The main problem of this research was to discover if children's picture books over the last fifty years have depicted rural values more significantly than urban values. One-hundred and one children's picture books were systematically chosen for analysis. This study takes an overall view of the history of children's literature. Also included is a review of the current studies and literature most germain to this study. Content analysis was used as the technique of data analysis, A descriptive analysis of the sample is also given. The study supports the main hypothesis that rural set, tings and rural values do occur more often than non-rural settings and urban values in children's picture books.

This Master's thesis deals with the life and work of the South Bohemian educator and writer Jindřich Malšínský. The thesis is divided into two parts. The first part aims to describe by means of the biographical method the writers biography. The second part includes selected work of J. Malšínský with a specific focus on the interpretation of the novel called Principál by means of hermeneutic approach.

Orientador: Norma Sandra de Almeida Ferreira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T09:31:50Z (GMT). No. of bitstreams: 1 Dalcin_AndreaRodrigues_M.pdf: 5571061 bytes, checksum: 67faeff2a1b3ea0cd18e84aa9edb97bd (MD5) Previous issue date: 2013 / Resumo: Este trabalho tem como propósito conhecer o processo de criação e produção de livros de literatura infantil, pela visão do autor e ilustrador Odilon Moraes. O corpus é constituído por três obras publicadas pela Editora Cosac Naify, escritas e ilustradas pelo referido autor: "A Princesinha Medrosa" (2ª edição, 2008), "Pedro e Lua" (2004) e "O Presente" (2010). A pesquisa se volta para as singularidades dos modos de criação e produção, a partir da análise das representações e concepções de criança, literatura e arte que concebem um determinado jogo circunscrito no polo da produção, por este autor e esta editora. Para tanto, levantamos as seguintes interrogações: no caso da literatura infantil, como as representações do leitor infantil são sugeridas no momento da criação das obras pelos autores? Como é o jogo, no polo da produção, quando pensamos neste autor e nesta editora? Como este jogo questiona (ou não) o jogo habitual ancorado em uma sociedade de mercado e de consumo? Para buscarmos respostas, tomamos como fontes documentais entrevistas com o autor, com Isabel Lopes Coelho, editora do catálogo de literatura infantojuvenil da Cosac Naify, e com Maria Carolina Sampaio de Araújo, designer. Nessa direção, o trabalho tem seu procedimento metodológico ancorado nas entrevistas realizadas, nas análises dos livros selecionados e em buscas realizadas em bancos de pesquisa sobre teses e dissertações a respeito do tema "literatura infantil". Contribuições teóricas advindas da História Cultural (Chartier, 1990 e 2001) nos mostram que ao tomarmos os sujeitos envolvidos nesses processos como fontes e objetos de nossa investigação adentramos no campo das representações próprias de um tempo ou de um espaço. Ao pensarmos com a liberdade (sempre condicionada) de cada sujeito, Certeau (2007) nos oferece contribuições sobre os modos de pesquisar, bem como um aprofundamento nas discussões acerca das estratégias de quem detém o poder (a editora). Em Ginzburg (1989, 2006), teremos contribuições para o estudo de um caso particular (um autor, uma editora), que pode ser representativo de um determinado tempo histórico. Com Norbert Elias (2001), teremos contribuições trazidas pela Sociologia a estudarmos não um autor e uma editora em particular, mas a função deste autor e desta editora não na ação de fabricar um livro, mas na constituição de uma rede ou um jogo no qual eles estão inscritos. Já Scott e Nikolajeva (2011), Hunt (2010) e Linden (2011) trazem contribuições ao panorama atual da literatura infantil. Arroyo (1988), Coelho (2010), Lajolo e Zilberman (2007) situam esta pesquisa no tempo e espaço, a partir de um panorama histórico. / Abstract: This report has the purpose of knowing the creation process and production of infantile literature books, through the author and illustrator Odilon Moraes' view. The corpus is composed by three works published by Cosac Naify Publish House, written and illustrated by the cited author: "A Princesinha Medrosa" (2nd edition, 2008), "Pedro e Lua" (2004) and "O Presente" (2010). The research turns to the singularity of the ways of creation and production, through the analysis of child's representations and conceptions, literature and art which conceive a certain circumscribed game in the production pole, by this author and this publish house. To get these conclusions, it was raised the following questions: in the case of infantile literature, how are the infantile reader's representations suggested in the moment of the work creation by the authors? How's the game in the production pole when we think of this author and this publish house? How does this game question (or not) the habitual game tied to a market and consumption society? To seek answers, we take as documentary source, the interviews with the author; with Isabel Lopes Coelho, editor of the children and teenager literature catalogue by Cosac Naify, and with Maria Carolina Sampaio de Araújo, designer. On this way, the report has its methodological procedure tied to the performed interviews, the analysis on the chosen books, the pursuit in many research sources about thesis and dissertations once elaborated on the theme ?infantile literature?. Some contributions that came from Culture History (Chartier, 1990 e 2001) show that if we take the people involved in these processes as sources and objects of our investigation, we enter the field of own representations of a time or of a space. Thinking with the freedom (always conditioned) of each person, Certeau (2007) offers us contributions about the ways of researching, as well as a deepening in the discussions about the strategies of whom detains the power (the publish house). In Ginzburg (1989, 2006), we have contributions for the study of a particular case (an author, a publish house), that may be representative of a certain historical time. With Norbert Elias (2001), we have contributions brought by Sociology when we study not an author and a publish house in particular, but the function of this author and this publish house not in the action of making a book, but in the constitution of a net or a game in which they are inscribed. Scott and Nikolajeva (2011), Hunt (2010), Linden (2011) bring contributions to current overview of infantile literature. Arroyo (1988), Coelho (2010), Lajolo and Zilberman (2007) place this research in time and space, through a historical overview. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestra em Educação

This study explores distinct levels of meaning from images of picture books perceived by 3- to 5-year-old children and investigates how the certain visual perception factors influence children's meaning making and if these factors are correlated. The literature review supports associations among visual perception, information, picture books, meaning, and children. Visual perception serves as the first channel that filters and interprets visual information, and picture books provide visual and verbal experience for children, who constantly search for meaning. Children age 3 to 5 years are potential users of picture books because pictorial information is considered useful to children's learning tasks. Previous research reveals that various factors influence visual perception, and meaning has been mostly associated with its semantic significance in information retrieval. In information science, little research has focused on young children's own way of categorizing information, especially visual information. In order to investigate the distinct levels of meaning perceived by children, the investigation employed both qualitative and quantitative methods including unobtrusive and participant observation, factor analysis, content analysis, and case study. The result of this study contributes to understanding the cognitive process of children related to visual literacy and their interpreting visual information in a digital environment.

In order to experience unconditional love, prejudices must be exposed and overcome. People often meet others with a disability or handicap and unknowingly treat these individuals negatively. As a middle school teacher, I have often witnessed students behaving cruelly towards those that are different. When my dog became a paraplegic I was inspired to develop a project to assist young readers in the development of conscientious actions towards individuals with disabilities. This document chronicles the development, procedures, and outcomes of the process behind that artistic endeavor. The artistic elements of this thesis project are a written children's storybook and an educational interactive Web site to further teach inclusiveness to young readers. The images are real photos that have been manipulated to look like illustrations that enhance elements that are visually appealing to children in order to increase the images' communication value. The site has been designed to integrate the look and feel of the book, complementing and referencing it

While over the years stakeholders such as publishers and academics have taken a keen interest in research into writing and publishing, they have been less concerned about research into indigenous children‟s literature. In this thesis a comprehensive examination of children‟s literature in the indigenous African languages of South Africa and in Zulu in particular, is presented. Qualitative research methods have been applied, using questionnaires and interviews to gain first-hand knowledge of problems and possible solutions to the dearth of original children‟s literature in the indigenous languages. The data obtained in this regard has proved invaluable to the researcher and, hopefully, will be so to others in the future. Oral folktales narrated before the influence of the missionaries qualify as children‟s literature. The transition from the oral performance of these folktales to the reading of written children‟s texts is discussed in detail. This is achieved by considering the milieu, themes, content, functions and values of this children‟s literature. The discussion of imilolozelo (lullabies) and izilandelo/izidlaliso (game songs) presents the genre of children‟s traditional oral poetry as a form of performance based not only on narrative but also on songs and/or chants interspersed with rhythmical movements to relay their message. Zulu school readers as modern literature for children are also examined by tracing their background and the development of original Zulu children‟s written literature since it was first recorded by the missionaries. Contents and themes of these early readers, dating from the 1800s, are examined and compared with a series of graded readers published in 1962 by C.L.S. Nyembezi. The sixth chapter of the thesis investigates Zulu children‟s picture books as contemporary literature. Various types of picture books and their functions are discussed. Research findings point to an urgent need for the training of African authors in the writing of age-appropriate books in indigenous African languages. Lastly, the study proves that it is feasible to regard traditional oral and modern indigenous texts as children‟s literature. / D. Litt. et Phil. (African Languages)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:24:26Z No. of bitstreams: 1 Cássia Vianna Bittens dissertação.pdf: 1885839 bytes, checksum: 9e8b602cea34f17d3203872c923844b5 (MD5) / Made available in DSpace on 2018-11-09T10:24:26Z (GMT). No. of bitstreams: 1 Cássia Vianna Bittens dissertação.pdf: 1885839 bytes, checksum: 9e8b602cea34f17d3203872c923844b5 (MD5) Previous issue date: 2018-09-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / To contribute to the recent discussions about the relationship literature and infants, the present master thesis aims at answering the following research questions: (1.) Which are some of the main trends, in terms of graphic design, illustration, and text, in books that are preferably addressed to toddlers (zero to three years old) in Brazilian contemporaneity? (2.) How can the language's symbolic values contribute to the education of a child at such early age? To follow our course, we've selected, as a corpora of research, ten titles that compose the collection of 2014 PNBE, addressed to children between zero and three years old. As a hypothesis, we suggest that these books, addressed preferably to children who do not read yet, bring specific and particular elements that characterize trends on books for toddlers in terms of graphic design, illustration, and text, and that they are, therefore, amenable for literary analysis; and that, in contact with Literature, babies can learn the aesthetic language, which corroborates their individual and relational potential, providing a profitable environment for developing global skills. To pursue the present study – qualitative, exploratory, and descriptive – it was developed in three chapters. In chapter I, the reasons for approaching the subject are discussed, presenting the development of the young child and the encounter between Literature and toddlers, resorting on reflections by Bernard Golse, Antonio Candido, and Betina Kümmerling-Meibauer. In Chapter II, we present the corpora of this study and justify its choice. In addition, we address the PNBE program and its collection for early childhood, as well as the assessment criteria established in the present study for the analysis of the corpus, based, therefore, on the 2014 PNBE edict and the handbook that accompanies this specific collection. In chapter III, the books are analyzed in terms of graphic design, illustration, and text, using considerations by Rosinha, Sophie Van der Linden, and Ana Margarida Ramos on graphic design aspects; by Adriana Baptista and Annete Werner's regarding illustration; and by Antonio Candido, Octavio Paz, and Kathleen Ahrens's in terms of the literary text / No intento de contribuir com as discussões recentes acerca da relação literatura-bebê, o presente estudo tem como objetivo responder às seguintes questões direcionadoras: Quais são algumas das principais tendências, em termos de projeto gráfico, ilustração e texto, nos livros preferencialmente endereçados aos bebês (zero a três anos) na contemporaneidade brasileira? Como os valores simbólicos da linguagem podem contribuir para a educação da criança em sua tenra idade? Para efetuarmos esse percurso, selecionamos como corpus de pesquisa dez títulos que compõem o acervo do PNBE 2014, endereçados a crianças entre zero e três anos. Sugerimos, como hipótese, que estes livros, endereçados preferencialmente às crianças que ainda não leem, trazem elementos específicos e particulares que caracterizam tendências dos livros para bebês no projeto gráfico, na ilustração e no texto, sendo, portanto, passíveis à análise literária; e que, ao contato com a Literatura, os bebês apreendem a linguagem estética, o que corrobora com o seu potencial individual e relacional, proporcionando um ambiente profícuo às habilidades globais em desenvolvimento. Para tal, o presente estudo – qualitativo, exploratório e descritivo – foi desenvolvido em três capítulos. No capítulo I, entram em discussão as razões para a abordagem do tema na atualidade, apresentando o desenvolvimento da criança pequena e o encontro entre a Literatura e o bebê, recorrendo-se, para isso, às reflexões de Bernard Golse, Antonio Candido e Betina Kümmerling-Meibauer. No capítulo II, apresenta-se o corpora deste estudo e a justificativa de sua escolha. Em adição, aborda-se o programa PNBE e seu acervo para primeiríssima infância, bem como os critérios de avaliação estabelecidos no presente estudo para a análise do corpora, pautando-se, para tanto, no edital PNBE 2014 e no Manual que acompanha esse acervo em específico. No capítulo III, analisa-se os livros em termos de projeto gráfico, de ilustração e de texto, valendo-se das considerações de Rosinha, Sophie Van der Linden e Ana Margarida Ramos no que se refere ao projeto gráfico; de Adriana Baptista e Annete Werner no tocante à ilustração; e de Antonio Candido, Octavio Paz e Kathleen Ahrens nas reflexões acerca do texto literário

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-14T13:47:14Z No. of bitstreams: 1 Luis Carlos Barroso de Sousa Girão.pdf: 1361803 bytes, checksum: 0434a5a4b7e1c95b599ff15a169f0d27 (MD5) / Made available in DSpace on 2017-11-14T13:47:14Z (GMT). No. of bitstreams: 1 Luis Carlos Barroso de Sousa Girão.pdf: 1361803 bytes, checksum: 0434a5a4b7e1c95b599ff15a169f0d27 (MD5) Previous issue date: 2017-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims to reflect about the narrative border in the works Shadow (2010), by the South Korean Suzy Lee, and O cântico dos cânticos (1992), by the Brazilian Angela Lago. Our main purpose is to contribute to studies on children’s literature’s theory and criticism, pointing out how the authors broaden up the interpretative potential for their picture-books, in its materiality and visuality, by exploring the use of the codex’s borders as structures for pictorial narratives. In addition to the theory focused on the specific critics of literature for children and young adults (Sarah Dowhower, Maria Nikolajeva, Sophie Van der Linden, Maria José Palo) and the studies on the book as an art form (Julio Plaza, Johanna Drucker, Maria do Carmo de Freitas Veneroso, Paulo Silveira), bibliographies on the concepts of the binding fold dialectics (Michel Melot) and the threshold (Walter Benjamin, Jeanne Marie Gagnebin, Georges Didi-Huberman) are also mobilized. This passage from literary criticism to the artistic philosophy about the book as an object, culminating in the interdisciplinarity of literature and art criticism, aims to re-present and re-know this artistic phenomenon, the picture-book, in the potential of its hybridity, occupying a threshold space between artist’s books and children’s books / A presente dissertação visa refletir sobre a margem que narra nas obras Sombra (2010), da sul-coreana Suzy Lee, e O cântico dos cânticos (1992), da brasileira Angela Lago. O objetivo dessa abordagem é contribuir com os estudos em teoria e crítica de literatura infantil e juvenil, apontando como as autoras ampliam o potencial interpretativo dos livros-imagem, em sua materialidade e visualidade, ao explorar o uso das margens do códex como estruturadoras de narrativas pictóricas. Além da teoria voltada para a crítica específica de literatura para crianças e jovens (Sarah Dowhower, Maria Nikolajeva, Sophie Van der Linden, Maria José Palo) e dos estudos do livro como forma de arte (Julio Plaza, Johanna Drucker, Maria do Carmo de Freitas Veneroso, Paulo Silveira), também são mobilizadas bibliografias sobre os conceitos de dialética da dobra (Michel Melot) e de limiar (Walter Benjamin, Jeanne Marie Gagnebin, Georges Didi-Huberman). Esta passagem da crítica literária para a filosofia artística acerca do objeto livro, culminando na interdisciplinaridade da literatura e crítica de arte, tem como meta re-apresentar e re-conhecer este fenômeno artístico, o livro-imagem, na potência de sua hibridez, ocupando espaço liminar entre os livros de artista e os livros infantis

The main aim of this study is to examine how characterizations of persons in books for children and adolescents relate to traditional sex role patterns and to determine if there is any difference in this respect between books for girls and books for boys as well as between popular books and quality books.Eight books for girls, eight books for boys, and four books for both girls and boys are examined. From these books 8,268 adjectives, adverbs, and participles which characterize persons or aspects of persons were excerpted. These excerpts have been categorized with regard to syntactic function into attributive adjectives, predicative adjectives, and adverbials, and with regard to meaning as to membership in semantic fields on different levels.The most frequent syntactic category in the material is "predicative" (42.8%), followed by "attributive" (33.4%). Female characters are more often described by predicative adjectives than are male characters, while the opposite is true of attributive adjectives. The choice of syntactic category seems to be determined more by what property or state the lexical item refers to, however, than by the sex of the character described.The semantic fields with the largest number of excerpts are MENTAL PROPERTIES AND STATES (32.9%), SOCIABILITY (15.0%), DRESS AND APPEARANCE (14.7%), and PACE AND MOVEMENTS (11.4%). These fields also dominate within the different categories of books and the descriptions of female and male characters respectively.Traditional sex role patterns are most obvious in characterizations of role characters with respect to their role in society and their relation to other people. Female characters are, e.g., almost exclusively described with respect to their private lives, while male characters are described in terms of their position in society. In the books for boys male characters are attributed a negative or rejecting attitude to their environment, while female characters are attributed a more positive or accepting attitude.The most traditional impression of the opposite sex is conveyed by the books for boys-to the extent that any such impression is conveyed at all by these books. The books for boys have very few female characters and very few descriptions of them. In general, male characters dominate in the books and it is clearly shown that to be a boy or man is more highly regarded than to be a girl or woman.No general differences between popular books and quality literature emerged from the analyses performed. Traditional sex role patterns are equally pronounced in the two types of books, even if there are differences between individual books. / digitalisering@umu

This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s sense of voice as falling into two broad conceptual categories: (1) Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s sense of voice revealed developmental, exploratory, and social sites of student engagement to literature. The Experiential Nature of young children’s sense of voice described three specificities of narrativity in their responses to picturebook literature: Young children’s multi-modal responses were interpreted as representative of Self- Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings contribute to a reconceptualized literacy curriculum which illuminates personal, social, and cultural identities, especially young children’s awareness of their individual sense of voice, developed through picturebook literature in primary classrooms. / xii, 151 leaves : col. ill. ; 29 cm.