Literatura infantil no ensino fundamental: análise da recepção na articulação de textos imagéticos e escritos por crianças de 4. série
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Data
2007-03-30
Autores
Campos, Mariana Garcia de Paula [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa procurou registrar, descrever e analisar recortes das impressões de leitura relativas a imagens presentes em narrativas de ficção para crianças. Partindo da leitura das narrativas Algodão-doce, de José Cássio de Cerqueira César e ilustrações de Helena Alexandrino, e O papo da Cabra-cabriola, escrito por Regina Chamlian e ilustrado também por Alexandrino, por alunos da 4ª série do Ensino Fundamental de duas escolas públicas municipais em Assis-SP, atentou-se para o papel da imagem nessa leitura e para a percepção dos leitores acerca da articulação entre os textos verbal e não-verbal. Tais características foram observadas em três situações de leitura, que envolveram mais de cento e cinqüenta leitores: a) leitura individual, b) leitura em pequenos grupos e c) leitura coletiva. Os dados da pesquisa foram coletados nos anos de 2004 e 2005, por meio de entrevistas semiestruturadas, diálogos com os alunos e observações das atividades trabalhadas. Para o desenvolvimento dos trabalhos houve amparo em teóricos da leitura e da leitura da literatura como Kügler, Martins e Faria. Por meio de atividades práticas de leitura houve constatação que o texto escrito configura-se, para a maioria dos leitores aqui considerados, o mais importante ou o mais legitimado para a conferência de sentidos a uma leitura. Mesmo quando solicitadas a reconstituir a narrativa por meio do texto não-verbal, das ilustrações, as crianças costumavam buscar o texto escrito como apoio. O texto não-verbal por vezes teve leitura mais descritiva do que interpretativa, entretanto as crianças tendiam a se dirigir a uma leitura mais crítica deste se instigadas a tal. A leitura de imagens é essencial para a formação do leitor, e esta não se dá de maneira dissociada da leitura de textos escritos, tampouco de preparo para este exercício...
This research aimed to register, describe and analyze parts of the impressions related to images in narratives of fiction for children. Starting from the narratives Algodão doce, by José Cássio de Cerqueira César and pictures by Helena Alexandrino, and O papo da Cabracabriola, by Regina Chamlian and pictures by Alexandrino as well, read by 4th grade students of the Elementary School from two public schools in Assis-SP, we have focused on the role of the image in this reading and on the perception of the readers about the articulation between the verbal and non-verbal texts. These characteristics have been observed in three situations of reading, which involved more than a hundred and fifty readers: a) individual reading, b) reading in small groups and c) collective reading. The research data were collected in 2004 and 2005, through semi-structured interviews, dialogues with the students and observation of the activities done. To develop the work there was a theoretical support concerning reading and literature reading with Kügler, Martins and Faria. Through the practical reading activities, we noticed that the written text is, to most of the readers considered here, the most important or the most legitimated way to give meanings to a reading. Even when asked to retell the narrative through the non-verbal text, the pictures, children used to look for the written text as a support. The non-verbal text at times had a more descriptive than an interpretative reading, but children tended to have a more critical reading of it when stimulated to do that. Reading images is essential to the reader formation, and it is not dissociated either from reading written texts or preparing to this exercise. The activities of collective reading were the ones which showed more incidence of a more balanced articulation between the verbal and non- verbal texts... (Complete abstract, click eletronic address below)
This research aimed to register, describe and analyze parts of the impressions related to images in narratives of fiction for children. Starting from the narratives Algodão doce, by José Cássio de Cerqueira César and pictures by Helena Alexandrino, and O papo da Cabracabriola, by Regina Chamlian and pictures by Alexandrino as well, read by 4th grade students of the Elementary School from two public schools in Assis-SP, we have focused on the role of the image in this reading and on the perception of the readers about the articulation between the verbal and non-verbal texts. These characteristics have been observed in three situations of reading, which involved more than a hundred and fifty readers: a) individual reading, b) reading in small groups and c) collective reading. The research data were collected in 2004 and 2005, through semi-structured interviews, dialogues with the students and observation of the activities done. To develop the work there was a theoretical support concerning reading and literature reading with Kügler, Martins and Faria. Through the practical reading activities, we noticed that the written text is, to most of the readers considered here, the most important or the most legitimated way to give meanings to a reading. Even when asked to retell the narrative through the non-verbal text, the pictures, children used to look for the written text as a support. The non-verbal text at times had a more descriptive than an interpretative reading, but children tended to have a more critical reading of it when stimulated to do that. Reading images is essential to the reader formation, and it is not dissociated either from reading written texts or preparing to this exercise. The activities of collective reading were the ones which showed more incidence of a more balanced articulation between the verbal and non- verbal texts... (Complete abstract, click eletronic address below)
Descrição
Palavras-chave
Leitura (Ensino elementar), Literatura infanto-juvenil, Leitura de imagens, Leitura - textos verbal, Leitura - textos não-verbal, Reading, Literature for children, Images
Como citar
CAMPOS, Mariana Garcia de Paula. Literatura infantil no ensino fundamental: análise da recepção na articulação de textos imagéticos e escritos por crianças de 4. série. 2007. 110 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2007.