Leitura de imagens: da imaginação à prática da leitura literária em contextos de letramento

Abstract

The present work has as its core the results of the research that we applied in a class of 3rd year of Elementary Education, on the processes of image reading mediated by literary reading, in the context of social literacy, that is, we investigate how image reading can collaborate to develop the reader's training. In this sense, the objective of our research was to understand how image reading, used as a pedagogical resource, can encourage the development of narrative practice in contexts of social literacy. The study developed, in the light of field research, had as methodology the application of a diagnostic questionnaire, as a pedagogical practice based on the theoretical contribution of Barbosa (2007), Coelho (2000), Santaella (2021), Manguel (1998), Kleiman (2002), Koch and Elias (2006), among others. The field research was carried out in a public school in the city of Campina Grande-PB, based on the analysis of a questionnaire applied on the students' understanding of the work they do with imagery texts. The results of the field research demonstrated that the use of image reading as a pedagogical mediation for the formation of the reading subject, based on literary reading, led the student to read, appreciate and envision the reading of literary texts, which encouraged reading for the fruition of imagery texts as a social literacy practice.