A mediação do livro ilustrado de literatura Infantil: ver, pensar e fazer artes visuais na escola

Abstract

The present study investigates the pedagogical potential of the Picture Book of Children's Literature (PBCL) in the teaching-learning process of visual arts in schools. The main goal is to explore the expressive resources of PBCLs and their use in the classroom as a way of contributing to the development of visual language, both in its communicative and perceptual forms. In addition, we sought to work on the training of readers by expanding the aesthetic repertoire of the subjects. The study design can be recognized as a systematic activity carried out for the understanding of the pedagogical phenomena and the qualitative transformation of applied educational practices directed to mediators of children's literature (eg, teachers, parents, librarians). To reach these objectives we first conducted a formal analysis of the illustrations and the editorial elements present in six PBCLs part of the National Library Program of the School (PNBE). Next, we conducted six pedagogical interventions (one for each PBCL) where a particular type of graphical element or artistic technique was introduced. We closed the activity by analyzing children’s production after the mediated-reading. The field sessions took place at the application school of the Federal University of Rio Grande do Norte (UFRN), Núcleo de Educação Infantil (NEI/Cap). Twenty-one, first-grade elementary school students, aged 6 to 7 years took part in the study. Data acquisition included audio and video recordings, field diary and photography. Each pedagogical intervention was characterized by three moments: guided reading (verbal and visual), artistic production and appreciation of the works produced by the subjects. The reading sessions were developed according to the scaffolding methodology described by Graves and Graves (1995) and the image reading methodology described by Ott (2013). As a theoretical and methodological contribution to the study and design of this research, the following authors were used: Amarilha (2002; 2013), Arheim (2005), Barbosa (1982; 2002), Dondis (1997), Iavelberg (2006; 2012), Nikolajeva e Scott (2011), Ostrower (1987), Van der Linden (2011), Vygotsky (2003) and Zilberman (2005).Together, our results suggest that PBCLs deserve a closer look at their didactic potential in mediation of knowledge relevant to languages (verbal and visual). Specifically, pedagogical interventions were shown as a playful, collective activity, capable of enriching the visual and artistic repertoire (theoretical and practical) by broadening the formal, procedural and poetic concepts of visual language, diversifying the expressive resources of the subjects. It is vital to emphasize the importance of the teacher or mediator's qualification for the practice of image reading in class as a relevant instrument for visual literacy, the training of readers and the critical exercise of the current imagery culture in which the student is inserted.