A arquitetônica do ato de ilustrar de Rui de Oliveira: contribuições dos livros de imagem para a formação do pequeno leitor literário
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Data
2021-02-22
Autores
Cabral, Gisele de Assis Carvalho [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa em foco materializada nesta Dissertação faz parte das atividades desenvolvidas no Grupo de Pesquisa Processos de Leitura e Escrita: Apropriação e Objetivação (PROLEAO) junto à linha de pesquisa Teoria e Práticas Pedagógicas do Programa de Pós-Graduação em Educação (PPGE) da Faculdade de Filosofia e Ciências (FFC) da Universidade Estadual Paulista (UNESP), campus de Marília. Em defesa da importância da Literatura Infantil e do papel que as ilustrações podem desempenhar na constituição do leitor literário ao contribuir para a formação de valores estéticos e humanos, a pesquisa teve como objetivo compreender a arquitetônica do ato de ilustrar de Rui de Oliveira e as contribuições dos seus livros de imagem para a formação do pequeno leitor literário. A investigação do processo de criação de livros de imagem gestados por esse ilustrador teve como ênfase a perspectiva do leitor aprender a ler as materialidades semióticas inclusas nas obras constituídas integralmente pela linguagem visual, com o intuito de desvelar as intenções imbricadas nesse processo criativo: como foram pensadas e projetadas para a criança como principal interlocutora. A partir desse objetivo geral, decorreram outros questionamentos no intuito de conhecer e entender o percurso histórico do ilustrador e seu projeto de dizer às crianças por meio das suas ilustrações. Para atingir o objetivo proposto, foram utilizados como procedimentos metodológicos a Revisão de Literatura, os seis Encontros Dialógicos com o ilustrador referido e a análise das sete obras constituídas integralmente por enunciados visuais. O referencial teórico, além de utilizar conceitos acerca da arte de ilustrar do próprio Rui de Oliveira, foi ancorado a partir do pensamento de estudiosos da Literatura Infantil como Camargo, Zilberman, Hunt, Linden, Nikolajeva e Scott, Ramos, Meireles e outros teóricos, bem como pressupostos da filosofia da linguagem defendida por filósofos russos como Bakhtin, Volochinov, Medviédev e Jakubinskij, fundamentados em categorias de compreensão como dialogismo, enunciado, signo, alteridade, excedente de visão, empatia, ideologia, contrapalavra e arquitetônica. Como resultado, pelas características literárias e estéticas, a partir do projeto de dizer materializado em imagens, as obras analisadas apresentam potencialidade para a formação do pequeno leitor literário. As possíveis contribuições dos livros de imagem, a partir de ações intencionais do professor, dizem respeito ao desenvolvimento da imaginação e da criatividade, bem como ao estímulo à oralidade e, por serem obras abertas a diferentes leituras, permitem a construção de histórias tanto orais como escritas, conforme as necessidades da criança, além da ampliação do conhecimento estético e cultural.
The research in focus materialized in this Dissertation is part of the activities developed in the Research Group Reading and Writing Processes: Appropriation and Objectification (PROLEAO) along the line of research Theory and Pedagogical Practices of the Graduate Program in Education (PPGE) of the Faculty of Philosophy and Science (FFC) at Universidade Estadual Paulista (UNESP), Marília campus. In defense of the importance of Children's Literature and the role that illustrations can play in the constitution of the literary reader by contributing to the formation of aesthetic and human values, the research aimed to understand the architecture of the act of Rui de Oliveira’s illustrating and the contributions of his picture books for the training of the small literary reader. The investigation of the creating process of picture books created by this illustrator emphasized the perspective of the reader learning to read the semiotic materialities included in the works constituted entirely by the visual language, in order to unveil the intentions intertwined in this creative process: how they were thought and designed for the child as the main interlocutor. From this general objective, other questions arose to know and understand the illustrator's historical path and his project of telling children through his illustrations. To achieve the proposed objective, the Literature Review, the six Dialogical Encounters with the aforementioned illustrator and the analysis of the seven works made up entirely of visual statements were used as methodological procedures. The theoretical framework, in addition to using concepts about the art of illustrating by Rui de Oliveira himself, was anchored from the thinking of scholars of Children's Literature such as Camargo, Zilberman, Hunt, Linden, Nikolajeva and Scott, Ramos, Meireles and other theorists, as well as assumptions of the philosophy of language defended by Russian philosophers such as Bakhtin, Volochinov, Medviédev and Jakubinskij, based on categories of understanding such as dialogism, statement, sign, otherness, surplus of vision, empathy, ideology, counterword and architectural. As a result, due to the literary and aesthetic characteristics, from the saying project materialized in images, the analyzed books have potential for the formation of the small literary reader. The possible contributions of picture books, based on the teacher's intentional actions, concern the development of imagination and creativity, as well as the encouragement of orality and, because they are opened books to different readings, they allow the construction of both oral and according to the child's needs, in addition to expanding aesthetic and cultural knowledge.
The research in focus materialized in this Dissertation is part of the activities developed in the Research Group Reading and Writing Processes: Appropriation and Objectification (PROLEAO) along the line of research Theory and Pedagogical Practices of the Graduate Program in Education (PPGE) of the Faculty of Philosophy and Science (FFC) at Universidade Estadual Paulista (UNESP), Marília campus. In defense of the importance of Children's Literature and the role that illustrations can play in the constitution of the literary reader by contributing to the formation of aesthetic and human values, the research aimed to understand the architecture of the act of Rui de Oliveira’s illustrating and the contributions of his picture books for the training of the small literary reader. The investigation of the creating process of picture books created by this illustrator emphasized the perspective of the reader learning to read the semiotic materialities included in the works constituted entirely by the visual language, in order to unveil the intentions intertwined in this creative process: how they were thought and designed for the child as the main interlocutor. From this general objective, other questions arose to know and understand the illustrator's historical path and his project of telling children through his illustrations. To achieve the proposed objective, the Literature Review, the six Dialogical Encounters with the aforementioned illustrator and the analysis of the seven works made up entirely of visual statements were used as methodological procedures. The theoretical framework, in addition to using concepts about the art of illustrating by Rui de Oliveira himself, was anchored from the thinking of scholars of Children's Literature such as Camargo, Zilberman, Hunt, Linden, Nikolajeva and Scott, Ramos, Meireles and other theorists, as well as assumptions of the philosophy of language defended by Russian philosophers such as Bakhtin, Volochinov, Medviédev and Jakubinskij, based on categories of understanding such as dialogism, statement, sign, otherness, surplus of vision, empathy, ideology, counterword and architectural. As a result, due to the literary and aesthetic characteristics, from the saying project materialized in images, the analyzed books have potential for the formation of the small literary reader. The possible contributions of picture books, based on the teacher's intentional actions, concern the development of imagination and creativity, as well as the encouragement of orality and, because they are opened books to different readings, they allow the construction of both oral and according to the child's needs, in addition to expanding aesthetic and cultural knowledge.
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Palavras-chave
Educação, Formação do pequeno leitor literário, Livros de imagem, Rui de Oliveira, Filosofia da linguagem, Education, Little literary reader formation, Picture books, Philosophy of language