<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432024000100236</article-id>
<article-id pub-id-type="doi">10.1590/2175-6236135537vs01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;Crianças Leitoras do Mundo&#8221;: diversidade, classe, género e participação]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;Children as Readers of the World&#8221;: diversity, class, gender, and participation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomás]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AlmeidaI]]></surname>
<given-names><![CDATA[Aline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Centro Interdisciplinar de Ciências Sociais Universidade Nova de Lisboa ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Université de Sherbrooke Faculté d&#8217;Éducation ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canadá</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432024000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432024000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432024000100236&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O uso crítico dos livros ilustrados pós-modernos tem sido uma ferramenta essencial para a compreensão da construção social do reconhecimento das diferenças pelas crianças. Este artigo analisa as conceções de crianças sobre diversidade, classe social, género e participação. No âmbito do projeto RED_SMOOTH (Horizon 2020, União Europeia), desenvolveu-se uma investigação de natureza qualitativa, com um grupo de 22 crianças do 2.º ano da educação básica, em Lisboa, com a implementação de um programa de intervenção de leitura em voz alta com vista à exploração dos temas mencionados anteriormente. Os resultados permitem identificar o impacto dos livros ilustrados para promover a discussão sobre estes temas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The strategic utilization of postmodern illustrated literature has emerged as a crucial tool in facilitating a profound understanding of how children construct their comprehension of diverse perspectives within the realm of social dynamics. This article rigorously scrutinizes children's conceptualizations pertaining to a wide array of subjects, encompassing diversity, socioeconomic disparities, gender dynamics, and active participation. This examination was conducted within the comprehensive framework of the RED_SMOOTH Project (Horizon 2020, European Union), which involved a qualitative investigation involving a cohort of 22 second-grade primary education students situated in the city of Lisbon. This initiative entailed the deliberate implementation of a read-aloud intervention program, primarily designed to explore the intricate themes under consideration.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Livros Ilustrados Pós-Modernos]]></kwd>
<kwd lng="pt"><![CDATA[Leitura em Voz Alta]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Post-Modern Picture Books]]></kwd>
<kwd lng="en"><![CDATA[Read Aloud]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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