What neighbors are these? Words, images and pedagogical practices, building meanings for picture books

Abstract

Abstract: A picture book is not defined solely by the presence of image and text, but by the significatory power that arises from this mutual relation, so that the interaction between the two languages becomes indispensable to the production of meaning. Considering the lack of research on this subject and the need for more visibility for this specific type of work, the objective of this article is to verify how interactions between words and images take place in picture books. Reading strategies are proposed for working with children’s books. First, the delimiting elements of picture books and their paratexts are addressed using theoretical concepts developed by Camargo (1995), Linden (2011), Nikolajeva and Scott (2011), concerning the study of picture books. Next, strategies will be proposed for the reading of  “Meu cachorro é um cão” (My neighbor is a dog) (2010), by Isabel Minhós Martins, using the perspectives of Solé (1998) and Yopp and Yopp (2001). The reading strategies suggested here have as a common point the intention to refute the idea that images are simply elements that help children in the process of independent reading. In this way, the analyses and proposals present readers who have a mutual dialog with verbal, visual and paratexts and can thus better understand picture books.