It has been recurrent to value the emancipatory power of literature and its presence in school curricula, what  is not always accompanied by a preoccupation with its aesthetic specificity. So, it is highlighted the importance of the literary reading without indicating and deepening the implications of language in this process. According to Antonio Cândido, one of the most cited in this discussion, the humanizing power of literature comes from the literary construction, “as construction”   (Vários escritos, São Paulo: Duas Cidades, 1995, p. 245). Apparently aware of this issue, Antoine Compagnon has said that “it would be laughable if the men of letters had to resign the defense and illustration of literature in a moment that other disciplines converge diligently towards it” (Literatura para quê, Belo Horizonte, Ed. UFMG, 2009, p. 58). To defend the importance of literature, he has explained that: Literature itself is the analysis of the relations always particular that gather beliefs, emotions, imagination, and action, what makes it be an unreplaceable knowledge, particular, and that can not be summarized, on human nature, a knowledge of singularities (p.59).  Based upon this assumption, the journal Entrelaces calls for papers that reflect on the teaching of literature, focusing on the literary language and its diverse possibilities, starting with the approach of literary genres, going through the relations of Literary Theory and Linguistics with teaching in which aesthetic dimensions of literature are emphasized, coming to studies on “singularities” of works, so as to learn from them, “what is literature itself, that is, its language organization, the way the redundancy of the verbal code has been overcome”, as it has been observed in Lucrécia D’Alessio Ferrara’s words  (Apud ROCCO, M. T. Fraga, Literatura/ensino: uma problemática, São Paulo: Ática, 1992, p. 170). Thus, are welcomed papers that address topics, such as:    


  1. The relevance of the theory of literature to the teaching of literature;
  2. Aesthetic particularities of the literary text in contexts for the teaching of different manifestations of art;
  3. The problematic of literary genres in the teaching context of literature;
  4. The importance of other areas of knowledge in the teaching of literature;
  5. Literature and other arts: intertextual dialogues;
  6. O role of BNCC to the teaching of literature and other arts in the 21st century. .

 Guest Editors:

Benedito Antunes (UNESP/Assis), Danglei de Castro Pereira (UnB).