{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,4,24]],"date-time":"2025-04-24T04:25:53Z","timestamp":1745468753811,"version":"3.40.4"},"reference-count":28,"publisher":"Brazilian Journals","issue":"6","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Cad. Pedag\u00f3gico"],"abstract":"<jats:p>O trabalho did\u00e1tico em torno da intertextualidade est\u00e1 satisfatoriamente documentado no ensino da l\u00edngua e da literatura no ensino b\u00e1sico e secund\u00e1rio. Os textos curriculares destes n\u00edveis de escolaridade mencionam este conte\u00fado cujos benef\u00edcios e propriedades pedag\u00f3gicas s\u00e3o relevantes para motivar os alunos para a leitura a liter\u00e1ria. E na forma\u00e7\u00e3o a jusante?\u00a0 Os planos curriculares de forma\u00e7\u00e3o de professores ministrados pelas universidades e escolas polit\u00e9cnicas incluem este conte\u00fado nos seus eixos program\u00e1ticos? Esta sugest\u00e3o te\u00f3rica que aqui apresentamos \u2013 fruto da pr\u00e1tica de muitos anos de doc\u00eancia neste palco curricular \u2013 \u00e9 encabe\u00e7ada por uma breve introdu\u00e7\u00e3o conceptual, mas deve ser entendida, sobretudo, como um conjunto de linhas-guia program\u00e1ticas destinadas \u00e0 forma\u00e7\u00e3o inicial de professores do ensino b\u00e1sico.\u00a0 Por essa raz\u00e3o, mais do que o abreviado emolduramento te\u00f3rico, o maior prop\u00f3sito \u00e9 o de apresentar resumidamente as principais raz\u00f5es did\u00e1ticas pelas quais este conceito deve emergir nos planos curriculares no ensino superior e, de seguida, propor uma sum\u00e1ria tabela conteud\u00edstica capaz de integrar um segmento curricular ou, ainda, um semin\u00e1rio de est\u00e1gio ou, de qualquer outra forma, constitui uma inscri\u00e7\u00e3o curricular incrustada numa unidade curricular afeta \u00e0 \u00e1rea de doc\u00eancia.\u00a0 Este artigo assume, pois, a fei\u00e7\u00e3o de uma mo\u00e7\u00e3o curricular, apresenta objetivos e conte\u00fados de trabalho, reptos e constrangimentos, mas tamb\u00e9m elenca motiva\u00e7\u00f5es que justificam essa oportunidade de aprimorar o ensino da literatura, o prazer de ler, o conhecimento de textos e a promo\u00e7\u00e3o da educa\u00e7\u00e3o liter\u00e1ria na escola.<\/jats:p>","DOI":"10.54033\/cadpedv22n6-210","type":"journal-article","created":{"date-parts":[[2025,4,23]],"date-time":"2025-04-23T15:54:38Z","timestamp":1745423678000},"page":"e15700","source":"Crossref","is-referenced-by-count":0,"title":["Algumas linhas-guia para uma inscri\u00e7\u00e3o da intertextualidade nos planos curriculares de forma\u00e7\u00e3o de professores do Ensino B\u00e1sico"],"prefix":"10.54033","volume":"22","author":[{"given":"Pedro Balaus","family":"Cust\u00f3dio","sequence":"first","affiliation":[]},{"given":"Isabel Sofia Calv\u00e1rio","family":"Correia","sequence":"additional","affiliation":[]}],"member":"30764","published-online":{"date-parts":[[2025,4,22]]},"reference":[{"key":"270722","unstructured":"BAKHTINE, Mikha\u00efl. 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