Resumo:
This dissertation investigates the intersection between editorial design and applied
emotions in storytelling practices, focusing on the creation of children’s books that
are more sensitive to the affective and cognitive dimensions of childhood. It is based
on the understanding that storytelling is an ancestral practice, culturally rooted and
still central to processes of knowledge and language mediation. The research seeks
to articulate concepts from neuroscience, pedagogy, narrative performance, and
design with behavioral studies on emotion, in order to propose requirements for the
editorial design of illustrated children’s books aimed at affective storytelling.
The investigation adopts a qualitative and transdisciplinary approach, composed of
theoretical review, interviews with storytellers, and Bardin’s (2011) content analysis,
which enabled the unveiling of latent meanings within narratives and the organization
of categories capable of articulating emotion, design, and narrative performance. It is
grounded in authors such as Damásio, Freire, Van der Linden, Lazzarato, Mariño,
Silveira, Manovich, and Barthes, integrating discussions on embodied cognition,
modularity, transcodification, and affectivity in design.
The results highlight the relevance of editorial design as a mediator of sensitive
experiences, capable of enhancing the practice of storytelling and the formation of
readers who are more critical, expressive, and connected with the world around
them.
