Leitura literária na educação infantil: potencialidades do livro de imagem

Abstract

The goal of the following thesis is to investigate the possible types of reading featured in picture books selected for the PNLD Literário 2018 — Pré-Escola (Programa Nacional do Livro e do Material Didático's Literary edition of 2018, books aimed at preschool students) based on figurative elements (which are present in the text and hints towards the narrative of the books) and its paratexts. This study aims to contribute to developing literary readers of preschool age. The question that led this research was: what are the reading possibilities/potential featured in the visual narratives included in PNLD Literário 2018 — Pré-Escola, based on the narratives created by the pictures and the paratexts? This thesis is anchored in the theoretical contributions of Zilberman (2003), Ramos (2010), Colomer (2003), and Hunt (2010) in defining children’s literature; Cândido (2011) in the right to literature; Genette (2009), Nikolajeva and Scott (2011) in regards to paratextual elements; Oliveira (2008) and Camargo (1998) for the defining and structural aspects of images and the purposes of illustration; Adam (2008) corroborates discussions regarding the structure of the narrative sequence; Petit (2019) in regards to reading and cultural transmission; Girotto and Souza (2016) concerning the reading practices in childhood and the development of new readers. This qualitative research assumes an analytic approach to review the available literature. Its methodology consists of (a) an examination of the documents from PNLD Literário 2018; (b) the analysis of the picture books; and (c) suggesting literacy mediation practices. First, this study explores the discussions regarding children's literature and the peculiarities of reading in preschool classes — especially the visual narratives: the picture book as a literary genre and the collection of books selected to feature on PNLD Literário 2018 for preschool students. After that, this thesis explores the narratives constructed by the visual aspects and the paratextual elements in six publications featured on the program, namely: A águia e a coruja (Borges, 2017), A flor do lado de lá (Mello, 2018), A flor do mato (Pimentel, 2018), Chapéus (França, 2018), Emoções (Machado, 2014), and Qual bicho é mais fofo? (Göbel, 2008). Later, the topics approached in each publication are explored. Lastly, the study suggests an approach to literacy mediation of picture books based on the titles available. The results of the analysis of the six previous publications show that the picture books featured in the PNLD Literário 2018 collection are powerful resources for the development of literary readers since they let them explore the narratives through the complexity and potential of the visual language, allowing for the widening of the students' cultural and artistic repertoire. [resumo fornecido pelo autor]