Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-13T15:29:26Z No. of bitstreams: 1 maizecarlacostapelisson.pdf: 810948 bytes, checksum: 187d2386282a3e49e52bac6e350cd881 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-27T20:51:23Z (GMT) No. of bitstreams: 1 maizecarlacostapelisson.pdf: 810948 bytes, checksum: 187d2386282a3e49e52bac6e350cd881 (MD5) / Made available in DSpace on 2016-06-27T20:51:23Z (GMT). No. of bitstreams: 1 maizecarlacostapelisson.pdf: 810948 bytes, checksum: 187d2386282a3e49e52bac6e350cd881 (MD5) Previous issue date: 2016-02-16 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / A capacidade de compreender estados mentais como intenções, desejos, crenças e emoções é denominada na literatura como teoria da mente. Tal capacidade possibilita à criança entender e predizer o comportamento próprio e alheio, sendo um dos marcos para o desenvolvimento sociocognitivo infantil. Estudos, envolvendo as relações entre a teoria da mente e a linguagem, têm evidenciado o potencial dos livros de histórias infantis como fonte de conhecimento e compreensão dos estados mentais, uma vez que diferentes aspectos são identificados no conteúdo das histórias, como situações de crenças divergentes da realidade, ironia e situações envolvendo pistas sociais. Do ponto de vista sociocognitivo, a ironia constitui um aspecto de relevância, pois fornece informações sobre mentes e experiências subjetivas utilizando de uma perspectiva sutil sobre os pensamentos, desejos e sentimentos alheios, o que pode produzir um efeito benéfico no aprimoramento da compreensão infantil dos estados mentais. O presente estudo investigou a compreensão da ironia contida em dois livros de histórias infantis (L1 e L2), divergentes quanto ao nível de complexidade da ironia contida na narrativa, em 61 pré-escolares de 5 e 6 anos, oriundos de uma escola privada de educação infantil da rede de ensino de uma cidade da zona da mata mineira. A avaliação foi realizada de forma individual, iniciando-se com a aplicação do Teste de Vocabulário Auditivo (TVAud), para avaliação da linguagem receptiva e expressiva, visando identificar possíveis diferenças linguísticas entre grupos de crianças com a mesma faixa etária. Posteriormente, realizou-se a leitura oral de cada livro para a criança e aplicou-se uma tarefa de compreensão textual e quatro tarefas de compreensão da ironia respectivas a cada história. Os resultados evidenciaram uma correlação positiva entre a compreensão textual e a compreensão da ironia na história de L1. Verificou-se que as crianças, de ambos os grupos etários e gêneros, não se divergiram quanto ao nível de compreensão da ironia nos dois livros, tendo apresentando uma compreensão satisfatória da ironia contida em L1 e uma compreensão parcial da ironia contida em L2. Espera-se que os resultados possam aprofundar as investigações a respeito desta temática, ainda escassa, tanto no contexto nacional quanto internacional. Almeja-se que os resultados ofereçam subsídios para ações promotoras educativas quanto às formas de utilização dos livros de histórias e de exploração das ironias presentes nas narrativas, bem como reforcem a necessidade de que as atividades leitoras sejam mais valorizadas e sistematicamente integradas aos currículos escolares como metodologia que enriqueça a prática de profissionais que atuam na área educacional. / Ability to understand mental states like intentions, desires, beliefs and emotions is known in literature as theory of mind. This ability allows children to understand and predict the behavior of others and themselves, one of the guides for social cognitive child development. Studies involving the relationship between theory of mind and language have shown the potential of story books as a source of knowledge and understanding of mental states since different aspects are identified in the content of the stories such as situations of differing beliefs of reality, irony and situations involving social clues. In socio-cognitive perspective, irony is an aspect of relevance because it provides information on the minds and subjective experiences using a subtle perspective into thoughts, other people's desires and feelings, having a beneficial effect in improving children's understanding of mental states. This study investigated the understanding of irony contained in two children's story books (L1 and L2), differing in the level of complexity of irony contained in the narrative in 61 preschool children from 5-6 years-old from a private educational school system of a city in the state Minas Gerais. The evaluation was performed individually, starting with the Auditory Vocabulary Test (TVAud) to assess receptive and expressive language and to identify possible linguistic differences between groups of children with the same age group. Posteriorly, there was the oral reading of each book to the child and were applied one reading comprehension task and four comprehension tasks of the respective irony to every story. The results showed a positive correlation between reading comprehension and the understanding of irony in the L1 story. It was found that children in both age groups and genders didn´t diverge in the level of understanding of irony in the two books, and presented a satisfactory understanding of irony contained in L1 and a partial understanding of irony contained in L2. It is expected that the results can further enhance research about this thematic, still scarce, both in the national and international context. It is expected that the results will provide grants for educational development actions on ways to use the story books and exploration of irony present in the narratives as well as reinforcing the need for reader activities to be valued and systematically integrated into the school curriculum as a methodology that would improve the practice of professionals working in education.

M.A. (Information Science) / Please refer to full text to view abstract

Studiens syfte är att undersöka och synliggöra hur barnlitteraturen på fyra olika förskolor valdes ut, om en medvetenhet kring val av normkritiska barnböcker gällande kön och genus finns samt att synliggöra hur kön och genus gestaltas i de fyra populäraste barnböcker på dessa förskolor. Studien genomfördes genom intervjuer, litteratursociologiska kartläggningar och text-och bildanalyser utifrån ett normkritiskt perspektiv. Resultatet visar att det inte fanns tydliga rutiner i hur barnlitteraturen väljs ut och att medvetenheten kring normkritiska barnböcker varierade. Det framkom även att pojkar oftare än flickor gestaltades i barnlitteraturen och att de populäraste böckerna skildrade sina karaktärer på ett könsneutralt eller könsöverskridande sätt. Studiens slutsats är att det behövs en större medvetenhet kring barnlitteraturens påverkan på barnens skapande av könsnormer samt att fler böcker som skildrar flickor behöver väljas in. Avslutningsvis behöver även barnböcker som skildrar karaktärer på ett normutvidgande sätt eller könsöverskridande sätt få större plats på förskolan.

The diploma thesis consists of practical and theoretical part. It is focused on an issue of dyslexia and its understanding through structured drama. The theoretical part contains three sections. The first section deals with drama education, the second section covers structured drama and the third section is focused on dyslexia itself. The part concerning drama education is subdivided into three chapters demonstrating drama education in general, the subject itself and its forms. The part focused on structured drama is divided into five chapters that define structured drama in general and its subsequent implementation in education together with its structures, techniques and planning. The part dealing with dyslexia includes five chapters as well. The first chapter explains the term dyslexia. The next chapters demonstrate its symptoms, diagnosis and re- education, specific learning disabilities and relationships between dyslectic pupils and their family, school and classmates. The practical part contains a lesson of structured drama with reflections and perceptions collected during drama implementation.

This thesis deals with the problem of handicapped individual in children's literature as a subject for drama education. The diploma thesis has two parts. In the first theoretical part, I dealt with the issue of handicap, the relation of literature and dramatic education with a focus on literature with handicapped hero and assessed the possibilities of using such literature in the process of dramatic education. The practical part was based on action research, which took place in 5 literary and drama lessons, which were created on the basis of a literary masterpiece. During the evaluation, I focused mainly on changing the relationship between handicapped and disabled people based on the experience of dramatic education. In addition, questions have been examined if this topic is not difficult for pupils of primary school and what pitfalls it can bring.

Spanning the period from the early years of the Cold War to the early twenty-first century, Crossing Out argues that medical theories of gender variance which emerge in the middle of the twentieth century are bound by the Cold-War–era discursive limits within which they were articulated, and that the ideological content of those theories persists into late-century research and treatment protocols. I parallel these analyses with interrogations of literary representations of transgendered subjects. What emerges most powerfully from this analysis of literary works is their tendency to signify in excess of the medical foreclosures, even when they seem consistent with medical discourse. By reading these two discursive systems against each other, the dissertation demonstrates the ability of literary discourse to accommodate multifaceted subject positions which medical discourse is unable to articulate. Literature thus complicates the stories that medical culture tells, revealing complex and multivariate possibilities for transgendered identification absent from traditional medical accounts. In tracing these discursive intersections the dissertation draws on and extends Michel Foucault’s theory of subjugated knowledges and Judith Butler’s writings on the formation of gendered subjects. Chapter One establishes the Cold War context, and argues that there are significant continuities between 1950s theories of intersexuality and Cold War ideology. Chapter Two extends this analysis to take in theories of transsexualism that emerged in the same years, and analyzes the discursive excesses of a 1950s pulp novel representation of a transsexual. Chapter Three establishes that the ideological content of the medical theories remained virtually unchanged by the 1990s, and argues that multivalent literary representations of transgenderism from the same decade promise the emergence of unanticipated forms of gender identity that exceed medical norms. Chapter Four is concerned with transgendered children, as they are represented in medical writing and in young adult and children’s literature. Interrogating fiction which negotiates between established medical discourse and an emergent transgender discourse, the chapter argues that these works at once invite and subvert a pathologizing understanding of gender-variant children while simultaneously providing data that demands to be read through the lens of an emergent affirmative notion of trans-childhood. / Arts, Faculty of / English, Department of / Graduate

Esta tese investiga como a criança aciona e reconstrói o poético presente em obras selecionadas pelo PNBE 2010, problematizando a constituição do sujeito letrado em poesia, a partir de mediação docente intencional. O problema posto justifica-se pela crescente valorização da leitura, que tem colocado a formação de leitores como desafio para o âmbito educacional e impulsionado a realização de políticas públicas preocupadas com o ato de ler, dentre as quais se destaca o PNBE (Programa Nacional Biblioteca da Escola). Nessa perspectiva, a pesquisa assume enfoque qualitativo na pesquisa bibliográfica e experimental, ao acompanhar a atuação de um grupo de leitores de quarto ano de uma escola pública de Bento Gonçalves que, no contexto do projeto Brincadências poéticas, participaram de experiências de leitura e exercitaram o fazer poético. Criado no interior do espaço escolar, o “quintal de poesia” abriga a discussão sobre o processo de letrar para o poético, subsidiando reflexões sobre a vivência e a mediação da poesia, na infância. A investigação ancora-se em alguns princípios norteadores sobre leitura e práticas leitoras: Candido (1995) sustenta que a fruição literária é direito do ser humano; Larrosa (2002 e 2003) compreende que a leitura participa do processo de formação do sujeito; Zilberman (2003) sublinha a função emancipadora da obra literária; Paiva (2008) discute o lugar da política pública na literatura para a infância; Iser (1996) confere ao leitor um lugar de coatoria junto ao texto; Bordini e Aguiar (1988) concebem, no método recepcional, etapas para a leitura literária; Paz (1982) reflete sobre as especificidades do poético e sua constituição; Huizinga (1999) explicita as relações que aproximam o jogo e a poesia. A partir desse quadro teórico, o estudo propõe caminho para a educação literária, por meio da apropriação do poético, partindo da ênfase à musicalidade do texto e alcançando o enfoque imagético, de modo a complexificar, progressivamente, a atuação do leitor. Os resultados indicam que a educação literária pressupõe percurso de aprendizagem contínuo e intencional. As vivências apontam, ainda, algumas possibilidades para a instauração e consolidação da experiência poética na infância: ela se concretiza no território que envolve o cotidiano e suas transgressões, situando-se entre o conhecido e o estranho, a restrição e a liberdade; constrói-se com humor, seja na exploração de sons da língua, seja na manifestação do nonsense, seja ainda no emprego de palavras proibidas; é estabelecida em provocativos jogos de sentido, por meio da ambiguidade, do disfarce e do hibridismo na linguagem. Ao atentar para a constituição e o desenvolvimento do poético no interior da escola, a tese formula resposta possível às dificuldades que a instituição escolar tem enfrentado, no seu desafio de formar leitores e, sobretudo, leitores que leem com prazer, leitores para sempre. Por seu viés teórico-prático, a discussão busca contribuir para o processo de mediação da leitura solidária, fornecendo subsídios às reflexões sobre a formação do leitor e as metodologias de ensino voltadas à literatura e favorecendo a constituição de apreciadores da poesia, tendo em vista sua instrumentalização para a autonomia leitora, no contexto escolar. / This thesis investigates how children activate and reconstruct the poetic element that is present in literature selected by PNBE 2010, questioning the constitution of literate subject in poetry, taking intentional teacher mediation as a point of departure. The problem stated is justified by increasing value given to reading, which has put reader‟s training as a challenge for education environment, and encouraged public policies to worry about the act of reading, among which PNBE (Programa Nacional Biblioteca da Escola) can be highlighted. In this context, this work has a qualitative approach in bibliographic and experimental research. It follows acting of a 4th. year group of readers of a public school in Bento Gonçalves who, in the context of the project Brincadências poéticas, participated of reading experiences and exercised poetry making. Created in the school space, the “poetry backyard” (“quintal de poesia”) houses discussion about the process of literacy concerning poetry, subsidizing reflections about experience and mediation of poetry in childhood. This research is based on some leading principles about reading and reading practice: Candido (1995) assumes that literary fruition is a right of human beings; Larrosa (2002 and 2003) understands that reading participates in the process of subject education; Zilberman (2003) underlines the emancipating function of literature; Paiva (2008) discusses the place of public policies in literature for children; Iser (1996) confers the reader a place of coauthor upon the text; Bordini and Aguiar (1988) conceive, according to reception method, stages for literature reading; Paz (1982) reflects about specific elements of poetry and its constitution; Huizinga (1999) explains the relations that approximate playing and poetry. From this theoretical frame, this study proposes a route for education in literature, through appropriation of poetry, departing from emphasis on musicality of the text, reaching the image approach, so as to make reader‟s action, progressively, more and more complex. Results indicate that education in literature involves a continuous and intentional learning process. Experience also points out some ways for instauration and consolidation of experience with poetry in childhood: it operationalizes in the territory that involves everyday routine and its transgressions; it is placed between what is known and what is strange, between restriction and freedom; it is built with humor, exploring the sounds of the tongue, expressing nonsense, or even employing forbidden words; it is established in provocative plays of sense, through ambiguity, disguise, or even hybridism in language. When tackling constitution and development of poetry at school, this thesis formulates a possible answer to difficulties, which school as an institution has faced, in its challenge to educate readers and, mostly, readers who read with pleasure, readers forever. Because of its theoretical-practical bias, the discussion aims at contributing for the process of mediation of solidary reading, supplying subsidies to reflections about readers education and teaching methodologies, directed to literature and favoring the constitution of poetry appreciators, aiming at their use for autonomy in reading, in the school context.

Esta investigação propõe uma análise comparativa das obras Cinderela ou Sapatinho de Cristal, de Charles Perrault; Cinderela, de Jacob e Wilhelm Grimm e Cinderela: uma biografia autorizada, de Paula Mastroberti, com a finalidade de constatar as transformações que ocorreram em cada versão devido à influência da cultura regional, do espaço e do contexto histórico que representam. Tratando-se de obras de interesse infantil, são revisados aspectos fundamentais dessa modalidade de literatura. O trabalho está dividido em quatro partes: a primeira discute as questões básicas que envolvem o gênero conto e suas aproximações conceituais; a segunda aborda conceitos básicos sobre literatura infantil e infância; a terceira apresenta a problemática da regionalidade, associando-a com literatura infantil brasileira e riograndense; e a quarta, analisa os textos que compõem o corpus desta pesquisa. A conclusão procura, por meio das obras analisadas, assinalar as relações entre literatura infantil tradicional e renovada e entre literatura infantil e regional idade. / This investigation proposes a comparative analysis of the books Cinderella, by Charles Perrault, Cinderella by Jacob and Wilhelm Grimm and Cinderella: the authorized biography, by Paula Mastroberti, aiming to verify the transformations each version has suffered due to the influences from the regional culture, the space and the historical context that they represent. Considering that these books are ch ildren's interest, the essential aspects of this genre will be reviewed. The task is divided in four parts: the first one discusses the basic questions that involve the genre tale and its conceptual approximations; the second approaches basic concepts about children's literature and chi ldhood; the third presents the problematic of the regionality, associating it with the Brazilian and South Brazilian chi ldren's literature; and the fourth analyses the texts that compose the corpus of this research. The conclusion aims to point out, through the analyzed books, the relations between traditional and renovated children 's literature and also between children 's literature and regionality.

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

Two children, Dan and Una, sit in the woods and listen to a story of Britain's early history told to them by Sir Richard, a spirit conjured from the past for this instructive purpose. In this tale, Sir Richard gains treasure by defeating the "devils" that terrorize a village of African people. In many ways, this framed narrative sets up the expected hierarchy found in children's literature wherein the adult actively narrates a story and the child silently listens and learns. However, the children of Rudyard Kipling's Puck of Pook's Hill do something else--they question and challenge. At the end of the story, Dan declares, "I don't believe they were Devils" and backs up his disbelief by drawing on other books he has read. While much scholarship on children's literature reads child characters through the lens of adult desire and finds them voiceless and empty, I seek out moments wherein these imagined children, like Dan and Una, challenge adult dissemination of knowledge. Building upon recent scholarship that sees the child less as a straightforward projection of desire and more complexly as a site for conflicting ideologies and tensions, my dissertation enters into the critical conversation concerning the figure of the child and suggests a fresh, new approach to reading adult-child relations in children's literature. Urging readers to focus on the ways in which fantasy literature imagines and represents child characters' relationships to language--as readers, authors, storytellers, and questioners--I argue that whether deliberately or unselfconsciously these works imagine a child capable of interacting with language in order to seize power and thus unsettle the force of adult desire. Even as the characters themselves remain the products of adult creation, the relationship to language they model for their implied readers transcends a simple one-to-one correlation of adult authorial desire and a child reader's internalization. Each of my four chapters focuses on a pair of authors: Sarah Fielding and Mary Martha Sherwood, Lewis Carroll and George MacDonald, Frederika Macdonald and Frances Hodgson Burnett, and Rudyard Kipling and E. Nesbit. Instead of mere escapism and fancy, these portraits of childhood address debates surrounding the emerging genre of the novel, religious censorship, educational legislation, imperial ideology, medical discourses, and textbook publication. By juxtaposing these novels in pairs alongside these significant historical contexts, my project brings the child's voice, which we often ignore, to the surface. Like Dan and his declaration of disbelief, the readers imagined by these important works of fantasy refuse to sit in silence and instead play with words to question, create, and challenge.