Leitura de livro ilustrado

This article aims to reflect on the possibility of reading picture books in Youth and Adult Education classrooms in the literacy process. Based on the data produced in doctoral research, we revisited some questions that drove the development of a practical experience of reading illustrated books in the classroom, seeking to understand whether there would be receptivity on the part of adult and elderly students at EJA to participate in educational experiences reading with an illustrated book and whether this type of book, in which there is an interrelationship between text and image and which invites multiple readings based on the reader's experiences and knowledge, would be a possibility for these students to establish a pleasurable relationship with the activity of reading, favoring the process of acquiring reading and writing. The data analyzed demonstrate that the illustrated book is characterized as a possibility of inserting these students into social practices of language use, especially with regard to literary reading, favoring dialogue between the work and their knowledge and life experiences, also allowing give new meaning to their reading experiences in the literacy process.