Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-04T12:50:01Z No. of bitstreams: 1 elieteaparecidadepaulacunha.pdf: 639078 bytes, checksum: e87899ece6bef4a0abaf077b1c836962 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-04T14:44:48Z (GMT) No. of bitstreams: 1 elieteaparecidadepaulacunha.pdf: 639078 bytes, checksum: e87899ece6bef4a0abaf077b1c836962 (MD5) / Made available in DSpace on 2018-04-04T14:44:48Z (GMT). No. of bitstreams: 1 elieteaparecidadepaulacunha.pdf: 639078 bytes, checksum: e87899ece6bef4a0abaf077b1c836962 (MD5) Previous issue date: 2014-03-18 / PROQUALI (UFJF) / A presente pesquisa investiga as origens da literatura infantil e as transformações ocorridas ao longo de sua história, buscando demonstrar a ruptura no conto de fadas moderno, a partir do desvelamento das relações entre a inovação observada em A fada que tinha ideias (1971), de Fernanda Lopes de Almeida, e o contexto histórico-social em que se inclui essa narrativa. Com base nos pressupostos da estética da recepção e, em especial, da teoria do efeito formulada por Wolfgang Iser, efetiva-se uma leitura da obra, na qual este trabalho se concentra, com vistas a problematizar a relação entre o real, o fictício e o imaginário na construção do mundo das fadas. Direcionando seus estudos para a análise dos efeitos do texto literário no ato individual da leitura, Iser concebe o leitor como um sujeito capaz de revelar a esteticidade da obra, de interagir com o texto atribuindo-lhe sentido particular. Sob tal perspectiva, a relação do real com o fictício e o imaginário apresenta-se como uma propriedade basilar do texto ficcional, sendo o imaginário caracterizado pelas situações da vida prática (re)criadas pelo leitor em diálogo com o horizonte trazido pela ficção. Por fim, ao se estabelecer uma comparação entre a personagem Emília, de Monteiro Lobato, e Clara Luz, personagem de Fernanda Lopes de Almeida, consideradas fadas modernas, tornam-se manifestas as modificações havidas no conceito tradicional de conto de fadas, e os efeitos dessa mudança no leitor infantil contemporâneo. / The present research investigates the origins of children’s literature and the changes occurred throughout its history, seeking to demonstrate a break in the modern fairy tale, from the unveiling of the relationships between the innovation observed in the book A fada que tinha ideias (1971), by Fernanda Lopes de Almeida, and the sociohistorical context wherein this narrative is included. Based on the assumptions of the reception aesthetics, and, in particular, on the effect theory formulated by Wolfgang Iser, a reading of the work is carried out, on which this study focuses, in order to problematize the relation between the real, the fictional and the imaginary in the construction of the fairy world. Conducting his studies to the analysis of the effects of literary texts in the individual act of reading, Iser understands the reader as a subject capable of revealing the aesthetics of the work, and also able to interact with the text, by assigning it a particular meaning. From this perspective, the relation between the real, the fictitious and the imaginary is presented as a fundamental attribute of the fictional text, being the imaginary characterized by situations of practical life recreated by the reader in a dialogue with the horizon brought by fiction. Finally, by establishing a comparison between the character Emilia, from Monteiro Lobato’s work, and Clara Luz, a character from Fernanda Lopes de Almeida’s work, both characters considered as modern fairies, the changes occurred in the traditional concept of fairy tale reveal themselves, as well as the effects of these changes in the contemporary reader-child.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-03T17:37:52Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Cássia Farias - Narrativas de Amadurecimento.pdf: 1353681 bytes, checksum: eabe941ec96720314f60253d3d4d4217 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-09T16:06:54Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Cássia Farias - Narrativas de Amadurecimento.pdf: 1353681 bytes, checksum: eabe941ec96720314f60253d3d4d4217 (MD5) / Made available in DSpace on 2017-05-09T16:06:54Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Cássia Farias - Narrativas de Amadurecimento.pdf: 1353681 bytes, checksum: eabe941ec96720314f60253d3d4d4217 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Na presente dissertação, serão abordadas as relações entre o romance de formação e a literatura juvenil nas literaturas de língua inglesa. Apesar de suas particularidades, os dois gêneros têm em comum o fato de apresentarem contornos pouco definidos. Sendo assim, serão discutidas questões teóricas pertinentes a cada um deles a fim de chegar ao ponto central do trabalho: descrever e caracterizar o que seria o Bildungsroman juvenil. Três obras foram escolhidas para análise, Grandes esperanças (1860), de Charles Dickens, O apanhador no campo de centeio (1951), de J.D. Salinger – que serão usados para falar da tradição do romance de formação e da sua evolução – e Bateria, garotas e a torta perigosa (2004), de Jordan Sonnenblick, escolhido como exemplo paradigmático da manifestação desse gênero na literatura juvenil / This thesis will discuss the relationship between the coming of age novel and young-adult literature in English-language literature. Although each of the two genres has its own peculiarities, neither of them has well-defined contours. Therefore, relevant theoretical aspects of each genre will be examined in order to reach the main goal of this work: to describe and characterize the young-adult Bildungsroman. Three novels were selected for analysis: Great Expectations (1860), by Charles Dickens, The Catcher in The Rye (1951), by J.D. Salinger – both of which will be used to outline the tradition of the coming of age novel and its evolution – and Drums, Girls and Dangerous Pies (2004), by Jordan Sonnenblick, a paradigmatic example of the manifestation of the genre in young-adult literature

A close reading of a series of books by Eoin Colfer that enjoyed universal success showed a change in the language between the books especially with respect to minor linguistic features such as choice of location and abstract vs. concrete language. The books are about the boy Artemis Fowl, and were presumably conceived as children’s books. My original thesis was that the writer could not be sure of the success of the first book, but would definitely be aware of a worldwide audience for at least his third book, due to, for example, questions raised by the translators. If the original audience was expected to be Irish, or British, with very much the same cultural background as the author’s, the imagined subsequent audiences would change with success. My hope was to be able to show this by comparing linguistic features. And indeed, even though some changes could be due to coincidence there was a specific pattern evolving in the series, in that the originally Irish cultural background became less exclusive and more universal. The writer also used more details concerning locations, with added words to specify a place. What could thus be expected in the translated versions would be omissions and additions in especially the first book, but less need for that in later books. This, however, could not be proven in the Swedish translations. I thus conclude that the books became easier to follow for a wider, in this case Swedish, audience mostly because of efforts by the author and less because of the translator.

Introduction. This empirical study investigates the attitudes of Swedish public librarians who work in the children’s and/or young adult departments, towards children’s literary classics. This is achieved by examining work with the Classics shelf, a genre classification located in the children’s or young adult section. Method. The empirical material consists of transcripts from interviews with seven children’s and young adult public librarians in four Swedish municipalities, the Classics shelves and the libraries’ policy documents. Analysis. The Classics shelves’ genre definition, target group and location were investigated and compared to the libraries’ policy documents. Interview transcripts were examined in regard to the explicit contents of the participants’ statements and divided in themes by perceptions of value, function and use of the literature in a library context. Magnus Persson’s concept of myths describing naturalised perceptions of literature was used to interpret attitudes. A concluding analysis was conducted using the discourse theories of Michel Foucault, Ernesto Laclau and Chantal Mouffe. Results. The analysis indicated both shared and conflicting attitudes to children’s and young adult literary classics, with perceptions predominantly taken for granted. Three coexisting discourses were identified: the Reading experience discourse, the Durability discourse and the Fresh discourse. These are mainly tied to different tasks and influenced by the librarians’ preconceived notions, workplace management and external influences such as media debates, with the user perspective as a prerequisite. Conclusion. The results show that the librarian accommodates contradictory and ambivalent views of children’s and young adult literary classics in the library. Literature is mediated indirectly and directly, and expresses the librarian’s personal experience rather than a professional identity. This is a two years master’s thesis in Library and Information Science.

Contemporary children’s books, particularly picture books, show an increasing tendency towards complexity and sophistication. There is, however, some resistance to this tendency in the children’s book world. This thesis therefore critically analyses complexity and sophistication in three picture books - chosen because they represent particularly high numbers of the most common complexities and sophistications - in order to determine whether or not such resistance is appropriate. The study defines picture books as fictional, illustrated books in which pictures and design are vehicles for meaning, where text and art are integral aspects of an interdependent relationship. It thus examines words, the roles of words and pictures and their interactions, linear progression, time and page-breaks, rhythm, design, colour, medium, style, line, regularity, balance, framing, shot, point of view, gaze, visual weight, position, shape, size, light, background, symbol, pictorial analogy, visual games, nonsense, intervisuality, intravisuality, leitmotif and counterpoint. The sophisticated structure, polyphony, visual nonsense and allusion of Anthony Browne’s Voices in the Park allow deep, complex examinations of its characters’ psychologies, making marginalized groups visible and critiquing stereotypes of class, gender, family structure and unemployment. Its sophistications and complexities thus enable Browne’s book to satisfy significant priorities in the children’s book world, because it avoids overt didacticism, respects “literary” values and is socially aware. The sophisticated structure, visual nonsense, multidimensionality and multivoicedness of David McKee’s I Hate My Teddy Bear raise problems of narrative and focalizer, overtly inscribe inconsistency, vagueness and uncertainty, and determinedly resist resolution. McKee’s book thus refuses to imply a clear reader role, and situates readers firmly outside itself, where subjection to any one interaction with, response to or idea within it becomes impossible. This stimulates child readers’ creative thought, and distributes power between adult writers and child readers unusually equitably, thus offering children the respect and power of literary and ideological self-determination in a safe, restricted area of fiction. John Burningham’s Granpa neglects many of the conventions of writing and storytelling, so that readers face the multiplexity of its form and structure, the emergence of its linear narrative from apparent stasis into irresolution and ambiguity, and its difficult themes and psychological content, with very little guidance in their reading beyond frequently confusing formal signals. This is difficult for adult readers, who have learnt to expect certain conventions from stories, and to use them to interpret and predict what they read. It may, however, be particularly easy for child readers, because it does not force them to read in ways that are still foreign to and thus possibly difficult for them. It may even be less threatening to children and antagonistic to children’s culture than most children’s books, because it does not socialize children into the alien adult culture concomitant with conventional reading. Together, these analyses reveal that complex, sophisticated children’s books may function in a variety of ways. The children’s book world should thus rather evaluate them individually than reject the entire genre. / Dissertation (MA (English))--University of Pretoria, 2005. / English / unrestricted

The aim with this study is to analyse stereotypical behaviour and attributes of characters in three fictional books. A question following the analysis is how this fictional literature can be used in education to create understanding of gender, gender categorization and stereotypical features of boys and girls. The three books I have chosen to analyse are Rekryten written by Robert Muchamore, Habib – meningen med livet written by Douglas Foley and Bröder emellan written by Tomas Dömstedt. The three books will be analysed separately and is based on the method critic discourse analysis where focus will be mainly on the protagonists of the books. My analysis of the three books indicates that all of them include gender stereotypes and typical gender behaviour. Reading these books without the opportunity to reflect on and discuss these types of questions, could probably contribute to and maintain gender stereotypes, typical gender behaviour and attributes, masculinities and femininity. The protagonists that this analysis focuses on are however, compared to other characters and discourses in the books, able to prevent traditional gender patterns. To analyse characters in books gives us a picture of our society´s social system and how we can contribute to a positive change and necessary improvements through conversations and discussions about these discourses. / Syftet med mitt examensarbete är att analysera vilka stereotypa drag av beteenden och egenskaper hos karaktärer som kan urskiljas i tre skönlitterära verk. En följdfråga är sedan, utifrån litteraturanalysen, hur skönlitteraturen kan användas i undervisningen för att skapa förståelse för genus, könskategorisering och stereotypa drag hos flickor och pojkar. De tre böckerna, Rekryten av Robert Muchamore, Habib – meningen med livet av Douglas Foley samt Bröder emellan av Tomas Dömstedt kommer att analyseras separat och grundar sig i metoden kritisk diskursanalys där fokus främst kommer att ligga på protagonisterna i böckerna. Min analys av de tre böckerna tyder på att alla innehåller stereotypa drag, och som vid läsning enbart för nöjets skull, utan vidare reflektion, troligtvis kan bidra till att könsstereotypa beteenden, egenskaper, maskuliniteter och feminiteter upprätthålls. Protagonisterna visar dock varierande egenskaper och beteenden som motverkar traditionella könsmönster. Att analysera karaktärer i böckerna ger oss en bild av hur samhällets sociala system kan se ut, och hur vi kan bidra till en positiv förbättring om vi tar oss tid att samtala om och diskutera dessa diskurser.

This thesis is a qualitative study of six full day childcare centres. The purpose of this study was to identify the print literature resources that are present within a representative sample of urban childcare centres. Data were collected using field notes and manager interviews. A further analysis of the resources present allowed to the researcher to evaluate the quality of the resources and to discern whether the early childhood educators sampled have the resources to provide the foundation for a quality literature program. The books were analysed using five elements, including; literary merit, age and accuracy, physical condition, genre and developmental appropriateness, and quantity and accessibility. A total of 2774 resources were present in the six childcare centres. Overall the centres did not satisfy the elements for quality resources. Only 1% of the resources were found to have been judged worthy of recognition through nomination or award. The average age of the resources was 16 years, with an age span of 102 years, causing concern for accuracy, especially for information literature. The physical condition of the print literature resources did conform to quality guidelines, and it was discovered that physical condition was the only reason for discarding a book. There were a variety of genres present within the childcare centres, with the largest genre being information books. The second largest genre was surprising, as TV/Toy books represented 19.5% of the total collections. None of the centres met International Reading Association guidelines for quantity or accessibility for classroom libraries. It was clear that quantity and cost were the most important factors influencing the print literature collections in these childcare centres. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

In this thesis, depending on Benedict Anderson’s Studies of nationalism in his book The Imagined Communities, I will prove that in her historical fiction for children, Wondrous Journeys in Strange Lands, the Palestinian writer Sonia Nimr is reviving and reforming Arab national identity. Anderson identifies the nation as a group imagined by its members; the people who perceive and identify themselves as equal members in this group. For the people to imagine their nation, Anderson states three tools: the map as a representation of the geographical space, the census as a representation of population identity categories that live in a particular land, and the museum as the representation of historical and the legal continuity of certain ethnicities in a certain geographical space. The three tools are thoroughly abstracted and used in Nimr’s book as we follow the footsteps of Nimr’s heroine in her travels, we see her drawing Arab historical map, when Palestine was a canton in the great Arab State. The social fabric Nimr weaves by the characters in her book reflects the real and the reformed census of Arab ethnicities and their social classes with the highlighting of the essential role of Arabic women in society. The narrated society of Nimr’s work reforms nation’s census which accords with the extended pan Arab geography of Arab nation. The nation imagining requirements are completed by visiting the history and wandering in the historical Arabic cantons and cities which materialize Nimr’s trail to perpetuate those important places in her textual museum, which she builds in her addressed work to children to answer their question about who we are and how we are the most eligible ethnicities to live on this land. Nimr does not promote a certain political agenda nor casts a holy cover on the past; by contrast, she teaches Arab children past lessons to revive and reform their modern Arab national identity as a remedy for the catastrophic national present.

Skolan har i uppdrag att aktivt arbeta med frågor som rör kön, jämställdhet, rättigheter och möjligheter. Vidare ska skolan ge elever verktyg till att kritiskt kunna granska könsmönster samt ge elever en förståelse för hur dessa könsmönster kan begränsa människors livsvillkor (Skolverket, 2019). I skolan möter elever skönlitteratur, vilken i sin tur bidrar till att normer på ett eller annat sätt framställs. Genom didaktiska insatser i form av critical literacy-inspirerade arbetssätt kan skönlitteraturen användas som ett underlag för värdegrundsarbetet. Det är då av relevans hur barn uppfattar de normer eller normbrytande aspekter som framställs i skönlitteraturen. Studiens syfte är därför att bidra med kunskap om elevers olika sätt att resonera och relatera till en normbrytande saga genom ett Critical literacy-inspirerat didaktiskt perspektiv. Till grund för studien ligger en modern bearbetning av sagan om Askungen (Jansson & Jensfelt, 2018) vars syfte är att bryta normer. De frågeställningar som studien ämnar besvara är: ·       Vilka normbrytande aspekter återger elever i ett samtal om en normbrytande saga? ·       Vilka aspekter i en normbrytande saga kan elever relatera till sin egen verklighet? ·       Hur påverkas elevers resonemang om en normbrytande saga efter ett boksamtal? Studien är kvalitativ och utgörs av semistrukturerade intervjuer med 12 elever i årskurs 2 samt 3. Resultatet av studien visar vilka normbrytande aspekter elever resonerar kring. Vidare visar resultatet att gemensamt boksamtal till synes kan påverka elevers enskilda resonemang. Empirin är analyserad utifrån genusteorin samt Alkestrands (2017) definition av didaktisk potential. / Swedish school is obliged to actively work with questions concerning gender, equality, rights and opportunities. Furthermore, school shall give the students tools to critically review gender patterns and understand how gender patterns can constrain people’s living conditions (Skolverket, 2019). In school the students read fiction, which in turn contributes to how norms are produced in different ways. Through didactic efforts through critical literacy inspired working processes fiction can be used as a foundation for work with values. It is of thus of relevance how children perceive the norms or norm-breaking aspects as they are produced in fiction. The purpose of the study is therefore to contribute knowledge about students’ different ways of reasoning and relating to a norm-breaking story through a Critical literacy-inspired didactic perspective. As a basis for the study is the norm-breaking fairytale about Cinderella (Jansson & Jensfelt, 2018). The study aims to address the following questions: ·       Which norm-breaking aspects do the students retell in a dialogue about the norm-breaking fairytale? ·       Which aspects of a norm-breaking fairytale can the students relate to from their own reality? ·       How are the students’ reasoning affected by the norm-breaking fairytale after a literacy talk?  The study is qualitative and is built on semi-structured interviews with 12 students in year 2 and 3. The result of the study shows which norm-breaking aspects the students’ reason about. Furthermore, the results show that a literacy talk seems to have an impact on the students’ reasoning. The empirical material is analyzed through gender theory together with Alkestrand’s (2017) definition of didactic potential.

Enid Blyton and Agatha Christie were the most successful British women writers of their time. Christie and Blyton were contemporaries, living and writing in the United Kingdom during the first half of the twentieth century. This study takes into consideration these similarities in its examination of the depiction of dominant discourses in relation to emergent, alternative and oppositional discourses in their writing. This thesis suggests that while Enid Blyton and Agatha Christie offer alternatives to the dominant patriarchal discourses of the British Empire in the first half of the twentieth century, they show allegiance, too, to the dominant discourses of their time. Specific consideration is given to the portrayal of discourses concerned with gender, feminism, classism, British colonialism, racism, and xenophobia in their writing. The work of Enid Blyton and Agatha Christie was extremely popular in their time and still is today. Their important contribution to popular literature in England in the early twentieth century justifies a study of a selection of their work in relation to detective fiction and children’s literature as well as to studies of social history that include the investigation of how dominant discourse is both endorsed and challenged. / Thesis (DLitt)--University of Pretoria, 2010. / English / unrestricted