Resumo

GIACOMIN, Melina Sauer  e  RAMOS, Flávia Brocchetto. How do children read children’s literature books?. Acta Educ. [online]. 2020, vol.42, e40917.  Epub 01-Dez-2019. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v42i1.40917.

Aiming to understand how the child reads the children's literary book, we interviewed students from the 4th grade of Elementary School (Caxias do Sul-RS). The interview was conducted based on 3 books - the picture, the prose and the verse categories -, as recommended by the School Library National Program -PNBE (2014). Interviews, built taking Bauer and Gaskell (2002) into consideration, took place in two moments, one designed to answer general questions about the reading and a more specific one which focused on the reading of each title. The data analysis was performed following parameters that were constructed basen on Ramos and Panozzo (2004) and Ramos (2010). This qualitative study is predominantly descriptive and analytical and points out that children build senses through their experiences and knowledge while interacting with different discursive modalities. It also shows that the emptiness inherent to the textual structure limit the realization of poetry, suggesting that the School Library National Program - PNBE, besides providing literary books, should also consider mediating actions so that literary reading can be performed.

Palavras-chave : children's literature; reading; children's culture; repertoire.

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