Entre o verbal e o visual : as imagens do livro de literatura infantil na formação de leitores

• Autor(a) principal: Santos, Elizete Ferreira dos
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/8637
• topic: Children's literature; Visual and verbal text; Reading; Reading concepts; Literatura infantil; Texto visual e verbal; Percepção visual - Textos; Concepções de leitura; Educação; Leitura; Leitura - Estudo e ensino; Literatura infantojuvenil; Percepção visual; 37

This dissertation inquires how images of children's literature book are appropriated by teachers of primary schools to understand their conceptions of reading. The fellows of the research were two teachers of the early grades of Elementary School of the Municipal Chain of Education - ES. The analysis corpus were two didactic sequences produced by these teachers and structured with the subsidies received in the Formation of National Pact for Literacy in the Right Age – PNAIC training. The research aims to reveal the complexity of the relationship between constituent elements of images in children's literature books, the sense that falls in the appropriation of images through the proposed activities by the teachers and the possibility of their reading. As a research methodology, it was used the exploratory research and the theoretical basis was the discursive semiotics. Data collection occurred in touch with the school through questionnaires for teachers in order to investigate some factors related to attitude towards the literary text for children and the choice of didactic sequences, which are developed by teachers using the children's literature books from PNAIC reading box. Regarding to discourse analysis of the teachers, it were used the theoretical assumptions of the French semiotics and Barros contributions (1998), Fiorin (2008), Rebouças (2003), Landowski (2001) and the theoretical contributions of Bakhtin (2003 , 2009). For analysis of didactic sequences, we used the methodology of plastic semiotics, based in Rebolledo (2014), Landowski (2002, 2004), Oliveira (2004, 2013) and contributions of Greimas (2004, 2008) Fiorin (1994) Barros (2005), Sarmento (2002, 2011) and Geraldi (2006, 2011). The survey results point to the didatic sequence as an important methodology for the development of sequenced activities and progressing with each other and the need of training for teachers to develop classroom reading of visual languages, so they can develop an education for sensitive.