there is a special political theme, but this does not diminish the stylistic power of the work, if there is a deficit of artistic virtuosity in a work it is not due to its commitment to certain themes.

Literature for children and young people has been the subject of calls for proposals from the Federal Government as a way of ensuring its presence in Brazilian public school classrooms. Programs are created, but there tends to be discontinuity in the processes. Considering this context, this article is part of a research study dealing with the artistic and educational dimensions of the National Book and Teaching Material Program (PNLD). This study aims to analyze how normative documents related to the 2023 edition of the literary Programa Nacional do Livro e Material Didático (PNLD) treat literature, through an analysis of the Decree No. 9099/2017 (Brasil, 2017), from the Public Notice No. 01/2021 (Brasil, 2021), that regulates the process and the evaluation form used to examine the submitted works. This is a qualitative study anchored in documentary analysis. After discussing the indicators set out in the Decree (Brasil, 2017) and the Public Notice (Brasil, 2021), as well as the fields of the evaluation form (Brasil, 2023), it is pointed out that the evaluation of literary works in the scope of didactic material tends to diminish their functions, in favor of instrumental purposes, associated, for example, with learnings related to literacy. The aim of this investigation is to put a strain on the conceptions that guide public policy on literary reading, in order to contribute to its qualification.

This article proposes a journey through works of Brazilian digital poetry that were produced before the popularization of the commercial internet in Brazil; therefore, works that were produced with digital technological resources, but whose circulation did not occur through the internet. The aim of this journey is to reflect on this pioneering production and the ways in which it was inserted into the literary system, which is justified because its forms of production, its inscriptional materialities, its modes of circulation and legitimation are different from those that characterize printed literature. The proposed approach is based on Itamar Even-Zohar's theoretical proposal – used here as a methodological key – in his reflections on polysystems of culture and the literary polysystem. The result of the proposed discussion is a methodology for the critical reading of digital poetry, in a systemic key.

Neste artigo, objetivou-se analisar os registros textuais produzidos por estudantes nos diários de leitura, durante a participação em um clube de leitura, proposto no contexto escolar. Trata-se de uma pesquisa de intervenção pedagógica em que se procurou despertar o gosto pela leitura literária em estudantes do sexto ano do Ensino Fundamental, em uma escola da rede pública do município de Santa Maria, RS. Na metodologia, utilizou-se a técnica dos Círculos de Leitura de Cosson (2021a), e enfatizou-se a mediação pedagógica, realizada pela professora de Língua Portuguesa, na leitura da obra Matilda e o Clube de Leitura, de Roberta M. R. Trevisan (2022). Os resultados indicam que a proposta pedagógica se revelou eficaz, proporcionando a participação ativa dos estudantes na leitura e na escrita dos diários. Dessa forma, a leitura de livros literários, aliada aos debates e perguntas estimulados pelos cartões de função, enriqueceu o aprendizado e se mostrou valiosa para a promoção do desenvolvimento cognitivo, social e emocional dos estudantes.

A realização de práticas de letramento, ou seja, de práticas sociais que envolvam a leitura e a escrita, é fundamental para o desenvolvimento dos processos de aprendizagem escolar nos anos iniciais e seguintes. Para que o ensino nas séries iniciais seja efetivo, para tanto, há necessidade de que família e escola favoreçam diferentes práticas de letramento oportunos à formação acadêmica e social do indivíduo. Os estudos de Shirley Heath (1982), por exemplo, defendem que a contação de histórias constitui evento de letramento fundamental para o desenvolvimento de habilidades cognitivas relevantes nas primeiras séries escolares. Tendo como base este estudo, este artigo objetiva demonstrar, por meio de levantamento de dados feito com contadores de história associado a dados de pesquisa realizada por Heath (1982), o quanto essa prática de leitura pode favorecer o desenvolvimento escolar. Nesse sentido, o ambiente escolar pode ser um espaço importante para suprir práticas de letramento de grupos minoritários que não têm a oportunidade de ofertar um ambiente letrado aos filhos. Por isso, a análise do letramento escolar permite compreender seu papel na inclusão social para mitigar desvantagens escolares advindas da pertença social de muitos estudantes – com o intuito de que crianças não favorecidas com ambientes onde as práticas de letramento são desenvolvidas tenham a possibilidade de participar ativamente na escola e na sociedade.

O objetivo deste artigo é analisar a obra de Carolina Maria de Jesus (1986) através de uma análise critico-social e bibliográfica no livro Diário de Bitita, que é uma continuação do conhecido livro Quarto de Despejo, ambos os livros são autobiográficos, pois contam desde a infância da autora até sua vida adulta. O trabalho busca uma discussão a respeito da perspectiva da memória e da ancestralidade na obra, posto que a narrativa, inicialmente, trata-se de uma autobiografia de Carolina Maria de Jesus, em que apresenta relatos de sua vida e denúncias da desigualdade social e econômica. Para tanto, utilizaremos, para pensamos sobre a memória, os estudos de Evaristo (2008); Halbwachs (1990); Izquierdo (2018); Pollak (1992) e Ribeiro (2010). Trazemos ao debate sobre a questão da ancestralidade as discussões de teóricos como Matheus Gato (2020); Leda Martins (2021) e Oliveira (2007) e sobre a biografia da autora Farias (2017), entre outros teóricos. Portanto, as temáticas, memória e ancestralidade, acerca da comunidade afro-brasileira, são alguns dos elementos discursivos que caracterizam a riqueza da obra, permitindo ao leitor estabelecer um olhar crítico sobre a narrativa autobiográfica de Carolina Maria de Jesus. Palavras-Chave: Carolina Maria de Jesus; Memória; Ancestralidade.