Literary books in the classroom: possibilities in reading and literary conversation
This paper aims to analyze the reaction to three books that belong to the collection for the early years of elementary school developed by the 2012Library at School National Program (Programa Nacional Biblioteca na Escola - PNBE). It has the intention of contributing to the reflection of possible pr...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Signo (Santa Cruz do Sul. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/12165 |
| Acceso en línea: | https://seer.unisc.br/index.php/signo/article/view/12165 |
| Access Level: | acceso abierto |
| Palabra clave: | Literatura Infantil. Leitura literária. Sala de aula. Literature for children. Literary Reading. Classroom. |
| Sumario: | This paper aims to analyze the reaction to three books that belong to the collection for the early years of elementary school developed by the 2012Library at School National Program (Programa Nacional Biblioteca na Escola - PNBE). It has the intention of contributing to the reflection of possible practices of literary reading in the early years. This analysis was based on the material that resulted from reading sessions of these books at three public schools in Rio Grande do Sul - Brazil, and it addresses the following topics: possibilities for enriching shared reading in class when done interactively; the significance of multi-semiotic (multimodal) reading of children’s literature; the importance of articulating the book’s fictional universe with the children's personal, social and cultural experiences; the usefulness of helping students to use paratextual elements of the targeted book. |
|---|