Tia, não sei escrever posso desenhar? A função dos desenhos na produção de narrativas produzidas por crianças

Abstract

The child, as a producer of texts, leave marks, signs that indicate which way the party will go through to get close to the intent of the author. Consider the text in this perspective allows us to think that your senses are not a priori but constructed as subjects interact through the various possibilities that their language offers. In this context, we recognize that there are many aspects to be found in the stories rewritten for children, however, in this work, we choose only one aspect to look at these textual productions: to investigate the continuum in the drawing-writing rewriting fairy tales. We will undertake our work with as the theoretical contributions of, Derdyk (1990, 2004), Colello (1997), Girardello (1998) Gomes-Santos (2003), Greig (2004) and Seraphim (2008). To carry out this work, we use a corpus formed thirty-two texts produced by children of 1st and 2nd grades, whose content was the rewriting of Little Red Riding Hood tale. We will analyze the data in a qualitative and quantitative standpoint, the latter based on evidentiary paradigm of research, which appears as an epistemological model based on the detail, in the singular. Data analysis showed us that the role of drawings in the productions of children who were still at the beginning of the literacy process was to complement and in productions in which the child had a greater mastery of the written language was the function of drawings Illustration . These findings allowed us to conclude that the relationship drawing-writing is a continuum, ie, the two languages complement each other, because the image formed pictorially not only appears to ensure the evocation of the graphic, one says something about the other so not redundant.