THE TRAINING OF THE LITERARY READER IN THE PRIMATY SCHOOL: READING, CHILDREN'S LITERATURE AND MULTIMODALITY.
multimodal children's literature; picturebook; reading training; reader responses
This investigation has as its central theme multimodal children's literature, in particular picturebooks, and the responses of readers, students of the first years of Primary Education, from an aesthetic, cultural and artistic perspective of literature. The object of this study is the process of children's interaction with multimodal children's literature, in a mediated way, through interventions and shared reading situations, with the purpose of investigating aspects of this interaction that can reveal paths to its formation. teacher in the first years of Primary Education. The objective is to identify possible contributions of the reading of multimodal literature to the formation of the literary reader in the first few years. To achieve the objective of this study, a qualitative investigation of ethnographic and phenomenological inspiration was carried out, which consisted of two stages: bibliographical, with theoretical foundation and analysis of works, and field investigation, participant observation type. The results emerged from the analysis of children's responses, which showed different reactions to the works read and to the resources provided by the picturebooks, showing little familiarity with the format and, at times, a deficit in visual and literary literacy , which leads to difficulties in reading, but does not completely impede the aesthetic experience in interaction with the works.