Literary books in the classroom: possibilities in reading and literary conversation

Authors

  • Rosa Maria Hessel Silveira UFRGS
  • Letícia Fonseca Richthofen de Freitas Universidade Federal de Pelotas

DOI:

https://doi.org/10.17058/signo.v43i78.12165

Keywords:

Literature for children. Literary Reading. Classroom.

Abstract

This paper aims to analyze the reaction to three books that belong to the collection for the early years of elementary school developed by the 2012Library at School National Program (Programa Nacional Biblioteca na Escola - PNBE). It has the intention of contributing to the reflection of possible practices of literary reading in the early years. This analysis was based on the material that resulted from reading sessions of these books at three public schools in Rio Grande do Sul - Brazil, and it addresses the following topics: possibilities for enriching shared reading in class when done interactively; the significance of multi-semiotic (multimodal) reading of children’s literature; the importance of articulating the book’s fictional universe with the children's personal, social and cultural experiences; the usefulness of helping students to use paratextual elements of the targeted book.

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Author Biographies

Rosa Maria Hessel Silveira, UFRGS

Mestre em Letras e Doutora em Educação pela UFRGS; professora colaboradora convidada do PPGEducação UFRGS; bolsista PQ CNPq.

Letícia Fonseca Richthofen de Freitas, Universidade Federal de Pelotas

Graduada em Letras, Mestre e Doutora em Educação. Professora Associada do Centro de Letras e Comunicação e do Programa de Pós-Graduação em Letras da Universidade Federal de Pelotas (UFPel).

References

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___. El ambiente de la lectura. Mexico: Fondo de Cultura Económica, 2007b.

___. Conversaciones. Escritos sobre la literatura y los ninos. Mexico: Fondo de Cultura Económica, 2008.

COLOMER, Teresa. A formação do leitor literário. São Paulo: Global, 2003. 454p.

____. Andar entre livros. São Paulo: Global, 2007. 207p.

CRINON, Jacques.; MARIN, Brigitte.; LALLIAS, Jean-Claude. Enseigner la literature. Paris: Nathan, 2006. 238p.

DELAMOTTE-LEGRAND, Régine. O que as narrativas infantis nos ensinam sobre a narrativa e o restante. In: FRANÇOIS, Fréderic.; ____. Crianças e narrativas. Maneiras de sentir, maneiras de dizer... São Paulo: Humanitas, 2009. 274p. p. 11-44.

ECO, Umberto. Seis passeios pelos bosques da ficção. São Paulo: Companhia das Letras, 1994. 160p.

PAIVA, Aparecida. (Org.) Literatura fora da caixa: o PNBE na escola: distribuição, circulação e leitura. São Paulo: Editora UNESP, 2012a. 216p.

PAIVA, Aparecida. Todo livro tem de estar onde o leitor está. In: ROSA, Cristina Maria (Org.). Escritas, leitores e história da leitura. Pelotas: Ed. UFPel, 2012b. 206p. p. 21-31

ROCHE, Mary. Developing Children's Critical Thinking through Picturebooks. A guide for primary and early years students and teachers. New York: Routledge, 2014. 195p.

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Published

2018-09-03

How to Cite

Hessel Silveira, R. M., & Fonseca Richthofen de Freitas, L. (2018). Literary books in the classroom: possibilities in reading and literary conversation. Signo, 43(78), 32-43. https://doi.org/10.17058/signo.v43i78.12165

Issue

Vol. 43 No. 78 (2018)

Section

Literatura e Educação: perspectivas e tendências contemporâneas

License

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