How children read children’s literature book?

Abstract

Aiming to understand how the child reads the children's literary book, we interviewed students from the 4th grade of Elementary School (Caxias do Sul-RS). The interview was guided in 3 books, involving picture, prose and verse categories, as provided in the Call of the School Library National Program –PNBE (2014). Interviews, built from Bauer and Gaskell (2002), took place in two stages, one designed to answer general questions about reading and other, specific, focusing on reading each title. The data analysis was performed with parameters constructed from Ramos and Panozzo (2004) and Ramos (2010). This qualitative study is predominantly descriptive and analytical, and points out that the child builds senses through their experiences and knowledge, interacting with different discursive modalities. It's also appreciated that that empty inherent in the textual structure can limit the realization of poetry, suggesting that School Library National Program - PNBE besides provide literary books, should consider mediating actions so that literary reading can result.