An art that scares is to read a glance because

The eyes have secrets difficult to decipher. To expand the view regarding the concept of reading, Martins (2006, p. 30) explains that it is necessary to understand reading as “[…] a process of understanding formal and symbolic expressions, no matter through which language. Thus, the act of reading refers both to something written and to another type of expression of human activity […]”. Ramos (2020, p. 41) highlights the importance of valuing image reading. The author states that “In order to be able to 'read' an image narrative, I believe it is necessary to modify our approach to books, still focused on textual literacy.” She says that she was encouraged from an early age by her family to “tell” everything she saw and that this training with images encouraged her to carefully observe the entire environment that surrounded her.



Thus, seeing and describing scenarios are ways of selecting what makes sense to the subject, as the image reader has this freedom (RAMOS, 2020, p. 48). Still on reading the world through images, the author emphasizes that: We create our own visual literature as Phone Number List long as we don't see it superficially. We need to be impelled to see with the inquiring mind, which knows how to understand the ambiguities of the look. We see a work of art, like an illustration or a landscape, little by little, depending on individual experience and training. Only then do we put the information together and form a whole, which, as far as possible, will be coherent. (RAMOS, 2020, p. 47). Castanha (2008, p. 143) discusses the multiple interpretations that a person is capable of making in an attempt to make sense of what they see, to grasp the meaning of the images presented to them.





Something similar happens with a book that contains illustrations and text in a language we don't understand: to make sense of the images, we carefully scrutinize every little detail and reflect on what we see. For the author, “This is reading images. It's the same thing that a small child who is not yet literate does. She lingers over each painting or page, seeking meaning in what she sees.” Martins (2006, p. 42-43) agrees that the reading process is linked to reading the world and is part of something much bigger than learning the written text, according to the author: […] learning to read also means learning to read the world, making sense of it and ourselves, which, for better or worse, we do even without being taught. The role of the educator would not be precisely to teach.