Metaphorical and metonymic inference in reading texts

In this paper, we propose a reflection on how children in the second year of primary school make the reading of texts that require (and allow) inferences metaphorical and metonymic. We are guided by scholars as Belintane (2013), Magalhaes (2007), Jakobson (1981), Saussure (1995), among others and develop a qualitative, interpretive research that is constituted as an action research. We aimed to discuss how children who are placed in alphabetical writing, make reading playful narrative texts and mediated by the image that require inferential comprehension, in order to promote advances in students skills that are already considered readers, but having performance and different behaviors when dealing with written texts.