This article presents the results of an investigation aiming at analyzing how ways of seeing and ways of being are produced through representations of the ''other one'' in children's literature, as well as how those representations have been (re)produced by teachers and students at school. The investigation was developed in two distinct stages, combining methodologies based on theoretical grounds in Cultural Studies in Education: discourse analysis and reception study. In the stories, it is possible to notice the idea of difference as a deviation, as someone that is distinct/different from the majority of people. There are situations in which the presence of the ''other one'' is provocative; the characters of such situations are usually assigned the roles of victims, heroes or villains. The perspective of good, necessary living with different ones, as well as acceptation and tolerance, have prevailed in the logic that crosses narratives constructed by teachers and students.
difference; discourse; children's literature; school environments; cultural studies