Critérios editoriais e visuais nos livros infantis da EDUEFS: uma análise da relação entre texto, imagem e projeto gráfico

Abstract

The research investigated the editorial process of constructing drawings in children’s books published by the State University of Feira de Santana Press (EDUEFS), placing it within the context of Brazilian university publishing. It was found that children’s literature still occupies a marginal space in university presses, although it has great formative potential, especially through images and illustrations. The children’s publications of EDUEFS, and the construction of their editorial process, signal innovation and social commitment by exploring diverse narratives, graphic experiments, and discussions on the use of artificial intelligence. The analysis revealed that drawing constitutes an autonomous and structuring language, in dialogue with the text and enhancing children’s aesthetic reception. This process requires articulation among authors, illustrators, designers, and editors, in collaborative practices that value shared authorship. The research also highlighted the importance of technical tools, such as the analytical record, to qualify children’s publishing. At the same time, it reaffirmed the role of university presses as mediators between science, culture, and society, recognizing childhood as a legitimate audience. Historically, the Brazilian and Bahian editorial trajectory has shown significant advances, expanding the democratization of knowledge. In this context, EDUEFS has consolidated itself as a space for aesthetic experimentation and inclusion, combining academic rigor, regional identity, and technological innovation. The study concludes that university children’s books, by combining text and image, are configured as cultural, pedagogical, and political artifacts, capable of shaping critical and sensitive readers, while also demanding ethical and legal reflection in the face of newtechnologies.