A leitura de narrativas infantis verbo-visuais : interação do leitor com a palavra e a visualidade por meio da mediação.

Abstract

In the school environment, reading of visual code is usually not considered as important as the verbal code in a text configuration and comprehension. It is something necessary to help children in a way they can become able to interact with these two codes simultaneously when reading narratives in picture books. Since that, this study aims to investigate and analyze the chance that an adult mediating the reading process can produce a positive effect on young readers in a way they become more efficient on reading the words and images of picture books. In order to explore that, nine meetings of mediated reading were set out based on the theory of mediated learning experience proposed by Reuven Feuerstein. During this nine meetings, children had the opportunity of reading five picture books undergoing the necessary mediation to develop their reading proficiency on the verbal and the visual elements that compose the text. Ten 4th grade students from a public and state school in Cachoeira do Sul (RS) took part of the mediated reading group. The analyses of the meetings brought some important contributions to the mediator role in relation to his/her positive and negative attitudes. Besides that, it has demonstrated the development of the mediated subjects concerning their way of interacting with the verbal and visual text in a picture book as a result of the mediated reading experienced by them during the meetings set out in this study, and has also pointed out the necessity of carrying on the mediated process in order to improve even more the children proficiency in some other abilities in the reading process.