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Escrita à mão aplicada em livros infantis. A sua legibilidade e leiturabilidade
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| 5.87 MB | Adobe PDF |
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Abstract(s)
escrita à mão individual, também chamada de caligrafia pessoal, tem características que a tornam única e distinta. A crescente utilização da escrita à mão em livros infantis, muitas vezes como forma de complementação à ilustração, levanta a questão da sua adequação às faixas etárias em processo de alfabetização.
O presente estudo tem por objetivos avaliar a tendência da utilização da escrita à mão em livros infantis e avaliar o grau de dificuldade que esta poderá implicar na legibilidade e na leiturabilidade em alunos em processo de alfabetização.
Para responder a estes objetivos, foi necessário analisar 454 capas de livros incluídos no Plano Nacional de Leitura desde 2018 até 2023 e em 3 editoras, Porto Editora, Editora Asa e Planeta Tangerina, com a intenção de aferir sobre o número de publicações propostas para alunos do segundo, terceiro e quarto anos de escolaridade, no período de 2000 a 2023. Através da qual foi possível observar uma ligeira tendência para o aumento da utilização da escrita à mão e da tipografia em livros infantis.
Elaborou-se um caso de estudo onde foram analisados 4 livros propostos pelo Plano Nacional de Leitura aos segundo, terceiro e quarto anos de escolaridade, sendo estes publicados pelas editoras Pato Lógico, Edição Tangerina e Suma de Letras. Com o objetivo de entender como e quais as normas tipográficas aplicadas, foram identificadas com características positivas, um correto espaçamento entreletras, a utilização dos exit strokes, a aplicação de uma correta dimensão que vão de acordo com as necessidades das crianças e por sua vez, como um conjunto de características negativas, um baixo nível de legibilidade influenciado por um incorreto espaçamento entreletras e uma escrita à mão pouco cuidadosa e muito expressiva.
Foi ainda aplicado um questionário anónimo no sentido de aferir o grau de dificuldade na leiturabilidade e legibilidade da letra manuscrita e as preferências e práticas de leitura em 164 alunos do segundo, terceiro e quarto anos de escolaridade, e com o qual foi possível identificar níveis de dificuldade na leitura da escrita à mão nos três grupos. Paralelamente, foi realizada uma análise bibliográfica detalhada com o intuito de reunir o conjunto de normas gráficas ideais na apresentação das letras e dos textos na literatura infantil, de forma a melhorar a leiturabilidade e legibilidade por parte dos alunos, mas que poderá ser igualmente útil como linhas orientadoras para escritores, designers e editores.
Individual handwriting, also known as personal calligraphy, has characteristics that make it unique and distinctive. The increasing use of handwriting in children's books, often as a way of complementing the illustration, raises the question about its suitability for age groups in the process of literacy. The aim of this study is to assess the trend of handwriting usage in children's books and to evaluate the degree of difficulty it may imply in terms of readability and legibility for students in the literacy process. To address these objectives, it was necessary to analyze 454 book covers included in the National Reading Plan from 2018 to 2023 and from 3 publishers, Porto Editora, Editora Asa, and Planeta Tangerina, with the intention of assessing the number of publications proposed for students in the second, third, and fourth grades, between 2000 to 2023. Through this analysis, it was possible to observ a slight upward trend in the use of handwriting and typography in children’s books. A case study was carried out analysing 4 books proposed by the National Reading Plan for second, third and fourth grade students, published by the publishers Pato Lógico, Edição Tangerina, and Suma de Letras. With the aim of understanding how and which typographic standards were applied, positive characteristics were identified, such as correct spacing between letters, the use of exit strokes, and the application of a correct size that aligns with the children's needs. In turn, as a set of negative characteristics included a low level of readability influenced by incorrect letter spacing and careless, overly expressive handwriting. Additionally, an anonymous questionnaire was administered in order to gauge the degree of difficulty in readability and legibility of handwritten letters and the reading preferences and practices of 164 students in the second, third, and fourth grades, with which it was possible to identify levels of difficulty in reading handwriting among the three groups. Simultaneously, a detailed bibliographical analysis was conducted with the aim of compiling a set of ideal graphic standards for the presentation of letters and texts in children's literature, in order to improve readability and legibility for students, but which could be useful as guidelines principles for writers, designers, and publishers.
Individual handwriting, also known as personal calligraphy, has characteristics that make it unique and distinctive. The increasing use of handwriting in children's books, often as a way of complementing the illustration, raises the question about its suitability for age groups in the process of literacy. The aim of this study is to assess the trend of handwriting usage in children's books and to evaluate the degree of difficulty it may imply in terms of readability and legibility for students in the literacy process. To address these objectives, it was necessary to analyze 454 book covers included in the National Reading Plan from 2018 to 2023 and from 3 publishers, Porto Editora, Editora Asa, and Planeta Tangerina, with the intention of assessing the number of publications proposed for students in the second, third, and fourth grades, between 2000 to 2023. Through this analysis, it was possible to observ a slight upward trend in the use of handwriting and typography in children’s books. A case study was carried out analysing 4 books proposed by the National Reading Plan for second, third and fourth grade students, published by the publishers Pato Lógico, Edição Tangerina, and Suma de Letras. With the aim of understanding how and which typographic standards were applied, positive characteristics were identified, such as correct spacing between letters, the use of exit strokes, and the application of a correct size that aligns with the children's needs. In turn, as a set of negative characteristics included a low level of readability influenced by incorrect letter spacing and careless, overly expressive handwriting. Additionally, an anonymous questionnaire was administered in order to gauge the degree of difficulty in readability and legibility of handwritten letters and the reading preferences and practices of 164 students in the second, third, and fourth grades, with which it was possible to identify levels of difficulty in reading handwriting among the three groups. Simultaneously, a detailed bibliographical analysis was conducted with the aim of compiling a set of ideal graphic standards for the presentation of letters and texts in children's literature, in order to improve readability and legibility for students, but which could be useful as guidelines principles for writers, designers, and publishers.
Description
Keywords
Escrita à mão Legibilidade Leiturabilidade Caligrafia