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Rosalía de Castro es la poeta clave por antonomasia en la literatura gallega y una figura singular del Romanticismo en la literatura castellana. Sin embargo, su obra ha sido explicada de una manera profundamente biografista, lo que también ha limitado la interpretación de la misma, quedando marcada como una poeta intimista y saudosa. En este artículo se pretende analizar si las investigaciones más recientes, que han apostado por una De Castro feminista y reivindicativa, en todo caso poliédrica, han empezado también a calar en los libros de texto de lengua y literatura gallega. Como es sabido, los manuales escolares resultan absolutamente claves para transmitir el canon literario y de ellos deviene gran parte de la imagen que la sociedad futura tiene de las autoras y de los autores, Rosalía de Castro is the key poet par excel-lence in Galician literature and a singular figure of Romanticism in Spanish literature. However, her work has been explained in a biographical manner, which has also limited the interpretation of it, remaining marked as an intimate and nostalgic poet. In this paper, we try to analyze whether the most recent research, which has opted for a feminist and vindicative Rosalía, in any case polyhe-dral, has also begun to be includen in Gali-cian language and literature textbooks. As it is known, school textbooks are absolutely key to transmit the literary canon and they mostly become the image that society has of authors.

Este artigo afonda no contexto e no contido dos dous libros de texto que María Victoria Moreno redactou nos anos 1985 e 1987, desvelando os seus puntos fortes, as súas feblezas e a recepción no seu tempo, mais sobre todo o enorme esforzo compositivo que tivo que supor a súa elaboración., This article focuses on the context and content of the two text-books that María Victoria Moreno drafted in 1985 and 1987, revealing their strengths, weaknesses and reception at that time, and above all, the enormous compositional effort that led to their production.

Este artigo afonda nas tarefas levadas a cabo por Carlos Casares como mediador (editor, tradutor e conferenciante, fundamentalmente) e escritor (un oficio que se ve mediatizado polas funcións anteriores) de literatura infantil durante o período 1986-2002. Aínda que se pensaba que as outras angueiras do intelectual total que era o afastaran deste campo literario, estas páxinas demos-tran como mantivo, tamén nesta etapa un interese e un traballo constantes a prol das letras para a infancia derivados, fundamentalmente, do seu labor como editor., This essay takes a closer look at the work of Carlos Casares as a mediator (publisher, translator and lecturer, fundamentally) and writer of chil-dren’s literature during the period 1986-2002. Despite the widespread opinion that his other intellectual duties drove him away from this literary field, these pages show that he kept both an enduring interest and a continuous work for the benefit of children ́s literature in those years, basically as a consequence of his publishing career.

El acceso a los textos clásicos por parte del alumnado sigue siendo un reto en las clases de lengua y literatura de la Educación Secundaria Obligatoria. Al mismo tiempo, es cada vez mayor la presencia que la litera-tura infantojuvenil adquiere en esta etapa educativa. Esta propuesta didáctica quiere ejemplificar como, a través de la formulación de talleres, un álbum ilustrado puede motivar y hacer más accesible la lectura de diferentes obras canónicas como son el Lazarillo de Tormes, La Celestina, Fuenteovejuna, Coplas por la muerte de su padre o las creaciones de Garcilaso de la Vega. Igualmente, utilizando los valores que emanan los diferentes textos y, por lo tanto, mostrando su atemporalidad, estos talleres incidirán en la formación de individuos para lograr una escuela y, por tanto, una sociedad inclusiva., Access to classic texts by students is still a challenge in Spanish Language and Literature lessons during Compulsory Secondary Education. At the same time, literature for children and young adults is getting more and more present in this educational stage. The present didactic proposal intends to exemplify how —by means of workshops to be developed throughout an academic year— a picture book can motivate and make the reading of different Spanish canonical works more accessible. Some examples of that would be: The Life of Lazarillo de Tormes, The Celestine, Fuenteovejuna, Stanzas about the Death of his Father or crea-tions by the writer Garcilaso de la Vega. Likewise, by using the values emerging from the texts and, therefore, by showing their timelessness, these workshops are to have an impact on individuals formation and on trying to achieve an inclusive school and thence, society. .

No artigo téntase demostrar como Manuel María foi unha das voces pioneiras que posibilitou o eriximento dunha literatura infantil e xuvenil en galego nos finais da década dos sesenta, a pesar de que contou con algúns impe-dimentos para facelo. Asemade, realízase un percorrido crítico pola súa produ-ción para nenos e nenas, que tenta descubrir as claves da súa poética á vez que contextualiza a obra no seu tempo. Igualmente, demóstrase que a significación que o autor lle daba á produción infantil vén dada polas posibilidades desta para transmitir os seus ideais., The article tries to show how Manuel María was one of the pioneering voices that enabled the Children’s literature in Galician in the Sixties, although it had any problems to do it. At the same time, it accomplishes a critical route by his production for boys and girls, that tries to discover the keys of his poetic and also it contextualizes the work in his time. Equally, it shows that the signification that the author gave him to books for children comes given by the possibilities of this to transmit his ideals.

Habitualmente non se refi re a literatura infantil e xuvenil como unha das áreas de incidencia do movemento feminista. Porén, dende os seus comezos, á literatura dirixida a infancia e a mocidade apúxoselle un condicionamento instrutor que a situou, en moitas ocasións, no ámbito educativo. Así, o movemento feminista ocupouse, no marco das prácticas a prol da coeducación, de revisar moitos dos textos que a compoñen. O ámbito galego non foi unha excepción a isto, polo que este traballo pretende revisar cales foron as angueiras levadas a cabo polas feministas para analizar as obras existentes e pular por unha nova literatura infantil e xuvenil., Normally, we do not refer to children’s and young adult literature as an area infl uenced by the feminist movement. However, since the beginning, an instructive conditioning was attributed to children’s and young people’s literature, placing it often in the educational fi eld. Thus, the feminist movement dealt with the revision of many of these texts, within the context of activities in favour of coeducation. Galician literature was not an exception, so this paper aims to review the tasks carried out by feminists in order to analyze the existing books and strengthen a new children’s and young adult literature.

Este artigo parte da constatación de que a maioría das obras de Agustín Fernández Paz conteñen numerosísimas referencias aos libros e á lectura. Tras unha concisa explicación das trabes da escrita deste autor, explóranse as posibles funcións que a referencia a obras esenciais da literatura ten na súa produción, partindo tanto do que ten achegado a antropoloxía da lectura, como dos propios textos do autor. Igualmente, resáltanse as estratexias empregadas para achegar a mocidade á lectura. En consonancia con isto, deféndese a idea de que parte importante da súa laboura creativa se pode entender como un completo plan de animación á lectura ideado para o lectorado novo., This article is based on the observation that most of the works by Agustín Fernández Paz include a great many references to books and reading. After briefly explaining the characteristics of this author’s writing, we explore the role that these references to essential literary works play in his production on the basis of their approximation to the anthropology of reading and to his own texts. In line with this, it is argued that a large part of his creative work may be interpreted as comprehensive plan to promote reading and engage new readers.

[Resumo] Este artigo parte da constatación de que a maioría das obras de Agustín Fernández Paz conteñen numerosísimas referencias aos libros e á lectura. Tras unha concisa explicación das trabes da escrita deste autor, explóranse as posibles funcións que a referencia a obras esenciais da literatura ten na súa produción, partindo tanto do que ten achegado a antropoloxía da lectura, como dos propios textos do autor. Igualmente, resáltanse as estratexias empregadas para achegar a mocidade á lectura. En consonancia con isto, deféndese a idea de que parte importante da súa laboura creativa se pode entender como un completo plan de animación á lectura ideado para o lectorado novo, [Abstract] This article is based on the observation that most of the works by Agustín Fernández Paz include a great many references to books and reading. After briefly explaining the characteristics of this author’s writing, we explore the role that these references to essential literary works play in his production on the basis of their approximation to the anthropology of reading and to his own texts. In line with this, it is argued that a large part of his creative work may be interpreted as comprehensive plan to promote reading and engage new readers

[Resumo] O feminismo foi un elemento clave para a transformación dos modelos de nenas e de mulleres que aparecían na literatura infantil e xuvenil. Sendo este ámbito de produción iteraria o primeiro que incide na formación lectora, o tratamento dos sexos e dos xéneros que amosan estas ficcións resulta fundamental para axudar a establecer os valores da feminidade e da masculinidade nas cativas e cativos. Esta achega propón unha visión panorámica a través dos personaxes de mulleres que aparecen na literatura infantoxuvenil galega para analizar que tipo de modelos se lles presentan á infancia e á mocidade dende estas obras e cales son as posibles liñas de evolución asociadas a cada etapa, [Abstract] Feminism was a key element in the transformation of the roles of girls and women as portrayed in children’s and juvenile literature. In this type of literature, which is the first contact point and therefore crucial to the formation of reading habits, the treatment of gender is fundamental to the development of the values of femininity and masculinity in girls and boys. This article offers a panoramic vision through the female characters portrayed in Galician children’s and juvenile literature in order to analyze the type of models presented by these literary works to young readers and to examine the possible lines of evolution associated with each stage