This thesis charts the outcomes of family play-learning through make-and-play activities with traditional Thai toys activities (TTTA). Family learning is a component of inter-generational learning, and the research explores this through ‘edutainment’ activities within the informal educational system of a science museum. The thesis also identifies key factors that influence family play-learning through TTTA and explores the nature and impact of traditional Thai culture, local wisdom and Western modern science after participation with the TTTA. Participants in the toy-making activities at the National Science Museum, Thailand are members of the general public, day visitors to the museum who volunteer to join the activities, and represent all age groups. They also have varied levels of educational achievement, backgrounds in science and dispositions towards play. The research follows 93 families, including children, teenagers and adults, a total of 179 participants. Participants’ dispositions towards play are collected through self-reporting questionnaires based upon Barnett's (2006) work on playfulness; data on their individual and group actions have been collected in terms of their levels of enjoyment and engagement with the tasks, and learning outcomes. The data from structured routine observation indicates that, within the make-and-play activities, there is a two-way transfer of learning from older to younger, and from younger to older. The analysis of family learning is based upon Bandura’s (2005) social cognitive theories, used here in relation to informal museum education. Family play-learning is seen as significant, where more experienced members of the family transfer their knowledge and role-model skills to their children or younger members of the family. There is also an upward transfer where discerning youth model the fun and creativity they bring to the tasks. The Toy Learning Outcomes Questionnaire (TLOQ) has been used to study families’ learning outcomes from the TTTA with 51 families composed of 125 participants in total. The TLOQ is based upon work of the Research Centre of Museums and Galleries at the University of Leicester (Hooper-Greenhill, 2007), and uses a four-point Likert-style scale to explore seven areas of interest: (i) knowledge and understanding; (ii) skills; (iii) attitudes and values; (vi) enjoyment, inspiration and creativity; (v) action, behaviour and progression; (vi) scientific learning, and (vii) attitude towards Thai local wisdom. The findings show that families appear to have learned most in relation to two of these areas, ‘scientific knowledge’ and ‘Thai local wisdom’, when compared with the other areas. Data from semi-structured ‘exit interviews’ at the end of the activities, explore this clash of cultures, between Western modern science (WMS) and Thai local wisdom (TLW). This allows for a discussion of the integration of knowledge systems versus distinctive and separate fields. Findings from the interview data indicate that participants treat the TTTA, and work of the museum generally, bi-gnosically: they had positive yet parallel attitudes towards both domains of knowledge. The overall outcomes of this body of work indicate two main factors that encourage family play-learning: (i) the context of the play, which emphasises participants’ personal engagement, social relationships, and the physical setting (the environment and resources in the TTTA); and (ii) the conditions to play, playfulness of the participants and the opportunities they take to learn together through play. The thesis concludes with the implications of this work and recommendations for further research.

Feminist theorising has been instrumental in efforts to challenge gender hierarchies and conceptualize care as an ethic of relationality and interdependence, and has influenced visions of pedagogy as a relational, ethical and political endeavour. While these pedagogies importantly challenge simplified, uncontextualized, apolitical notions of both gender and care, they do not necessarily attend to the increasing complexity of children’s heterogeneous commonworlds. Following a theoretical and methodological framework aligned with material feminism and post qualitative research, in particular thinking with feminist scholars Barad and Haraway, this research questions what an engagement with human-and non-human relationality might do to complicate conversations about gender and care. Employing pedagogical narrations through a post-qualitative lens, this inquiry explores how children, educators and things become implicated in gendered caring practices. A diffractive analysis is put to work wherein gender and care are analyzed with/in several child-doll and child-car encounters, and are diffractively read through other doll and car stories near and far from the classroom. This analysis illuminates the political and ethical embeddedness of early childhood pedagogies, and the understanding that gendering and caring emerge with/in a complex web of many relations. Material feminism loosens ties that bind simplified constructions of gender as explanations for care and vice versa, and instead puts forward that gender and care per formatively emerge through intra-action. As such pedagogical and research practices need to pay careful attention to that which is always already on the verge of becoming. / Graduate

Orientador: José Milton de Lima / Banca: Mauro Betti / Banca: Maria Letícia Barros Pedroso do Nascimento / Resumo: A presente pesquisa, desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia - UNESP, Campus de Presidente Prudente, e com apoio financeiro da Fundação de Amparo à Pesquisa do Estado de São Paulo - FAPESP, vincula-se à linha de pesquisa intitulada Práticas Educativas e Formação de Professores. A investigação partiu do pressuposto que as necessidades e singularidades das crianças não têm sido consideradas pelas instituições de educação infantil para a estruturação de suas propostas educativas. Desse modo, ambientes artificiais, organizados sob uma visão adultocêntrica, obrigam as crianças a se adaptar, mesmo que as situações pedagógicas neles desenvolvidas careçam de sentido e significado para elas. Nesse contexto, o brinquedo, como componente da ludicidade, não tem sido apreciado como elemento cultural que contribui para a expressão, o conhecimento e o desenvolvimento da criança. A pesquisa estabeleceu como objetivos centrais: compreender como o brinquedo vem sendo utilizado no contexto de instituições educacionais infantis; verificar quais os tipos, o modo, a frequência e finalidade do uso do brinquedo na prática educativa; identificar que concepções de brincar, de criança e de educação infantil têm os professores investigados; propor indicativos que colaborem para a construção de práticas educativas consistentes, tendo os brinquedos como patrimônios históricos, promotores das culturas da infância. A pesquisa é de natureza qualitativa e adotou como principal procedimento metodológico uma abordagem descritiva-interpretativa. Para esse... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research, related to the Educational Practice and Teacher Education investigation group, was developed in the Post-Graduation Program in Education of Faculdade de Ciências e Tecnologia - UNESP, Presidente Prudente, with financial support from Fundo de Amparo à Pesquisa do Estado de São Paulo - FAPESP. Its starting point was the surmise that children's needs and singularities have not been considered in early childhood schools when elaborating their educational plans. Thus, artificial settings, organized under an adult point of view, make children submit even if the given learning situations mean nothing to them. In this context, the toy, as a ludic object, has not been considered a cultural element which contributes to children's expression, knowledge, and development. The research main purposes were: investigating how toy has been used in early childhood schools; verifying what kind of toys as well as how, how often and for what purposes they have been in use in educational practice; identifying which are the concepts teachers have concerning playing, children and children education; and highlighting some indicants that may be useful to the development of a relevant educational practice that considers the toy role as a historical heritage and a childhood culture promoter. Being this a qualitative kind of research... (Complete abstract click electronic access below) / Mestre

Procuro, nesta pesquisa, mapear e problematizar as diferentes representações presentes na construção das brincadeiras (e dos brinquedos) de grupos de crianças do ensino fundamental, observando, nesse contexto, como o gênero atravessa/institui ou conforma as ações e os discursos desse grupo social. A partir dos estudos de gênero e considerando a etnografia como perspectiva metodológica, realizei diários de campo, questionários, entrevistas a familiares, alunos e professores e, ainda, 12 encontros de grupos focais com crianças da quarta série. Com esse material empírico busco discutir quais discursos sobre infâncias e brincadeiras são mobilizados na escola e no seu entorno, e de que maneira e com quais efeitos eles atravessam, constituem, modificam, circulam e governam (ou não) os corpos das crianças. Identifiquei que, no espaço da cidade e mais especificamente de seu bairro, as crianças não estão na rua, nem em praças. Isso acontece por diferentes motivos, entre eles porque os familiares vivem uma sensação de insegurança. Assim, a escola aparece com múltiplos sentidos nos quais os pais esperam uma sensação da segurança que a cidade não oferece e, para as crianças, a escola é também um espaço para brincar. Na escola, procurei identificar onde as crianças brincam. No pátio da escola e durante os recreios, as crianças ocupam diversos espaços segundo o gênero, a geração e os interesses, constituindo uma geografia do gênero. Também foi observado que crianças classificam as brincadeiras de maneira diferenciada e existe certa mobilidade em tal compreensão. Nessa direção, problematizei como operam diversas estratégias nos processos de generificação em duas brincadeiras que permitem uma maior negociação: o brincar de bonecas e o jogo de futebol. Observei que meninos também brincam de bonecas e que meninas jogam futebol, mas é nessa fronteira de gênero que as estratégias operam para legitimar uma única feminilidade e masculinidade: a heterossexual. As crianças que se deslocarem nessa relação serão consideradas desviantes. Apesar disso, crianças aprendem a segregar e, simultaneamente, a aproximar!se, ressignificando os sentidos do gênero e a sexualidade, brincando. / I look for, with this research, mapping and problematizing the different representations, in the construction of the games (and toys) in groups of elementary school children, noticing in this context, how gender crosses / establishes the actions and speeches of this social group. From the Gender Studies and considering ethnography as methodological perspective, I conducted field diaries, questionnaires, interviews with relatives, students and teachers, and also twelve meetings of focused groups with fourth!graders. With this empirical material I seek to discuss which speeches about childhood and games are mobilized in the school and its surroundings, and how and with what effects they traverse, form, modify, govern and move (or not) the bodies of children. I identified that within the city and more specifically their neighborhood; children are not even on the street or in parks. It happens for different reasons, e.g. because the family lives a sense of insecurity. Thus, the school comes up with multiple ways in which parents expect a feeling of security that the city does not provide, and for children, school is also a space to play. At school I tried to identify where children play. In the schoolyard during recess children occupy different spaces according to gender, age and interests constituting a geography of gender. It was also observed that children classify the play differently and there is some mobility in that understanding. In this direction, I problematize various strategies to operate in the processes of gendering in two games that allow further negotiation: playing with dolls and playing soccer. I also observed that boys play with dolls and girls play soccer, but it is in this gender boundary that strategies operate to legitimate a unique femininity and masculinity: the heterosexual. Children who move in this relationship will be considered deviant. Despite this, children learn to segregate and simultaneously approach the senses giving a new meaning for gender and sexuality by playing. / Busco, en esta investigación, mapear y problematizar las diferentes representaciones presentes en la construcción de los juegos (y juguetes) de grupos de niños y niñas de la enseñanza primaria, observando, en ese contexto, como el género atraviesa/instituye o conforma las acciones y los discursos de este grupo social. A partir de los Estudios de Género y considerando la etnografía como perspectiva metodológica, realicé diarios de campo, cuestionarios, entrevistas a familiares, alumnos y profesores y, aún, doce encuentros de grupos focales con niños del cuarto grado. Con ese material empírico busco discutir cuáles discursos sobre infancias y juegos son mobilizados en la escuela y en su entorno, y de que manera y con cuáles efectos ellos atraviesan, constituyen, modifican, circulan y gobiernan (o no) los cuerpos de los niños. Identifique que en el espacio de la ciudad y más específicamente de su barrio, los niños no están ni en la calle ni en plazas. Esto sucede por diferentes motivos, entre ellos porque los familiares viven una sensación de inseguridad. Así, la escuela aparece con múltiplos sentidos en los cuáles los padres esperan una sensación de seguridad que la ciudad no ofrece y, para los niños, la escuela es también un espacio para jugar. En la escuela procure identificar donde los niños juegan. En el patio de la escuela y durante los recreos los niños ocupaban diversos espacios según el género, generación e interés constituyendo una geografía del género. También fue observado que niños y niñas clasifican los juegos de manera diferenciada y existe cierta mobilidad en esa compreensión. En esa dirección, problematicé como operan diversas estrategias en los procesos de generificación en dos juegos que permiten una mayor negociación: el jugar a las muñecas y el jugar al fútbol. Observe que niños también juegan de muñecas y que niñas juegan fútbol pero es en esa frontera de género que las estrategias operan para legitimar una única feminidad y masculinidad: la heterosexual. Los/as niños/as que se desvían en esa relación serán considerados desviantes. A pesar de esto, niños aprenden a segregar y, simultaneamente, a aproximarse resignificando los sentidos del género y la sexualidad, jugando.

[pt] O brinquedo é um artefato lúdico que potencializa a espontaneidade da ação do Brincar das crianças. Ele favorece essa cultura e traz significações acerca da sociedade em que está inserido, assim como influencia a forma como as crianças apreendem o mundo. Contudo, a indústria brinquedista brasileira, por meio de seus brinquedos, difunde e auxilia a/na manutenção de conceitos vigentes na sociedade. Esta pesquisa, de cunho qualitativo interpretativo trata da relação desse setor com o designer, partindo do pressuposto de ser este um agente mediador e catalizador na díade produto-sujeito e com a criança, que é o sujeito ativo do Brincar e aquele que interage com o brinquedo. Após pesquisa bibliográfica e documental sobre o atual contexto do setor industrial brinquedista do país, percebe-se que o objetivo final prioritário das indústrias é o lucro. O desenvolvimento desses artefatos lúdicos e sua venda são direcionados para o acúmulo de capital e isso tem como consequência a subutilização da capacidade do designer como agente ativo em um processo projetual. Com isso, embora a formação em design tenha entre as competências e habilidades a capacitação para o desenvolvimento de projetos, incluindo, projetos de brinquedos, as entrevistas realizadas com crianças em uma brinquedoteca da cidade do Rio de Janeiro demonstraram que o setor industrial potencializa um hiato conceitual entre brinquedo e brincadeira, estimulando o uso do objeto como fim e não como meio. Propõe-se que o designer atue para além dessa indústria e que prossiga pesquisando e encontrando variadas formas de atuação no desenvolvimento de brinquedos, pois com o começo da democratização de novas tecnologias, há espaço e possibilidades desses agentes sociais desenvolverem brinquedos que levem em conta os diferentes brincares e saberes do Brasil. / [en] Toys are a ludic artifact that increase spontaneity in children s play, reflect the society in which they re inserted, and influence the way children aprehend the world. However the Brazilian toy industry, through its toys, disseminates and reinforces conceptions present in modern society. This paper, qualitatively and interpretively looks at the relationship between the toy industry, the designer and the toy itself, the designer being perceived as the mediator and catalytic agent in the product-subject (toy-child) dyad. After bibliographic and documentary research on the country s toy industry current ethos, it becomes evident that its ultimate goal is profit. Therefore the development and marketing of such ludic artifacts envisages financial gain and its consequence is the underutilization of the designer s capacity as an active agent in the production process. After examination and research, this paper finds that a design degree enables these professionals to develop toys that focus on children, the play and its peculiarities, despite the virtual lack of toy design specificities in the country. The children s voices indicate that the industrial sector enhances a gap between toy and play, stimulating the use of toys as an end and not as a means, leaving out local knowledge, traditions and plays from different parts of the country. Ideally the designer should be able to find a place outside that industry where he/she can continue to research to find different ways to develop these children s objects, since with the advent of new technologies democratization, there s scope for these social agents to develop toys that take into account Brazil s diverse play culture and knowledge.

This study explores how brick-and-mortars toy retailer face the growing competition thatthe e-commerce is bringing to the market. It was found that the toy industry is reallysensitive to the increasing power online retailers are gaining, and that it is affecting theirstore loyalty. The foundation of this study is interviews of managers and salesman, indirect contact with the clients and their behavioural evolution.e-commerce has been previously studied through other academic researches, but wefound that its impact on brick-and-mortars store loyalty have been left aside and deservedto be studied.The purpose of this study was to explore the relationship between e-commerce and brickand-mortars, along with understanding it. On a second time, determining if the storeloyalty of brick-and-mortars would be affected so bad by e-commerce that it would meanthe end of the traditional way of retailing. We also aimed to provide solutions, elementsthat could be generalize and applicable for the entire industry, on how brick-and-mortarsshould react to face this growing competition that is online retailing. To meet this purpose,we conducted three interviews in which the respondents shared their thoughts andreflections. The research question we inquire to answer is: “How is the rise of ecommerceimpacting store loyalty for the brick-and-mortars in the toy industry?”.It was found that the brick-and-mortars, in the toys industry, are threatened by the ecommercebecoming more popular towards clients. However, it is no foregoneconclusion, and the interviews we conducted demonstrated that there is room for brickand-mortars in this industry, if they find how to adapt themselves to this new type ofcompetition. Another finding that came out of this study is the importance of bringingadded value to your store, in order to keep your store loyalty at a good level and to notget affected by e-commerce. Future researchers are recommended to develop this subjecton focusing on the customer point of view, or on the overall digitalisation of the retailindustry to get a broader perspective.

Esta dissertação tem como objetivo entender como se dá a interação da criança com o livro-brinquedo. Para tanto, como referencial teórico, se apoia nos estudos da semiótica discursiva enfocando os regimes de interação propostos por Landowski (2009) no contato das crianças com essas produções. A partir de um levantamento das premiações da Fundação Nacional do Livro Infantil e Juvenil (FNLIJ) na categoria livro-brinquedo, da acessibilidade aos livros premiados, de possuírem uma narrativa adequada à faixa etária que a pesquisa compreende e de ter mais possibilidades de interação, foram selecionados três livros para análise. Para a interação com os livros foi selecionada uma turma de alunos de cinco anos, de uma escola de educação infantil, da cidade de Porto Alegre (RS). De cunho qualitativo, a pesquisa consistiu num estudo exploratório e se utilizou de vídeo-gravação para análise da interação criança/livro. A partir das falas das crianças e também das suas manifestações de comportamento, foi possível constatar como elas interagiram com o livro-brinquedo. Os principais regimes de interação percebidos na relação criança/livro foram os regimes da programação, acidente e ajustamento. Os resultados apontam alguns indícios de como podemos usar esses livros nas salas de aulas e como os pais podem melhor escolhê-los. Também foi possível evidenciar como se faz importante o ensino da leitura de imagem na escola numa sociedade onde a imagem está presente a todo o momento, mas que pouco se reflete sobre o que é mostrado. / This research aims to understand how children interact with toy books. In order to do that, the theorethical reference is based on the dircursive semiotics focusing the interactive regimes, proposed by Landowski (2009), in toy books and in the children contact with the productions. Three books to be analyzed were selected based on a research of the awards of Fundação Nacional do Livro Infantil e Juvenil (FNLIJ) in the category toy books, market availability of award books, books narrative appropriate to the age that research comprises and of the amount of interactive possibilities. Five year students from a kindergarten school of Porto Alegre, RS, in Brazil, were selected to interact with the chosen books. The research has a qualitative emphasis; it is an exploratory study using video recording to analyze children interaction with toy books. Their behavior and talking were used to observe how they interact with the toy books. The main interactive regimes perceived during the interaction were programming regimes, accident and adjustment. The results show some evidences of how we can use these books in classrooms and how parents can better select them. It was also possible to determinate how important is the teaching of image reading in school, in a society where image is present at all times, but that very little is reflected on what is shown.

Physical education is an area that allows studies on different subjects. Here we choose the theme toy and game, traditional and popular, from the analysis of the Popular Toy Museum, located in Natal, Rio Grande do Norte, taking into account its history. In addition to understanding the functioning and organization, we seek to know and analyze the understanding adopted by the institution on popular and traditional game and toy; and to identify and discuss possible relationships between the museum and physical education. We understand that toys and games, popular and traditional, are part of the culture, however, due to social changes, many are not remembered, and thus fail to tell their story and propagate their cultural specificity. The museums of games and toys, in the Brazilian context, have little visibility. In Brazil there are approximately eight specific museums of games and toys. The museum, to a large extent, is a place that contemplates the past, brings it to the present and leads it into the future. In the museum of games and toys, where the world of make-up prevails, all times can be remembered, lived, known, in one place, where all this magic is not reduced to contemplation and observation. Apart from a place of memory, the museum can also be a place to play and have fun. To assist in the understanding of the game and toy are mainstays among other authors: Johan Huizinga, Roger Caillois, Daniil Elkonin, Tizuco Kishimoto, Gilles Brougère. To achieve the research, a field visit was carried out, that is, observations using field diary and interview with the coordinator of the institution and others involved. As a way of analyzing the sources of research, we rely on the theory of Maria Cecília de Souza Minayo and its ways of handling the sources. After spending a week at the Popular Toy Museum, observing its routine, following the visits, talking with the coordinator, knowing and feeling each toy exposed, we were able to know its history and organization and understand the insertion of the Museum in the IFRN. With a background in physical education, the coordinator of the Museum, also a professor of IFRN, is responsible for the administration, organization, maintenance and all the demand coming from the Museum. Two fellows, IFRN students, usually from the Tourism Guide course, accompany the visits. The Museum receives an average of 3 to 4 thousand visits per year, the majority scheduled by public schools in the city of Natal-RN. Regarding the definitions of game and toy, for the Museum coordinator, toy can be understood as instrument of the game, and game a construction that presents rules. After many readings and reflections, we consider games and toys as cultural patrimonies that, due to the diverse conceptualizations and difficulty in arriving at a precise definition, must be described, and can be named only by those who manipulate them, by who gives meaning to the object in that given time. By walking through the spaces of the museum and watch the exposed toys, it was possible to see how physical education was present, a creative physical education, which often ends up being left out, a physical education which are allowed to play and play freely, and not just reproduce concepts and movements. / A educação física é uma área que permite realizar estudos sobre temas diversos. Aqui optamos pelo tema brinquedo e jogo, tradicional e popular a partir da análise do Museu do Brinquedo Popular, localizado em Natal, Rio Grande do Norte, levando em conta seu histórico. Além de compreender o funcionamento e a organização, buscamos conhecer e analisar o entendimento adotado pela instituição sobre jogo e brinquedo popular e tradicional; e identificar e discutir possíveis relações entre o museu e a educação física. Entendemos que os brinquedos, e os jogos, populares e tradicionais fazem parte da cultura, todavia, em função das mudanças sociais, muitos acabam não sendo lembrados, e assim, deixam de contar sua história e propagar sua especificidade cultural. Os museus de jogos e brinquedos, no contexto brasileiro, têm pouca visibilidade. No Brasil há, aproximadamente, oito museus específicos de jogos e brinquedos. O museu, em grande medida, é um lugar que contempla o passado, o traz para o presente e o leva para o futuro. No museu de jogos e brinquedos, onde o mundo do faz de conta prevalece, todos os tempos podem ser relembrados, vividos, conhecidos, num mesmo lugar, onde toda essa magia não se reduz à contemplação e à observação. Para além de um lugar de memória, o museu também pode ser um lugar de brincar e se divertir. Para auxiliar no entendimento de jogo e brinquedo são esteios, entre outros autores: Johan Huizinga, Roger Caillois, Daniil Elkonin, Tizuco Kishimoto, Gilles Brougère. Para consecução da pesquisa, foi realizada visita em loco, ou seja, observações com uso de diário de campo e entrevista com o coordenador da instituição e demais envolvidos. Como forma de análise das fontes de pesquisa, nos apoiamos na teoria de Maria Cecília de Souza Minayo e suas formas de tratamento das fontes. Após passarmos uma semana no Museu do Brinquedo Popular, observando sua rotina, acompanhando as visitações, conversando com o coordenador, conhecendo e sentindo cada brinquedo exposto, pudemos conhecer sua história e organização e entendemos a inserção do Museu no IFRN. Com formação em educação física, o coordenador do Museu, também professor do IFRN, é o responsável pela administração, organização, manutenção e toda a demanda vinda do Museu. Dois bolsistas, alunos do IFRN, geralmente do curso de Guia de Turismo, acompanham as visitações. O Museu recebe em média de 3 a 4 mil visitas por ano, a maioria agendada por escolas públicas da cidade de Natal-RN. Quanto às definições de jogo e brinquedo, para o coordenador do Museu, brinquedo pode ser entendido como instrumento do jogo, e jogo uma construção que apresenta regras. Após muitas leituras e reflexões, consideramos jogos e brinquedos enquanto patrimônios culturais que, devido às diversas conceituações e dificuldade em se chegar a uma definição precisa, devem ser descritos, e podem ser nomeados apenas por quem os manipula, por quem dá sentido ao objeto naquele dado momento. Ao percorrer os espaços do Museu e observar os brinquedos expostos, foi possível perceber como a educação física estava presente, uma educação física criativa, que muitas vezes acaba sendo deixada de lado, uma educação física onde se permite brincar e jogar livremente, e não apenas reproduzir conceitos e movimentos.

The subject of the theses is sports journalism, the part of Czech media sphere slightly neglected by academics. The main focus is on Czech sports journalists (without consideration of their specific professional interest) and their social role. This paper has sociological character and its goal is to compare Czech sports journalism in two periods - during the period of ´propagandistic-promotion role´ of media defined politically (primarily by Communist Party) before 1989 and during contemporary period of commercialized and entertaining media - and to compare these two periods. The text can be understood as a contribution to the role of media within the framework of out-of-school education. Theses also contains the analysis of sports journalists role before 1989 and today: only aspect of sports journalists business which did not changed during last twenty years is the essence of their profession. One of two main methods used in this paper is qualitative analysis of questionnaires collected in an email survey: we could compare working conditions and profession opinions of five regional sports journalists. The text also offers professional portraits of respondents which are based the interpretation of their answers. These answers were interpreted by the author from the comparative perspective. Findings and conclusions were used for developing the typology of sports journalists which contains five genuine types of sports journalists. All types are described from several angles and to each type one respondent of our research is allocated as a representative. At the end, author offers critical evaluation of the typology and possibilities of future work on the topic of sports journalism.

Esta dissertação tem como objetivo entender como se dá a interação da criança com o livro-brinquedo. Para tanto, como referencial teórico, se apoia nos estudos da semiótica discursiva enfocando os regimes de interação propostos por Landowski (2009) no contato das crianças com essas produções. A partir de um levantamento das premiações da Fundação Nacional do Livro Infantil e Juvenil (FNLIJ) na categoria livro-brinquedo, da acessibilidade aos livros premiados, de possuírem uma narrativa adequada à faixa etária que a pesquisa compreende e de ter mais possibilidades de interação, foram selecionados três livros para análise. Para a interação com os livros foi selecionada uma turma de alunos de cinco anos, de uma escola de educação infantil, da cidade de Porto Alegre (RS). De cunho qualitativo, a pesquisa consistiu num estudo exploratório e se utilizou de vídeo-gravação para análise da interação criança/livro. A partir das falas das crianças e também das suas manifestações de comportamento, foi possível constatar como elas interagiram com o livro-brinquedo. Os principais regimes de interação percebidos na relação criança/livro foram os regimes da programação, acidente e ajustamento. Os resultados apontam alguns indícios de como podemos usar esses livros nas salas de aulas e como os pais podem melhor escolhê-los. Também foi possível evidenciar como se faz importante o ensino da leitura de imagem na escola numa sociedade onde a imagem está presente a todo o momento, mas que pouco se reflete sobre o que é mostrado. / This research aims to understand how children interact with toy books. In order to do that, the theorethical reference is based on the dircursive semiotics focusing the interactive regimes, proposed by Landowski (2009), in toy books and in the children contact with the productions. Three books to be analyzed were selected based on a research of the awards of Fundação Nacional do Livro Infantil e Juvenil (FNLIJ) in the category toy books, market availability of award books, books narrative appropriate to the age that research comprises and of the amount of interactive possibilities. Five year students from a kindergarten school of Porto Alegre, RS, in Brazil, were selected to interact with the chosen books. The research has a qualitative emphasis; it is an exploratory study using video recording to analyze children interaction with toy books. Their behavior and talking were used to observe how they interact with the toy books. The main interactive regimes perceived during the interaction were programming regimes, accident and adjustment. The results show some evidences of how we can use these books in classrooms and how parents can better select them. It was also possible to determinate how important is the teaching of image reading in school, in a society where image is present at all times, but that very little is reflected on what is shown.