Vol. 43 No. 78 (2018)

Setembro/Dezembro
Published: 2018-09-03

Presentation

  • Apresentação

    Rosane Maria Cardoso, Eliane Debus
    01
    DOI: https://doi.org/10.17058/signo.v43i78.12889

Literatura e Educação: perspectivas e tendências contemporâneas

  • THE promotion of reading under the university extension: project " literatura em diálogo "

    Ivânia Campigotto Aquino, Fabíola Hauch, Gislaine de Oliveira de Almeida, Igor Andreola
    02-12
    DOI: https://doi.org/10.17058/signo.v43i78.12017

  • The space of the literary text in the Base Nacional Comum Curricular in the stage of Fundamental Teaching

    Ana Paula Teixeira Porto, Luana Teixeira Porto
    13-23
    DOI: https://doi.org/10.17058/signo.v43i78.12180

  • THE book and it’s mediation in childhood

    Marilia Forgearini Nunes, Júlia Soares Martini
    24-31
    DOI: https://doi.org/10.17058/signo.v43i78.12030

  • Literary books in the classroom: possibilities in reading and literary conversation

    Rosa Maria Hessel Silveira, Letícia Fonseca Richthofen de Freitas
    32-43
    DOI: https://doi.org/10.17058/signo.v43i78.12165

  • Analysis of sign language poetry under the semiotic perspective

    Sarah Miglioli
    44-54
    DOI: https://doi.org/10.17058/signo.v43i78.11791

  • Poesia digital e ensino: o letramento literário em uma perspectiva tecnológica

    Guilherme Moés Ribeiro de Sousa, Flaviano Maciel Vieira
    55-67
    DOI: https://doi.org/10.17058/signo.v43i78.11991

  • DLNotes2’s contribution to literary literacy: a tool for literature teaching in digital environment

    Silvio Somer, Miguel Ângelo Andriolo Mangini
    68-77
    DOI: https://doi.org/10.17058/signo.v43i78.12034

  • Of the (im) possibilities of evaluating literary reading in school: a study case

    Raquel e Souza
    78-90
    DOI: https://doi.org/10.17058/signo.v43i78.11985

  • And now, my people, a story I'm going to tell you: training experiences for readers in the nursery

    Caroline Rodrigues Melo, Zila Letícia Pereira Rêgo
    91-101
    DOI: https://doi.org/10.17058/signo.v43i78.12036

  • Literature: a case study of the reading of brazilian classical novels in high school

    Eliza da Silva Martins Peron, Emílio Davi Sampaio
    102-113
    DOI: https://doi.org/10.17058/signo.v43i78.11672

  • The literary reading as interdisciplinary knowledge: considerations from the prose poetry of Bartolomeu Campos de QueirósThe book and it’s mediation in childhood

    Hellenice Ferreira, Anna Paula Soares Lemos
    114-122
    DOI: https://doi.org/10.17058/signo.v43i78.12133

  • Possibilities to (non canonical) literature teaching in high school: Me llamo Rigoberta Menchú y así me nació la conciencia in the classroom

    Fernando Zolin-Vesz, Sandra Leite dos Santos
    123-130
    DOI: https://doi.org/10.17058/signo.v43i78.12172

  • La insignificancia del hombre frente a los animales en los cuentos de Horacio Quiroga

    Bárbara Bianca Batisti, Cátia Hentges
    131-137
    DOI: https://doi.org/10.17058/signo.v43i78.11538

  • Reading the short story The Happy Prince by Oscar Wilde as a practice for English as additional language teaching and learning process

    Tiago Ferreira Pereira, Monica Stefani
    138-148
    DOI: https://doi.org/10.17058/signo.v43i78.12173

  • O papel da imaginação como estratégia educativa em Maria e seus bonecos e As aventuras do avião vermelho

    Edwirgens Aparecida Ribeiro Lopes de Almeida, Regina Queiroz de Oliveira
    149-157
    DOI: https://doi.org/10.17058/signo.v43i78.12031