O trabalho tem por objetivo investigar como crianças do terceiro ano do Ensino Fundamental de uma escola pública de São Paulo produzem textos narrativos orais e escritos a partir de um livro de imagem. Amparado pelo referencial teórico de Vygotsky, Bakhtin, Ferreiro, Soares, Colello, Geraldi, Kato, Fiorin e Rojo, entre outros, o estudo partiu de uma concepção sócio-interacionista de educação e dialógica de língua, apresentando também considerações acerca da literatura infantil, da necessidade de investimento na formação do leitor e da importância de se pautar o ensino da língua na escola como um processo reflexivo, particularmente no que diz respeito à compreensão dos gêneros textuais. Para a coleta do material, dez crianças foram convidadas, individualmente, a produzir um texto oral e outro escrito, após leitura de um livro de imagem. A análise dos textos foi realizada com base nos estágios da estrutura narrativa propostos por Fiorin e Savioli. O estudo comparativo das produções confirmou a relevância pedagógica do uso do livro de imagem, evidenciando que o uso de variadas modalidades de expressão pode favorecer a aprendizagem de crianças com diferentes competências. Também foi observada a pouca variação entre as produções orais e escritas, ao mesmo tempo em que se identificou que as crianças apresentam dificuldades em pontos específicos da narrativa, dependendo do estágio em questão. Com isso, destacamos a importância de se conhecer o processo de construção na produção dos textos narrativos, a fim de se ajustar o ensino às necessidades das crianças. / The objective of this study is to investigate how children in the 3rd grade of elementary cycle of a public school of São Paulo produce narrative texts both in oral and written form - using a picture book (not containing written text). Supported by the theoretical framework of Vygotsky, Bakhtin, Ferreiro, Soares, Colello, Geraldi, Kato, Fiorin and Rojo among others, the study was based on a socio-interactionist concept of education and dialogical language, also aspects about the children\'s literature, the need of improvement in the readers formation and the importance of guided language teaching in schools as a reflexive process, particularly regarding the understanding of textual genres. Ten children were invited individually to produce one oral and written text after reading a picture book. The analysis of each text was based on the stages of the narrative structure proposed by Fiorin and Savioli. The comparative study of the productions confirmed the pedagogical relevance of the use of a picture book, showing how the use of various modes of expression can promote the learning of children with different skills. It was also observed a little variation between the oral and written productions. However, within the vast range of children´s capabilities, each had difficulty in different sections of the narrative. Thus, we highlight the importance of understanding the construction process in the production of the narrative texts in order to adjust the teaching to the needs of children.

Today’s society stresses the importance of written communication. Therefore the picture book seems less important to the public. As soon as one has learnt to read, the literary sphere changes radically and the picture book is often forgotten. But there are many benefits of working with picture books in education even after the pupils have learnt to read. Working with young students poses the problem of making sure they all have the opportunity to display their knowledge to the teachers and to share and develop it with the class. One way of doing so is through book talks. But there are different views of what a good book talk is. My aim is to identify and discuss some of the benefits of the picture book in everyday schoolwork. I discuss the benefits of book talks around picture books for both students and teacher. To do this I have conducted a descriptive literature study in which I consider relevant research. On the basis of my literature study and engagement with previous research, I find that book talks about picture books may have a positive impact on education the teacher is well pepared and open to the students own reflections.

Orientador: Renata Junqueira de Souza / Resumo: Esta pesquisa está vinculada à linha de pesquisa “Processos formativos, ensino e aprendizagem” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (FCT/UNESP), campus de Presidente Prudente. O seu principal objetivo é analisar de que maneira um processo formativo, desenvolvido por meio de oficinas de leitura, contribui para a compreensão leitora do texto visual de discentes de 4º ano do Ensino Fundamental em uma escola municipal da cidade de Presidente Prudente-SP. Para esse fim, elaboramos os seguintes objetivos específicos: investigar se e como a sequência narrativa no livro de imagem ajuda na formação do aluno em relação ao aprimoramento de sua compreensão leitora; identificar como as crianças interpretam as questões estruturais da imagem, tais como linhas, cores, formas e técnicas de ilustração; verificar de que maneira as crianças compreendem e interpretam a função expressiva, a partir da apresentação das expressões e dos movimentos realizados pelos personagens nas narrativas. Ademais, tratase de uma pesquisa qualitativa, sendo classificada como uma pesquisa-ação, que faz parte de um dos inúmeros tipos de investigação-ação, pois foi aplicada em campo e, assim como já dito, em uma sala de aula do 4º ano. Considerando a metodologia, a coleta de dados deu-se a partir dos instrumentos da pesquisa qualitativa, por intermédio de observações, de oficinas interventivas e de entrevista reflexiv... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is linked to the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education of the Faculty of Science and Technology of the Paulista State University “Júlio de Mesquita Filho” (FCT / UNESP), Presidente Prudente campus. The main objective was to analyze how a formative process, developed through reading workshops, contributes to the reading comprehension of the visual text of 4th grade students in a municipal school in the city of Presidente Prudente, SP.To this end, we elaborate the following specific objectives: to investigate if and how the narrative sequence in the picture book helps in the formation of the student in relation to the improvement of his reading comprehension; identify how children relate the images and colors present in the text to their own emotions; to verify how the students understand and interpret the expressive function, from the presentation of the expressions and the movements performed by the characters in the narratives. This is a qualitative research classified as an action research, which is part of one of the many types of action research, as it was applied in the field in a 4th grade classroom. Considering the methodology, the data collection was based on the qualitative research instruments, we used the observations, the intervention workshops and the reflexive interview. The workshops and interviews took place simultaneously, since during the moments of the training it was possible to verify... (Complete abstract click electronic access below) / Mestre

Japanese children’s literature translated directly into Finnish is a very novel phenomenon, which is why there is currently a vacuum of research in that area. This study aims to begin to fill that vacuum. The present study examines the Japanese children’s literature series Oshiri Tantei and its Finnish translation through one of the most central theories in the field offunctional translation, the skopos theory. Functionalism in translation studies is a broad term for theories which, true to its name, place emphasison the function of the translation in the target culture as a stand alone text rather than equivalence or linguistic equivalence with the original. Focus was placed on analyzing what kind of translation problems there are in the original text, and how the translator has solved these problems. It was then determined, based on these results, if it can be said that the translation conforms to the directives laid down by the skopos theory. The results seem to indicate that strict equivalence with the original text has not been apriority, as several changes both in the meaning and form were observed in the translation. While it cannot be said with complete certainty that this stems solely from conscious thoughts of functionalism by the translator, the translation seems to conform to the principles of the functional skopos theory.

The purpose of this study is to explore how girls and boys are portrayed in children’s literature that is specifically aimed towards children in the preschool age. This is a qualitative text analysis, partly combined with some elements of quantitative data. Through an interview questionnaire sent to preschool teachers at different preschools, seven books in the genre humanized animals, were chosen and analyzed from a gender perspective. The analysis is conducted through a theoretical framework including gender theory with correlated concepts. The intent of this study has not been to identify books that follow stereotypical gender norms, and we do not argue that literature should be completely gender neutral. However, we believe that if girls and boys being portrayed in a variety of ways will contribute to more children feeling safe with their own identity and it will also provide them with a broader world view. We had a thought that a certain characterization of girls and boys in the chosen books, i.e. that girls are portrayed as sweet and nice while boys are portrayed as tough and mischievous. The results of this study show that this is partly true but that boys’ characteristics tend to vary more and in different ways than girls’ characteristics do. With that said, we concluded that in general, the chosen books were more gender neutral than our initial expectation.

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No description available.

This analysis concerns four picture books that in different ways address the topic of children in rainbow families. The purpose of the study is to analyse how rainbow families are portrayed in the picture books by the authors and illustrators. In carrying out the analysis, we assess how the texts and pictures are used to depict the families. We also look at how the books are didactically structured to raise the reader’s awareness of rainbow families. Our hope is that this study will inspire teachers to use picture books when teaching to broaden students’ understanding of different family structures. One result of the analysis is that the formation of a family plays a significant part in these books. We have also observed that the books are didactic in different ways to draw attention to and normalise families with homosexual parents. All four picture books have their depiction of the families in common - they all show the families as happy with parents in stable relationships.

本研究旨在探討教學者以及學習者對使用繪本學習批判性思考能力的想法，並且了解學生使用Law於2012年提出的六個策略 學習批判性思考能力後有何看法。此外，本研究也整理教學以及學習過程中遇到的困難，同時間提出如何調整教案以解決問題。 本研究採用質性個案研究。研究對象為某高中二年級的四十四位學生。這些學生為研究者某一任教班級。他們透過兩本繪本進行為期八週的批判性思考課程。本課程的核心為四項能力：(1) 能把各類訊息加以比較、歸類、排序、(2) 能根據上下語境釐清不同訊息間的因果關係、(3) 能分辨客觀事實與主觀意見和(4) 能評估不同資訊，提出合理的判斷或建議。研究者透過課室錄影觀察、學習單、學習/教學日誌和焦點團體訪談等蒐集資料。 研究結果顯示繪本教學不僅能夠提升學生的批判性思考和英文能力，還可以維持他們強烈的學習動機。此外，雖然繪本中的圖片造成學生一些理解上的問題，教師還是可以利用多元感官教學方式以及有目的性的引導學生來解決困難。另外，Law於2012年提出的六項策略也大大地幫助學生學習批判性思考能力。然而，在使用這六項策略時，老師必須注意給予充足的待答時間，加入學生小組討論，並選用貼近生活以及適合學生程度的繪本。最後，本研究發現互動式朗讀和提問作者法也能幫助高中學生發展批判性思考能力。 本研究顯示遵照台灣普通高級中學英文科98課綱，教師可以將批判性思考納入繪本閱讀課程中，並創造一個良好的學習環境，培養學生成為有素養的公民。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to examine how the teacher and students respond to cultivating critical thinking skills through picture books and to the six strategies suggested by Law (2012). Besides, it also explores what problems occur in the teaching/learning process and how to adjust the lessons to solve the problems. This study adopted a qualitative case study design. The participants were forty-four eleventh graders in one class taught by the teacher researcher. They learned critical thinking through two picture books in an eight-week study. The foci of the teaching were the four critical thinking skills, namely, (1) being able to compare, classify and sequence various information, (2) being able to identify the causal relationship between information based on the context, (3) being able to distinguish facts from opinions and then one advanced ability, and (4) being able to assess different pieces of information and propose reasonable judgments or suggestions. The students’ and the teacher researcher’s responses were collected from video-taped classroom observations, worksheets, learning/teaching logs, and focus group interviews. The important findings are listed as follows. First, picture books were helpful in the enhancement of critical thinking skills, the improvement of English skills and a high level of learning motivation. Second, the nature of illustrations in picture books resulted in some comprehension problems, which could be solved through a multi-sensory approach and teachers’ purposeful guidance. Third, the six strategies recommended by Law (2012) assisted the students a lot in promoting critical thinking skills. It is noted that when implementing these six strategies, the teacher were advised to give sufficient wait time for students, join students’ discussion, and select picture books with real-life themes and suitable difficulty levels. Fourth, interactive read-alouds and questioning the author were also proved to be useful strategies for high school students to develop their critical thinking through picture books. This study suggests that following the 2010 New Guidelines of English Curriculum in Taiwan, teachers can integrate critical thinking skills into picture book reading and create a good learning environment for students to become productive citizens. Pedagogical implications and suggestions for future studies were presented as well.

The purpose of this study was to investigate if and how the picture book about Alfons Åberg express gender stereotypes and sexuality, through its images and texts. That is because it is one of the most borrowed books in Swedish libraries and also there fore could be a book that is especially common i Swedish preschools. The books about Alfons has also played a major role in Swedish cultural history and the Swedish history of literature, and are known as a part of the swedish heritage. Since children books are well used in Swedish preschools and because children often are left alone to read, we wondered what kind of gender norms the books of Alfons could express to the preschool children. There- fore the aim of this study is to investigate how gender norms are expressed in two of the Alfons books in the book series. The survey was conducted through qualitative picture book analysis which is inspired by former text and image analysis. The theoretical method to investigate how gender norms were expressed was gender theory. We also used discourse analysis and social constructivism as a base, which means that the norms are defined as a social construction that are under constant transformation. The results show that sex, gender and sexuality are interacting in the books of Alfons Åberg. The characters in the book expressed that sex and gender norms were expressed by separation of male and female. The separation find out to be a way to show that opposites also expect to attract each other. The conclusion was that sex, gender and heterosexuality were linked together as a normative exclusion of other sexualitys as inpossible.