Os livros informativos na formação leitora de crianças nos anos iniciais

Abstract

Informative books intended for children are valuable resources for reading teaching practices, as they provide surprising dialogues when read and shared in the classroom during reading circles. For children who constantly question about the world around them and for whom curiosity is natural, informative books contribute to them becoming attentive readers of verbal and visual texts, in search of answers to their questions. Based on this premise, the present study aims to (i) investigate the relationships between verbal texts, images, paratexts and design that make up informational books and (ii) analyze reading classes developed with the purpose of helping children become familiar with informational books and their discourses, expanding the processes of text comprehension. A qualitative approach was adopted and the investigation is configured as action research. The research was divided into three distinct stages: bibliographic review, planning of the didactic project with informational books and its implementation in the classroom and, finally, consolidation of the analyses through the writing of the course conclusion paper. The bibliographic review was carried out based on an intertextual reading of studies developed by Campos (2016) and Garralón (2015) and Belmiro and Martins (2016), seeking to establish interrelations, parallels and inferences between the questions of interest of the work, namely: What are informational books?; How are informational books constituted? and Why work with informational books in the early years? The field research took place during the 2nd semester of 2023, in a group III classroom, consisting of 18 children aged 6 to 8, enrolled in the 1st, 2nd and 3rd years of Elementary School I at Escola Saci, located in Juiz de Fora, Minas Gerais. It is concluded that working with informational books in the classroom can expand children's knowledge on diverse topics, such as science, art and nature, while engaging them in a continuous process of questioning and discovery.

Informative books intended for children are valuable resources for reading teaching practices, as they provide surprising dialogues when read and shared in the classroom during reading circles. For children who constantly question about the world around them and for whom curiosity is natural, informative books contribute to them becoming attentive readers of verbal and visual texts, in search of answers to their questions. Based on this premise, the present study aims to (i) investigate the relationships between verbal texts, images, paratexts and design that make up informational books and (ii) analyze reading classes developed with the purpose of helping children become familiar with informational books and their discourses, expanding the processes of text comprehension. A qualitative approach was adopted and the investigation is configured as action research. The research was divided into three distinct stages: bibliographic review, planning of the didactic project with informational books and its implementation in the classroom and, finally, consolidation of the analyses through the writing of the course conclusion paper. The bibliographic review was carried out based on an intertextual reading of studies developed by Campos (2016) and Garralón (2015) and Belmiro and Martins (2016), seeking to establish interrelations, parallels and inferences between the questions of interest of the work, namely: What are informational books?; How are informational books constituted? and Why work with informational books in the early years? The field research took place during the 2nd semester of 2023, in a group III classroom, consisting of 18 children aged 6 to 8, enrolled in the 1st, 2nd and 3rd years of Elementary School I at Escola Saci, located in Juiz de Fora, Minas Gerais. It is concluded that working with informational books in the classroom can expand children's knowledge on diverse topics, such as science, art and nature, while engaging them in a continuous process of questioning and discovery.

Informative books intended for children are valuable resources for reading teaching practices, as they provide surprising dialogues when read and shared in the classroom during reading circles. For children who constantly question about the world around them and for whom curiosity is natural, informative books contribute to them becoming attentive readers of verbal and visual texts, in search of answers to their questions. Based on this premise, the present study aims to (i) investigate the relationships between verbal texts, images, paratexts and design that make up informational books and (ii) analyze reading classes developed with the purpose of helping children become familiar with informational books and their discourses, expanding the processes of text comprehension. A qualitative approach was adopted and the investigation is configured as action research. The research was divided into three distinct stages: bibliographic review, planning of the didactic project with informational books and its implementation in the classroom and, finally, consolidation of the analyses through the writing of the course conclusion paper. The bibliographic review was carried out based on an intertextual reading of studies developed by Campos (2016) and Garralón (2015) and Belmiro and Martins (2016), seeking to establish interrelations, parallels and inferences between the questions of interest of the work, namely: What are informational books?; How are informational books constituted? and Why work with informational books in the early years? The field research took place during the 2nd semester of 2023, in a group III classroom, consisting of 18 children aged 6 to 8, enrolled in the 1st, 2nd and 3rd years of Elementary School I at Escola Saci, located in Juiz de Fora, Minas Gerais. It is concluded that working with informational books in the classroom can expand children's knowledge on diverse topics, such as science, art and nature, while engaging them in a continuous process of questioning and discovery.