The illustration of Children's tale: a proposal to the imagetic and paratextual literary education in classroom

Abstract

Faced with the challenge of working with the paratexts and illustrations of
children’s and youth books in the classroom, the present study aims to show the importance and meaning of these elements in the formative process of the portuguese-speaking
teacher, school discipline in which literary reading should have privileged space. For the effective work with the children’s literature, it is necessary to present the various meanings of the illustrations, explore the paratexts as composition elements of the book object and create a literary reading project at school, to expand and  emancipation the literary experience of young readers, as point out Camargo (1998), Colomer (2007) and Lins (2003).
Thus, through a bibliographic study and the application of the workshop “Illustration of the children’s tale: construction of the narrative image”, addressed to undergraduates in letters, it was possible to identify that sensitization raising of future teachers about the importance of illustrations and paratexts brought satisfactory results, especially with the change of perception of most licentiates regarding the meaning that such elements have within the pages of the book. This allowed us to conclude that, when the school articulates itself around a literary reading project, uniting the imagery part with the paratextual, it is possible to produce many fruits, such as the change of perception of students to the meanings of illustrations and paratextual elements, developing a more a keener look and favoring a kinaesthetic experience with the complexity of the book object.