O livro como objeto narrativo: design e emoção no desenvolvimento infantil

Abstract

This study investigates the role of editorial design as a mediating tool in the emotional literacy of children aged 4 to 6, materialized through the project "Maria and the Monster." The research is grounded in the intersection between contemporary editorial design and developmental psychology, drawing on the theoretical frameworks of Piaget, Montessori, and Wallon, as well as visual narrative theories by Guto Lins, Nikolajeva, and Scott. The central objective was to develop a children's book that helps young readers identify, name, and self-regulate basic emotions through playful and dynamic visual resources. The methodological process was structured from literature review and reference analysis to graphic experimentation and validation. The results indicate that editorial design, when based on the integration of text and image, enables children to project and understand their own emotional states. It is concluded that children's books, when conceived with psychological intentionality and design sensitivity, transcend their function as mere informational support, establishing themselves as effective pedagogical resources for promoting self-awareness and socio-emotional development.