The present study is linked to the research line Methods and Techniques of Teaching and
Learning in Basic Education of the Professional Graduate Program in Education - PPPGE of
the Federal University of Tocantins and seeks to contribute to the theoretical and practical
debate about the challenges in the didactic transposition in children's literacy, i.e., the
transformation of historical and culturally accumulated knowledge into school knowledge, in
the context and level of cognitive and psychosocial development of the student. In this
perspective, we raise the following question: how does the process of literacy, literacy and
formation of readers occur from the perspective of the didactic transposition of classical
literature into comic books for students of the 1st year of elementary school? To answer it, we
have as the main objective of the research to understand the process of literacy and formation
of readers in the perspective of the didactic transposition of classical literature into comic
books for students in the 1st year of elementary school. Our specific objectives were To
apprehend the theoretical contributions about the literacy process, and formation of readers in
the initial grades of elementary school; To identify how reading practices in classical
literature in the classroom can contribute to the formation of readers in initial grades; To
know how the didactic transposition of classic literature into comics facilitates the learning of
reading and writing processes; To describe didactic-pedagogical reading practices in classic
literature in the form of comic books that awaken in children the taste for reading and to
analyze how the student makes conscious use of language practices, based on classic literature
in the format of comic books. As methodological procedures, we adopted the qualitative
approach, of the research-action type, having as participants the teacher-researcher and the
children of a first year class of Elementary School of a municipal full-time school located in
Palmas, Tocantins, the children participating in the research (26 students) were chosen for
being students who started their literacy process. In the form of data analysis, we used the
interpretative research, because this allowed us to use several theoretical matrices in the
analysis data generated in the study. The data were analyzed based on two categories of
analysis: Social and cultural aspects via literary literacy: in the work "O Quinze" (The
Fifteen) by Rachel de Queiroz and The human virtues and moral renovations in literary
literacy: in the work "Os Miseráveis" (The Miserable’s) by Victor Hugo. As research
instruments we used structured and semi-structured interviews, as well as oral reports narrated
by the students during the classes, and reading of the selected works in comic books format.
Among some results found, the activities related to the classic works "O Quinze" and "Os
Miseráveis" allowed us to understand that the choice of the works in comic books format was
fundamental for the themes to be developed and for the children to show more interest in
reading the works and, consequently, to understand cultural and social aspects present in these
stories, via didactic transposition. In the study, it was also evidenced that educational
practices when integrated to the reality of the child, being reflective and meaningful,
guarantee the expansion of the levels of school literacy, collective, and individual literacy.
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