A formação do leitor literário nos anos iniciais: leitura, literatura infantil e multimodalidade na escola.

Abstract

This research presents as its central theme multimodal children's literature in especially the album books and reading responses from students in the initial years of high school Fundamental, from an aesthetic, cultural and artistic perspective of literature. O The object of this study is the process of the child's interaction with children's literature multimodal, in a mediated way, based on interventions and reading situations shared, with the purpose of investigating aspects of this interaction that can reveal paths for reader training in the early years of Elementary School. The objective is to identify possible contributions from reading multimodal literature to the formation of the literary reader in the early years. To achieve the objective of this study, it was qualitative research of ethnographic and phenomenological inspiration was carried out, which consisted of two stages: bibliographical, with theoretical foundation and analysis of works, and field research, of the participant observation type. The results came from analysis of the responses of children who presented different reactions to works read and the resources provided by album books, noting the little familiarity with the format and, at times, visual and literary literacy deficit, which led to difficulties in reading, but which did not make it impossible completely enhance the aesthetic experience when interacting with the works.