<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000100116</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2018v36nlp116</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Que vizinhos são esses? Palavras, imagens e práticas pedagógicas construindo significados para o livro ilustrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Which neighbors are these? Words, images and pedagogical practices building meaning for picture book]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué vecinos son esos? Palabras, imágenes y prácticas pedagógicas construyendo significados para el libro ilustrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Renata Junqueira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lira]]></surname>
<given-names><![CDATA[Marcela de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>116</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000100116&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000100116&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O livro ilustrado n&#227;o &#233; definido meramente pela presen&#231;a de imagem e de texto, mas pela carga significativa advinda dessa rela&#231;&#227;o m&#250;tua, de modo que a intera&#231;&#227;o entre as duas linguagens se faz indispens&#225;vel para a produ&#231;&#227;o de sentido. Considerando-se a escassez de pesquisas acerca do tema e a necessidade de dar mais visibilidade a esse tipo espec&#237;fico de obra, este artigo tem por objetivo verificar como ocorrem as intera&#231;&#245;es entre palavras e imagens no contexto de livros ilustrados e propor estrat&#233;gias de leitura para o trabalho com livros infantis. Primeiramente, ser&#227;o abordados os elementos delimitadores do livro ilustrado e seus paratextos, utilizando os conceitos te&#243;ricos de Camargo (1995), Linden (2011), Nikolajeva e Scott (2011), no que diz respeito ao estudo dos livros ilustrados. Em seguida, ser&#227;o propostas estrat&#233;gias para a leitura da obra Meu vizinho &#233; um c&#227;o, de Isabel Minh&#243;s Martins (2010), sob a perspectiva de Sol&#233; (1998) e Yopp e Yopp (2001). As estrat&#233;gias de leitura aqui sugeridas t&#234;m como ponto em comum a inten&#231;&#227;o de refutar a ideia de que as imagens seriam simplesmente elementos facilitadores para crian&#231;as em processo de autonomia de leitura. Desse modo, as an&#225;lises e as propostas expostas trazem como resultado um leitor que dialoga mutuamente com o texto verbal, visual e paratextos e pode, nesse sentido, compreender melhor um livro ilustrado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A picture book is not defined only by the presence of image and text, but by the significatory power that arises from this mutual relation, so that the interaction between the two languages becomes indispensable for the production of meaning. Considering the lack of research on the subject and the need for more visibility on this specific type of work, the following article aims to verify how the interactions between words and images in the context of picture books, as well as propose reading strategies for the work carried out with children&#8223;s literature books. At the beginning, the delimiting elements of the picture book and its paratexts will be approached using the theoretical concepts of Camargo (1995), Linden (2011), Nikolajeva and Scott (2011), with regard to the study of picture books. Next, strategies will be proposed for the reading of Meu cachorro &#233; um c&#227;o (My neighbor is a dog) (2010), by Isabel Minh&#243;s Martins, from the perspective of Sol&#233; (1998) and Yopp and Yopp (2001). The reading strategies suggested herein have as a common point the intention to refute the idea that the images would simply be facilitators for children in the process of becoming independent readers. In this way, the analyzes and the proposals exposed result in a reader who dialogues with verbal, visual and paratexts and can, in this sense, understand better a picture book.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El libro ilustrado n&#227;o se define meramente por la presencia de la imagen y el texto, sino tambi&#233;n por la carga significativa que resulta de esta interrelaci&#243;n, de modo que la interacci&#243;n de estos dos lenguajes es imprescindible para la creaci&#243;n de sentido. Consider&#225;ndose los pocos estudio sobre el tema y la necesidad de dar m&#225;s visibilidad a ese tipo concreto de obra, este art&#237;culo tiene como objetivo verificar como ocurren las interacciones entre palabras y im&#225;genes en los libros ilustrados y proponer estrategias de lectura para el trabajo con libros infantiles. En primer lugar, se abordar&#225;n los elementos delimitadores del libro ilustrado y sus paratextos utilizando los conceptos te&#243;ricos de Camargo (1995), Linden (2011), Nikolajeva y Scott (2011), en lo que se refiere al estudio de los libros ilustrados. A continuaci&#243;n, se propondr&#225;n estrategias para la lectura de la obra Meu vizinho &#233; um c&#227;o (Mi vecino es un perro) (2010), de Isabel Minh&#243;s Martins, a partir del an&#225;lises de Sol&#233; (1998) y Yopp y Yopp (2001). Las estrategias de lectura aqu&#237; sugeridas tienen como punto en com&#250;n la intenci&#243;n de rebatir la idea de que las im&#225;genes serian sencillamente elementos facilitadores para ni&#241;os en proceso de desarrollo de autonom&#237;a lectora. De este modo, las an&#225;lisis y las propuestas expuestas traen como resultado un lector que dialoga mutuamente con el texto verbal, visual y paratextos y puede, en ese sentido, comprender mejor un libro ilustrado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Livro Ilustrado]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Literatura Infantil]]></kwd>
<kwd lng="en"><![CDATA[Picture Book]]></kwd>
<kwd lng="en"><![CDATA[Strategies of Reading]]></kwd>
<kwd lng="en"><![CDATA[Children&#8217;s Literature]]></kwd>
<kwd lng="es"><![CDATA[Libro Ilustrado]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de Lectura]]></kwd>
<kwd lng="es"><![CDATA[Literatura Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAMARGO]]></surname>
<given-names><![CDATA[Luís]]></given-names>
</name>
</person-group>
<source><![CDATA[Ilustração do livro infantil]]></source>
<year></year>
<edition>2</edition>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Lê]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GIROTTO]]></surname>
<given-names><![CDATA[Cyntia]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Renata Junqueira de]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Estratégia de leitura: para ensinar alunos a compreender o que leem]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Renata Junqueira de]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Ler e compreender:</em> estrat&#233;gias de leitura]]></source>
<year></year>
<publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Mercado das Letras]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
