ENSINAR E APRENDER A COMPREENDER LIVROS INFANTO-JUVENIS NA EDUCAÇÃO BÁSICA

Abstract

In the partnerships established with teachers of the first cycle of basic education (4-12 years old) targeting training on language of schooling instruction, we have co-elaborated conceptual and didactic tools for storybooks reading comprehension. The purpose is to (re)construct, in the teacher/students didactic dialogue, the narrative-characters system in a minimum circuit of activities that aims at the students' appropriation of the relationships among characters through the interrelations between their actions, intentions and feelings, elements that configure the narrative plot. In this article, we start from data collected in a 2nd grade preschool classroom (5-6 years old) in a public school in Geneva (Switzerland) during the execution of a short teaching sequence with the purpose of weaving reflections supported by two main objectives: 1. To analyze how the young students identify the characters and apprehend the relations that characterize the narrative-characters system, providing access to the singularity of the work; 2. To appreciate the teacher's interventions in the teacher/students dialog regarding the textual and iconic elements necessary to the creation of the plot in the scope of the narrative-characters system. Besides showing the potentialities of this conceptual tool as a didactic object that contributes to storybooks reading comprehension instruction in basic education, we have as a broader objective to promote a perspective of language of schooling instruction based on a researchers and teachers’ joint construction process of notional and didactic objects, constitutive of both the teaching practices and conceptualizations that were elaborated.