ABSTRACT
This article examines theoretical and methodological choices employed by the Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) [National Pact for Literacy at the Proper Age] related to reading literary fiction texts, especially those in which the image is predominant element. Then, taking up referential action-research, it reports conclusions about impressions of reading fiction texts for images, for teachers participating in the PNAIC. Among the key findings are tangential character that gives the teaching of literature in the PNAIC. This trait seems worse when it is observed among the teachers participating in the survey read, a predominantly schooled way of reading, which moves away from the peculiar aesthetic texts, to understand them from external and prestigious values.
KEYWORDS:
PNAIC; teaching; reading; literary fiction by images