Entre o verbal e o visual : as imagens do livro de literatura infantil na formação de leitores
Nenhuma Miniatura disponível
Data
2015-08-21
Autores
Santos, Elizete Ferreira dos
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
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.
Descrição
Palavras-chave
Children's literature , Visual and verbal text , Reading , Reading concepts , Literatura infantil , Texto visual e verbal , Percepção visual - Textos , Concepções de leitura