O livro de imagem : práticas de mediação de professoras no 1º ano do ensino fundamental

Abstract

In recent times, discussions about picture books have advanced considerably and, in this sense, the present research has as its theme the picture book and the mediation carried out by teachers of the first year of elementary school. So, as the main objective, it sought to understand how the teachers develop the mediation of reading the picture book from the experience at the Municipal School Lúcia Giovanna Duarte de Melo in the municipality of João Pessoa – PB. The methodology is qualitative and as an instrument for data collection, we chose to use interviews and a field diary to observe the practices developed. We carried out bibliographical research, seeking to make a historical journey of the image as an important means of communication for humanity, from the beginning, passing through the advances that occurred over time; we conceptualized the various types of literacy with an emphasis on visual literacy, pointing out the importance of the picture book and what elements it brings in contemporaneity. From then on, we pointed out the elements of the graphic design and the entire composition of the book and its materiality. We also emphasized the importance of mediation by teachers as being responsible for organizing reading experiences at school and forming new readers. Next, we outlined the research design and the school's ecology and, shortly after, we described the criteria for choosing the research subjects. We took as a basis for this study the authors: Dondis (2015), Manguel (2001), Walty; Fonseca; Cury (2006), Oliveira (2008), Faria (2019), Santaella (2012), Silva (2020), Linden (2018), Cosson (2021), Gerhardt and Silveira (2009). As a result, in data collection, through interviews and the field diary, we found that the training and discussions about the picture book, held at the school where the research subjects work, contributed to the teachers having contact with the picture book and, little by little, they tried to include reading practices in their classroom; however, it was noticeable that the lack of this discussion in the initial training is the reason for the little knowledge about these oeuvres, which has a considerable impact on reading practices in the elementary school. Moreover, we realized that even with training, they still need to appropriate the power that these oeuvres have.