Livros-imagem e rodas de leitura nos anos iniciais

Abstract

Wordless Picturebooks are works that use illustrations, colors, lines, perspective, design, and everything else available in visual language to enable multiple readings and interpretations, even in the absence of verbal text. Working with wordless picturebooks in the early years of elementary school contributes to the development of children's reading skills, as understanding these works requires readers to be active and willing to unravel the narrative composed solely of images. Therefore, the present research aims to (i) understand how the use of visual and graphic resources contributes to the construction of the narrative in picture books and (ii) discuss the reading circle activities with picture books carried out with young children in the early grades. The investigation was conducted through an action-research approach, based on the active participation of the researcher in the classroom, notes in a diary, and photographs that reveal children's reading behaviors during the reading circles of wordless picturebooks. The theoretical framework addresses the constitutive aspects of visual narrative and the graphic elements used in picture books. The results indicate that wordless picturebooks, when properly explored by reading mediators, are excellent materials for developing reading competence and expanding children's literary repertoire.