A mediação de leitura do livro-imagem e o brincar literário

Abstract

This research aims to investigate how the mediation of picture book reading, carried out by the pedagogue, can generate the proposition of playful activities with children, understood as pedagogical developments of the mediation experience. The specific objectives are: to gather theoretical references on picture books and reading mediation; to analyze the experiences of picture book reading mediation carried out by the researcher herself in the school context; to investigate how the mediations carried out enable the emergence of playful activities as pedagogical developments of picture book reading; and to reflect on the role of the educator as a mediator of picture book reading and proposer of play activities, considering the aesthetic, symbolic, bodily, and affective dimensions of the children's experience. The research question is "How can the mediation of picture books by educators generate the proposition of playful/engaging activities with children as a pedagogical unfolding of the mediation?". To answer this, the methodology consisted of a bibliographic review of the State of Knowledge and an (auto)biographical approach. The results show that image reading requires specific attention in the training of readers and that the mediation of picture books, carried out in a contextualized and critical way, constitutes a fundamental dimension of visual literacy. The research points to the importance of guaranteeing children's access to picture books as a way to expand and qualify their visual repertoire, as well as the need for the educator's reading training to consistently include the mediation of image reading. It is also evident that reading mediation is not limited to the moment of direct interaction with children, but begins in the planning phase, especially in the processes of curation and selection of works. This planning demands respect for the child, sensitivity, attention to aesthetic quality, narrative, and diversity of genres, authors, illustrations, materials, and formats of books, reaffirming the role of the educator as a qualified mediator. It was found that literary play is an essential practice for learning, since it allows for the manifestation of the imagination, as well as the exercise of the sensitivity characteristic of childhood, marked by a poetic perception of the world. By promoting play practices based on the child's interpretations of the picture book, the establishment of links with visual reading is favored, permeated by lightness, joy, and learning.