<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982025000100230</article-id>
<article-id pub-id-type="doi">10.1590/0102-469847816</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INSÓLITO POTIGUAR: ANDANÇAS DO SERTÃO MÍTICO À AULA DE LITERATURA NUMA EXPERIÊNCIA DE ESTÁGIO DOCENTE]]></article-title>
<article-title xml:lang="es"><![CDATA[INSÓLITO POTIGUAR: ANDANZAS DEL SERTÓN MÍTICO A LA CLASE DE LITERATURA EN UNA EXPERIENCIA DE PASANTÍA DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[POTIGUAR UNUSUAL: WANDERINGS FROM THE MYTHICAL BACKLANDS TO LITERATURE CLASS IN A TEACHING INTERNSHIP EXPERIENCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CADÓ]]></surname>
<given-names><![CDATA[JÚLIO CÉSAR DE ARAÚJO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANDRADE]]></surname>
<given-names><![CDATA[MARIA REGINA SOARES AZEVEDO DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SULAIMAN]]></surname>
<given-names><![CDATA[SAMIA NASCIMENTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal Rio Grande do Norte (RN)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>41</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982025000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982025000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982025000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A operacionalização de elementos fantásticos em narrativas de ficção é recorrente em obras infantojuvenis, sendo o conto fantástico um gênero literário indicado na BNCC. Este artigo discute a inserção do conto fantástico como objeto de ensino-aprendizagem na sala de aula tanto para impulsionar o letramento literário, considerando a produção literária local, quanto para qualificar a prática do professor de Língua Portuguesa. Com base nessa perspectiva dialógica, este artigo aborda o conto fantástico enquanto categoria estética e objeto de ensino-aprendizagem para formação literária, a partir de Calvino (2004), Paes (1985), Roas (2014) e Todorov (2008), e discute a relevância na educação básica de se trabalhar autor/obra da realidade local da comunidade escolar. Em seguida, exemplifica esses aspectos com uma sequência didática para o sétimo ano do Ensino Fundamental, elaborada durante o período de estágio supervisionado docente. Para tanto, entende-se a etapa de formação inicial como local de experimentação didática, articulando a reflexão teórico-crítica à instrumentalização técnica com vistas ao fortalecimento da autonomia e da atuação pedagógica do professor. Como principais resultados, destacam-se: (i) a expectativa de recepção proveitosa, aliada ao engajamento dos alunos nas atividades; (ii) a possibilidade docente de explorar diferentes aspectos do conto em diálogo com narrativas orais partilhadas socialmente; (iii) a importância da valorização da literatura local no espaço escolar, entendendo-se a proximidade com o autor e o texto como vetor que pode contribuir para a formação ético-estética dos leitores e a prática docente em Língua Portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La operacionalización de elementos fantásticos en las narrativas de ficción es recurrente en obras infanto-juveniles, siendo el cuento fantástico un género literario señalado por la BNCC. Este artículo discute la inserción del cuento fantástico como objeto de enseñanza-aprendizaje en el aula tanto para impulsar la alfabetización literaria, considerando la producción literaria local, como para calificar la práctica docente de la lengua portuguesa. A partir de esta perspectiva dialógica, este artículo trata el cuento fantástico como categoría estética y objeto de enseñanza-aprendizaje para la formación literaria, a partir de Calvino (2004), Paes (1985), Roas (2014) y Todorov (2008), y discute la relevancia en la educación básica de trabajar autor/obra de la realidad local de la comunidad escolar. Luego, ejemplifica estos aspectos con una secuencia didáctica para el séptimo año de la Enseñanza Primaria, confeccionada durante la pasantía supervisada docente. Para tanto, se entiende la etapa de formación inicial como un lugar de experimentación didáctica, articulando la reflexión teórico-crítica a la instrumentación técnica con miras al fortalecimiento de la autonomía y el desempeño pedagógico del maestro. Como principales resultados se destacan: (i) la expectativa de una positiva acogida y participación de los estudiantes en las actividades; (ii) la posibilidad docente de explorar diferentes aspectos del cuento en diálogo con narraciones orales compartidas socialmente; (iii) la importancia de la valoración de la literatura local en el espacio escolar, entendiendo la proximidad al autor y al texto como vector que puede contribuir para la formación ético-estética de los lectores y la práctica docente en lengua portuguesa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The operationalization of fantastic elements in fiction narratives is recurrent in children's and youth works, with the fantastic tale being a literary genre indicated in the BNCC. This article discusses the insertion of the fantastic tale as a teaching-learning object in the classroom both to boost literary literacy, considering local literary production, and to qualify the teaching practice of the Portuguese language. Based on this dialogical perspective, this paper addresses the fantastic tale as an aesthetic category and teaching-learning object for literary training, based on Calvino (2004), Paes (1985), Roas (2014) and Todorov (2008), and discusses the relevance in basic education of working with the author/work of the local reality of the school community. Then, it exemplifies with a didactic sequence for the seventh grade of Elementary School, elaborated during the supervised teaching internship. For this purpose, the initial training stage is understood as a place for didactic experimentation, articulating theoretical-critical reflection with technical instrumentalization with a view to strengthening the teacher's autonomy and pedagogical performance. The main results include: (i) the expectation of a positive reception and engagement of students in activities; (ii) the teaching possibility of exploring different aspects of the tale in dialogue with socially shared oral narratives; (iii) the importance of valuing local literature in the school space, understanding the proximity to the author and the text as vectors that can contribute to the ethical-aesthetic formation of readers and teaching practice in Portuguese.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conto fantástico]]></kwd>
<kwd lng="pt"><![CDATA[letramento literário]]></kwd>
<kwd lng="pt"><![CDATA[estágio docente]]></kwd>
<kwd lng="pt"><![CDATA[literatura potiguar]]></kwd>
<kwd lng="es"><![CDATA[Cuento fantástico]]></kwd>
<kwd lng="es"><![CDATA[alfabetización literaria]]></kwd>
<kwd lng="es"><![CDATA[pasantía docente]]></kwd>
<kwd lng="es"><![CDATA[literatura potiguar]]></kwd>
<kwd lng="en"><![CDATA[Fantastic tale]]></kwd>
<kwd lng="en"><![CDATA[literary literacy]]></kwd>
<kwd lng="en"><![CDATA[teaching internship]]></kwd>
<kwd lng="en"><![CDATA[Potiguar literature]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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