Picture book and mediated reading:

paths to the visual literacy from the reading of "História de amor", by Regina Rennó

Abstract

This work approaches the picture book as a literary genre for children and young adults, from the practice of mediated reading, bearing in mind the visual literacy. It aims to present possibilities for the practice of image book reading mediation, from the reading of the book História de Amor (2013), by Regina Rennó. For that, the Greimassian semiotic theory was used as an instrument capable of assisting the teacher in mediating the non-verbal text reading. The children’s picture book, understood as a visual narrative, requires the mediator’s performance so that reading is configured as an attribution of meanings. The text is understood in this work, according to semiotics as an object of meaning, composed of structured elements and captured by the senses, in order to establish communication between interlocutors, able to manifest itself in various semiotic forms. Thus, the non-verbal reading also demands mediating strategies to enhance reading comprehension. Considering the image as an object of meaning, visual literacy allows the expansion of the capacity to generate sense and has its own syntax. The work points to the need to planmediated reading practices of picture books, in order to lead the reader to attribute meanings to the reading, through the content’s comprehension and how the text was constructed, which is fundamental for visual literacy.