Vol. 26 No. 3 (2024): Children's literature: coming and going in the meaning construction
Since its origin, literature for children and young people has been linked to images. The first narratives aimed at children were taken from the oral tradition, adapted for the new audience and illustrated. Despite having a decorative function, not being fundamental to the understanding of history, the illustration was conceived as important to attract the attention of readers in training. Among these early stories, there are, in the 17th century, the fables of La Fontaine and the tales of Charles Perrault. Since then, illustration has been occupying more and more space on the pages of children's books, being influenced by other visual arts, such as painting, photography and cinema. As Graça Ramos points out, in The image in children's books: ways to read the visual text (2013, p. 51), “there are many theorists who, when analyzing the history of children's books, highlight their inventiveness for making the relationship so close between words and images. ” Nowadays, with the advances in digital technologies, children's works are increasingly constituted in multimodal objects, in which the written word and the image are related to different semioses or languages, such as sound, speech and moving image. This dossier aims to discuss the relationship between written text and visual text in children's and youth literature, printed and / or digital, as well as the paratextual potentialities, considering its multisemiotic characteristics, and the editorial interventions that determine the materiality of the book and outline the its presence in the world.
Dra. Renata Junqueira de Souza (UFPB/colaboradora)
Dra. Teresa Mendes (Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Portalegre, Portugal)
Dr. Márcia Tavares (UFCG/PB)
