| dc.description.abstract | This work is the result of a pedagogical experiment with informative books, carried out during the months of October and December 2022, with a class of twentyfour elementary school children from Escola Municipal de Educação Básica Professora Tereza Lobo, located in the municipality of Cuiabá/MT. The research aimed to understand the characteristics that make up the informative book and reflect on how it can be present in everyday elementary school life for the development of reading and scientific literacy. The theoretical contributions that supported this work are based on several authors such as: Carreras (1989); Campos (2016); and, in particular, Garralón (2015) for characterizing and innovating the singularities of this category of books. The research is qualitative, of the case study type, with an emphasis on research with children. They served as instruments for data production, participant observation, conversation circles, field diaries, photographic records, voice recording, drawing and interviews. At the end of the research, it was observed that multimodality favored the children's relationship with the contents of the informative book, encouraging participation and reading by children who have not yet completely mastered spelling decoding. Furthermore, through this experimentation, children build enriching interactions between themselves, showing that orality has an important role in understanding, perceiving and experiencing the world around them. Finally, the provocations arising from the experimentation with informative books stimulated the practice of writing, contributing to the structuring, narration and expression of their thoughts in a more articulated way. | en |
