Um livro pode ser tudo e nada: especificidades da linguagem do livro-brinquedo

Abstract

This thesis investigates specificities in the language of toy books, a literary category that exists in Brazil since the 80s which gained considerable strength in the past two decades. The work is founded on the observation of three categories of toy books: those rewarded by FNLIJ, books produced by the teachers of the Núcleo de Alfabetização e Letramento in the city of Lagoa Santa, Minas Gerais, and some books available in the national and international publishing market. The observation of these documents (books) highlights their potential, as well as their entertaining strategies of attractiveness to autonomous or mediated reading, and their evolution in progress. A toy book is not merely a pop-up book. Project Alfalendo adds literariness to toy books in order to develop the taste for reading from a young age. By considering contributions and deficiencies analyzed in the group of thirty toy books selected in the corpus, we reflect about the possibilities of social and pedagogical practices with this genre and whether there is a place for read-playing in childhood. As a literary and cultural extra resource, toy books illustrate possibilities for the reader to learn while having fun, through its interactive games and sensorial surprises. Toy booksare not something isolated, separated from social life. The motion of knowledge calls into question the ideas of culture, of literariness and the status of the modern object in the XXI century, affecting trends and demands. Along our reflections, we draw attention to the fact that the toybook, as a cultural good and a literary expression, cannot be reduced to an ornament or a toy in its provocation as an object; games of logical reasoning, games of language, motor games, games of fictionalization, art games, symbolic games, socialization games, imaginative discourse and multimedia, all of them may fit in a toy book. In this context, the empty resembles a toy book that makes us react, by impulse to its materials and processes, without the creation of a text or a content, an imaginative exercise between the author and the reader. Empty is, mainly, unpleasantreading in childhood. This research pursues the search for an alive and attractive literature, renewed with the ages and genders, oriented to child enchantment and catharsis.