yes / In 2012 Steven Mintz argued that the history of childhood matters, since it has context-specific implications. This paper outlines the historical construction of childhood, in general, and specifically in Ghana, and presents how childhood construction impacts on children’s participation in Ghana. The paper argues that the cultural value underpinning childhood construction in the Ghanaian context - i.e. unidirectional respect from children and young people to adults at all times - has implications for children’s participation, as it limits children and young people’s willingness to participate in decision-making forums. The paper concludes that by such cultural ideology any participatory effort that includes children, young people and adults together may be counterproductive and thus likely to fail.

Esta dissertação possui como temática a literatura infantil que circula na escola, especialmente, analisando edições populares adaptadas de contos de fadas. Dentre as coleções encontradas nos acervos investigados em duas escolas municipais – educação infantil e ensino fundamental - de um município da região metropolitana de Porto Alegre/RS, destacou-se a presença de determinadas séries com publicações de textos adaptados muito sucintos e com pouco cuidado editorial, preferencialmente, de “contos de fadas”, ao lado dos acervos oficiais distribuídos às escolas pelo Ministério de Educação (PNBE, PNLD, PNAIC). A partir desta constatação, meu objetivo, nesta dissertação, foi o de analisar criticamente adaptações de textos considerados “clássicos da literatura infantil”, encontrados nas escolas, realizando um cotejo com os "originais" [ou versões mais conhecidas], identificando as modificações e verificando, de maneira geral, os critérios que presidiram suas modificações. Considerando que estas coleções integram o circuito pedagógico nas instituições, realizei uma análise das adaptações de dez clássicos: “O Patinho Feio”, “João e o Pé de Feijão”, “Branca de Neve”, “A Bela e a Fera”, “A Bela Adormecida”, “Cinderela”, “Chapeuzinho Vermelho”, “João e Maria”, “Os Três Porquinhos” e “O Pequeno Polegar”, tomando como referência alguns estudos sobre contos de fadas e sobre adaptação (CADEMARTORI, CECCANTINI, HUTCHEON, CARVALHO, SHAVIT, entre outros). A análise das edições adaptadas, considerando tanto o projeto gráfico dos livros quanto as permanências e modificações dos textos, em relação às obras mais tradicionais, nos permitiu evidenciar o limitado potencial literário destas obras, uma vez que não privilegiam a riqueza das narrativas originais, tampouco sustentam a recepção destas histórias pelo leitor. Tornou-se evidente que a publicação de adaptações constitui uma estratégia do mercado editorial para o largo consumo de livros que possam “ensinar algo” para as crianças. Neste sentido, a investigação é produtiva, à medida que coloca em xeque o conceito de “literatura infantil” ou “livros para crianças” no circuito escolar. / This paper focuses on children’s literature in the school, particularly analysing popular issues of fairytales. Among works found in collections investigated in two municipal children’s and primary schools in the city of Porto Alegre (RS), the presence of particular series published from very brief and poorly edited texts, especially, about ‘fairytales’, as well as official collections the Ministry of Education (PNBE, PNLD, PNAIC) distributed to schools. Thus my aim was to analyse critically adaptations of texts considered as ‘children’s literature classics’ found in schools, by comparing them with ‘originals’ (or more popular versions), identifying changes and generally verifying criteria for such changes. Considering that these collections follow pedagogical paths in institutions, I make an analysis of adaptations from ten classics: The Ugly Duckling, Jack and the Beanstalk, Snow White, Beauty and the Beast, Sleeping Beauty, Cinderella, Little Red Riding Hood, Hansel and Gretel, The Three Little Pigs, and Tom Thumb. Here we have drawn to some studies about fairytales and adaptations such as Cademartori, Ceccantini, Hutcheon, Carvalho, Shavit, among others. Analysing these adapted works, by considering both books’ graphic part and attachment or change of traditional, allow us to show that these works have limited literary potential, once they do not favour the richness of the original narratives nor sustain the readers’ reception of these stories, which shows that publication of adaptations constitutes a strategy of the publishing market for the large consumption of books that may ‘teach something’ for children. In this perspective, the investigation is useful as it challenges the concept of ‘children’s literature’ or ‘children’s books’.

A number of countries including Sweden have developed children’s helplines as free and anonymous counseling services for children and youth. The aim of this study was to deepen knowledge about how the problems of children and youth are represented and constructed in Sweden’s BRIS (Children’s Rights in Society) Children’s Helpline, telephone support between the years 1996 and 1998. The work was social constructivistic, examining how helpline responders understand and interpret information received during support calls. The concept of “the concern” is highlighted as a point of study of problem constructions within micro-counselling. The empirical material consisted primarily of interviews with persons who worked at BRIS either as employed ombudspersons or as volunteer telephone responders. Eleven ombudspersons replied to questions about the Children’s Helpline and how support services are organized. Thirty eight interviews were carried out with helpline responders at two separate occasions during the study period. Fifteen of these interviews provided material for an in depth investigation of responders preconceptions of children and youth’s everyday life, as well as the themes of gender, problematic relationships and assault as well as the strategies that responders used in their supportive calls. Statistical information was collected from BRIS reports. Fifteen completed questionnaires from support calls were included in this study. Analytical processes resulted in the development of the two theoretical concepts of familiarity and micro-understanding. General representations of children and youth situations are put forth via descriptions of misery. The responders’ concepts of children’s everyday life appear fragmentary because of the limited information available about the caller. Gender issues are constructed around questions of feminity and sexuality. The theme of assault contains calls from both girls and boys. Boys’ calls about assault are constructed around bullying and physical assault. Girls’ call are also constructed around violence but also include sexual abuse and molestation. This study contributes to the growing field of knowledge about the problem images of children and youth that emanate from support calls made to telephone helplines.

Studiens syfte är att undersöka hur barnrättsperspektivet utifrån Barnkonventionen uppfattas i förskolan. Frågeställningarna bygger på Barnkonventionens fyra huvudartiklar. Hur uppfattar för-skollärarna att alla barn har samma rättigheter och lika värde? Hur uppfattar förskollärarna att barnets bästa ska komma i främsta rummet vid alla beslut som rör barn? Hur uppfattar förskollärarna barnets rätt att utvecklas? Hur uppfattar förskollärarna barnets rätt att komma till tals? Studien är en kvalitativ studie med en hermeneutisk ansats. Fokusgrupper har använts för att samla in empirin. Studiens resultat visar att förskolan i hög grad beaktade barnrättsperspektivet men att förskollärarna inte hade så hög kännedom om att barnrättsperspektivet hör hemma i Barnkonventionen. Skol-lagen och den reviderade läroplanen för förskolan hade implementerats på förskolorna och det framkom tydligt att förskollärarna kunde sin läroplan. Förskollärarna använde sig av medvetna strategier för att följa värdegrunden i förskolan. Det framkom att förskolan arbetade medvetet för att värna om barnens rättigheter och lika värde samt för att skapa möjligheter för varje barn att få komma till tals. Förskolans pedagoger arbetade med att lyssna på barnen och försökte ge dem in-flytande i verksamheten. Förskollärarna beskrev att det var en svår balansgång att tillgodose varje barns behov samtidigt som de i sin pedagogroll behövde ha hela barngruppen i åtanke. Studien visar att det relationella samspelet mellan barn-barn och mellan barn-vuxen är viktigt för att främja barnets utveckling. Förskollärarna i studien var väl medvetna om att deras förhållningssätt påverkade barnen och att det flexibla arbetssättet på förskolan är betydelsefullt för att möta barnen där de är samt fånga deras motivation. / The purpose of the study is to investigate how the Child Rights Perspective from the Children’s Convention is perceived in the pre-school. The research questions are built upon the four main articles of the Children’s Convention. How does the pre-school teachers perceive that every child’s same rights and equal value should be brought out? How does the pre-school teachers perceive that every decision concerning a child should be taken with the child’s best interest in mind? How does the pre-school teachers perceive every child’s right to develop? How does the pre-school teachers perceive every child’s right to be heard? The study is a qualitative study with a hermeneutic approach. The empirical data collection was performed in focus groups. The results show that the pre-school to a large extent takes the Child Rights Perspective into consideration. However, the pre-school teachers did in many cases not know that the Child Rights Perspective belongs in the Children’s Convention. The education act and the modified pre-school program had been implemented in all pre-schools in focus of the study and it was clear that the pre-school teachers knew the pre-school program well. The pre-school teachers used strategies to follow the basic values in the pre-school. The pre-schools further proved to work with the inten-tion to protect every child’s equal rights and same value as well as to give every child opportunities to be heard. Pedagogues of the pre-school worked with listening to the children and tried to give them influence in the pre-school operations. The pre-school teachers described that meeting the individual needs of every child in combination with having the entire children group in mind is hard to balance. The study further shows that the relational connections between the children and between the children and the adults are both important to nourish the development of the individual child. The pre-school teachers was well aware of that their approach affects the children and that the flexible way to operate in the pre-school is meaningful in terms of meeting the children where they are and to capture their motivation.

The purpose of this study was to examine children's participation in court proceedings on supervised visitation and to analyse the descriptions of children in court verdicts. Eleven verdicts concerning supervised visitation resolved in 2014 were collected from two district courts in Stockholm County and studied with a qualitative textual analysis. The material was analysed with participation levels influenced by the ladder of participation for children developed by Roger Hart and with the theory of sociology of childhood. Our findings showed that children's opinions were mentioned in eight of the verdicts. In four verdicts the children's will influenced the courts decisions. The children’s will was in none of the verdicts determinant for the outcome. The children's level of participation had no correlation with their age. The children were often described as having universal needs rather than individual needs. The will of the children was in some verdicts invalidated by the court because of their age and their perceived lack of ability to understand what's best for them in the future. Our conclusions are that the court rarely described the children as independent actors or took the children's wishes into account.

A pesquisa situa-se no campo da pedagogia da música, especificamente nas relações que estruturam a integração entre música e histórias infantis. O objetivo é compreender de que modo a articulação entre música e história promove o interesse e engajamento das crianças, criando-se um espaço que facilita o desenrolar pedagógico das aulas. O pressuposto é que essa articulação de fato ocorre, necessitando ser desvelada mediante a identificação de suas propriedades. O referencial teórico apresenta o ambiente sonoro e musical da criança, literatura infantil e infância, e a importância da música e da história infantil na sala de aula. Foram observados 23 encontros de musicalização com crianças de 0 a 4 anos, no período de outubro a dezembro do ano de 2009. As observações foram registradas em forma de episódios, com descrições do contexto geral da aula, sinopse da história trabalhada e atividades musicais realizadas. As análises enfocaram as manifestações de interesse da criança como indicador do seu engajamento, procurando identificar de que modo e em quais circunstâncias esse engajamento ocorre. Os resultados mostram que as relações entre música e histórias infantis apresentam propriedades comuns e complementares, caracterizando-se pela interdependência mútua. A música insere-se na história infantil auxiliando a compreensão e interpretação do seu enredo, enquanto recebe dela os fundamentos da imaginação necessários para criar e se expressar musicalmente. Os resultados poderão contribuir na construção dos fundamentos pedagógicos para a educação infantil, fornecendo argumentos em favor da música e das histórias infantis na formação da criança. / This study is located in the field of music education, specifically in the relationships organizing the integration between music and children's stories. The objective is to comprehend the way the articulation between music and story promotes child interest and engagement, creating a space that facilitates educational development of classes. It is presupposed that this articulation in fact occurs, needing to be unveiled through identification of its properties. The theoretical reference presents children’s sound and music environment, children’s literature and childhood, and the important of music and children’s stories in the classroom. 23 music education gatherings with children aged 0-4 were observed from October to December of 2009. Observations were recorded in the form of episodes, with descriptions of the general class context, a synopsis of the story worked with and musical activities carried out. The analyses focused on manifestations of children’s interest as indicators of their engagement, seeking to identity how and under what circumstances engagement takes place. The results demonstrate that the relationships between music and children’s stories share common and complementary properties, being characterized by mutual interdependence. Music is inserted into a children's story to aid in comprehension and interpretation of its plot, while it receives in return the bases for imagination necessary to musical creation and expression. The results will be able to contribute to building educational bases for children’s education, supplying arguments in favor of the music and in children's stories in childhood education.

Esta dissertação possui como temática a literatura infantil que circula na escola, especialmente, analisando edições populares adaptadas de contos de fadas. Dentre as coleções encontradas nos acervos investigados em duas escolas municipais – educação infantil e ensino fundamental - de um município da região metropolitana de Porto Alegre/RS, destacou-se a presença de determinadas séries com publicações de textos adaptados muito sucintos e com pouco cuidado editorial, preferencialmente, de “contos de fadas”, ao lado dos acervos oficiais distribuídos às escolas pelo Ministério de Educação (PNBE, PNLD, PNAIC). A partir desta constatação, meu objetivo, nesta dissertação, foi o de analisar criticamente adaptações de textos considerados “clássicos da literatura infantil”, encontrados nas escolas, realizando um cotejo com os "originais" [ou versões mais conhecidas], identificando as modificações e verificando, de maneira geral, os critérios que presidiram suas modificações. Considerando que estas coleções integram o circuito pedagógico nas instituições, realizei uma análise das adaptações de dez clássicos: “O Patinho Feio”, “João e o Pé de Feijão”, “Branca de Neve”, “A Bela e a Fera”, “A Bela Adormecida”, “Cinderela”, “Chapeuzinho Vermelho”, “João e Maria”, “Os Três Porquinhos” e “O Pequeno Polegar”, tomando como referência alguns estudos sobre contos de fadas e sobre adaptação (CADEMARTORI, CECCANTINI, HUTCHEON, CARVALHO, SHAVIT, entre outros). A análise das edições adaptadas, considerando tanto o projeto gráfico dos livros quanto as permanências e modificações dos textos, em relação às obras mais tradicionais, nos permitiu evidenciar o limitado potencial literário destas obras, uma vez que não privilegiam a riqueza das narrativas originais, tampouco sustentam a recepção destas histórias pelo leitor. Tornou-se evidente que a publicação de adaptações constitui uma estratégia do mercado editorial para o largo consumo de livros que possam “ensinar algo” para as crianças. Neste sentido, a investigação é produtiva, à medida que coloca em xeque o conceito de “literatura infantil” ou “livros para crianças” no circuito escolar. / This paper focuses on children’s literature in the school, particularly analysing popular issues of fairytales. Among works found in collections investigated in two municipal children’s and primary schools in the city of Porto Alegre (RS), the presence of particular series published from very brief and poorly edited texts, especially, about ‘fairytales’, as well as official collections the Ministry of Education (PNBE, PNLD, PNAIC) distributed to schools. Thus my aim was to analyse critically adaptations of texts considered as ‘children’s literature classics’ found in schools, by comparing them with ‘originals’ (or more popular versions), identifying changes and generally verifying criteria for such changes. Considering that these collections follow pedagogical paths in institutions, I make an analysis of adaptations from ten classics: The Ugly Duckling, Jack and the Beanstalk, Snow White, Beauty and the Beast, Sleeping Beauty, Cinderella, Little Red Riding Hood, Hansel and Gretel, The Three Little Pigs, and Tom Thumb. Here we have drawn to some studies about fairytales and adaptations such as Cademartori, Ceccantini, Hutcheon, Carvalho, Shavit, among others. Analysing these adapted works, by considering both books’ graphic part and attachment or change of traditional, allow us to show that these works have limited literary potential, once they do not favour the richness of the original narratives nor sustain the readers’ reception of these stories, which shows that publication of adaptations constitutes a strategy of the publishing market for the large consumption of books that may ‘teach something’ for children. In this perspective, the investigation is useful as it challenges the concept of ‘children’s literature’ or ‘children’s books’.

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-19Bitstream added on 2014-06-13T20:33:28Z : No. of bitstreams: 1 alves_ae_me_prud.pdf: 577240 bytes, checksum: 420dbf650cbfaf153b8272578502b16d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A construção deste trabalho vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores e aborda os modos de dizer e as capacidades comunicativas infantis, para exprimir sentimentos por meio de brincadeiras com textos literários. Considerando as peculiaridades dos pequenos, ao expressar-se oralmente no momento da contação de histórias, teve-se como objetivo analisar as contribuições do trabalho com Literatura Infantil, especificamente nas atividades lúdicas da Hora do Conto, para as crianças revelarem sentimentos angustiantes, como conflitos, ódio, raiva, inveja e medo; verificar nos diálogos, durante essas atividades, possíveis relações ou significados com seus conteúdos internos; analisar e interpretar esses conteúdos e identificar os modos encontrados pelas crianças para manifestá-los, ao contar ou recontar uma história. Assim, a presente investigação apoiou-se, como suporte metodológico para a organização das atividades de contação e para a análise da narrativa infantil, numa interface entre a abordagem pedagógica e a psicanalítica; constituíram alguns de seus princípios teóricos norteadores o aspecto transformador e o viés humanizador da Literatura, essenciais para a formação e as teorias da Psicanálise sobre a importância da brincadeira como processo criativo na resolução de conflitos. Para o seu desenvolvimento, organizaram-se, com um grupo de alunos de terceira e quarta séries do Ensino Fundamental, de uma instituição localizada em um bairro de alto índice de exclusão social, oito encontros semanais, resultantes de seis histórias... / The structure of this study is linked to the Educational Practices and Teacher Training Research Line and discusses the ways of saying and the communication skills of children, to express feelings through recreational activities with literary texts. Considering children’s peculiarities, when expressing themselves verbally at the time of storytelling, the objective was to analyze the contributions of working with Children’s Literature, especially in recreational activities in the Tale Time for children to reveal distressing feelings, such as conflicts, hate, anger, envy and fear; to verify in the dialogues, during these activities, possible relationships or meanings with their inner contents; to analyze and to interpret such contents and identifying ways children found to manifest them, when a story was told or retold. Thus, the present research has relied, as methodological support for the organization of the activities of storytelling and for the analysis of children’s narrative, on an interface between pedagogical and psychoanalytic approach; some of its guiding theoretical principles were the transformative aspect and the humanizing bias of Literature, essential for the formation and the theories of Psychoanalysis on the importance of recreational activities as a creative process in the resolution of conflicts. For its development, eight weekly meetings were organized, with a group of students from third and fourth grades of elementary school, from an institution located in a neighborhood of high levels of social exclusion, resulting from six literary, classic and contemporary stories... (Complete abstract click electronic access below)

A pesquisa situa-se no campo da pedagogia da música, especificamente nas relações que estruturam a integração entre música e histórias infantis. O objetivo é compreender de que modo a articulação entre música e história promove o interesse e engajamento das crianças, criando-se um espaço que facilita o desenrolar pedagógico das aulas. O pressuposto é que essa articulação de fato ocorre, necessitando ser desvelada mediante a identificação de suas propriedades. O referencial teórico apresenta o ambiente sonoro e musical da criança, literatura infantil e infância, e a importância da música e da história infantil na sala de aula. Foram observados 23 encontros de musicalização com crianças de 0 a 4 anos, no período de outubro a dezembro do ano de 2009. As observações foram registradas em forma de episódios, com descrições do contexto geral da aula, sinopse da história trabalhada e atividades musicais realizadas. As análises enfocaram as manifestações de interesse da criança como indicador do seu engajamento, procurando identificar de que modo e em quais circunstâncias esse engajamento ocorre. Os resultados mostram que as relações entre música e histórias infantis apresentam propriedades comuns e complementares, caracterizando-se pela interdependência mútua. A música insere-se na história infantil auxiliando a compreensão e interpretação do seu enredo, enquanto recebe dela os fundamentos da imaginação necessários para criar e se expressar musicalmente. Os resultados poderão contribuir na construção dos fundamentos pedagógicos para a educação infantil, fornecendo argumentos em favor da música e das histórias infantis na formação da criança. / This study is located in the field of music education, specifically in the relationships organizing the integration between music and children's stories. The objective is to comprehend the way the articulation between music and story promotes child interest and engagement, creating a space that facilitates educational development of classes. It is presupposed that this articulation in fact occurs, needing to be unveiled through identification of its properties. The theoretical reference presents children’s sound and music environment, children’s literature and childhood, and the important of music and children’s stories in the classroom. 23 music education gatherings with children aged 0-4 were observed from October to December of 2009. Observations were recorded in the form of episodes, with descriptions of the general class context, a synopsis of the story worked with and musical activities carried out. The analyses focused on manifestations of children’s interest as indicators of their engagement, seeking to identity how and under what circumstances engagement takes place. The results demonstrate that the relationships between music and children’s stories share common and complementary properties, being characterized by mutual interdependence. Music is inserted into a children's story to aid in comprehension and interpretation of its plot, while it receives in return the bases for imagination necessary to musical creation and expression. The results will be able to contribute to building educational bases for children’s education, supplying arguments in favor of the music and in children's stories in childhood education.

Esta dissertação possui como temática a literatura infantil que circula na escola, especialmente, analisando edições populares adaptadas de contos de fadas. Dentre as coleções encontradas nos acervos investigados em duas escolas municipais – educação infantil e ensino fundamental - de um município da região metropolitana de Porto Alegre/RS, destacou-se a presença de determinadas séries com publicações de textos adaptados muito sucintos e com pouco cuidado editorial, preferencialmente, de “contos de fadas”, ao lado dos acervos oficiais distribuídos às escolas pelo Ministério de Educação (PNBE, PNLD, PNAIC). A partir desta constatação, meu objetivo, nesta dissertação, foi o de analisar criticamente adaptações de textos considerados “clássicos da literatura infantil”, encontrados nas escolas, realizando um cotejo com os "originais" [ou versões mais conhecidas], identificando as modificações e verificando, de maneira geral, os critérios que presidiram suas modificações. Considerando que estas coleções integram o circuito pedagógico nas instituições, realizei uma análise das adaptações de dez clássicos: “O Patinho Feio”, “João e o Pé de Feijão”, “Branca de Neve”, “A Bela e a Fera”, “A Bela Adormecida”, “Cinderela”, “Chapeuzinho Vermelho”, “João e Maria”, “Os Três Porquinhos” e “O Pequeno Polegar”, tomando como referência alguns estudos sobre contos de fadas e sobre adaptação (CADEMARTORI, CECCANTINI, HUTCHEON, CARVALHO, SHAVIT, entre outros). A análise das edições adaptadas, considerando tanto o projeto gráfico dos livros quanto as permanências e modificações dos textos, em relação às obras mais tradicionais, nos permitiu evidenciar o limitado potencial literário destas obras, uma vez que não privilegiam a riqueza das narrativas originais, tampouco sustentam a recepção destas histórias pelo leitor. Tornou-se evidente que a publicação de adaptações constitui uma estratégia do mercado editorial para o largo consumo de livros que possam “ensinar algo” para as crianças. Neste sentido, a investigação é produtiva, à medida que coloca em xeque o conceito de “literatura infantil” ou “livros para crianças” no circuito escolar. / This paper focuses on children’s literature in the school, particularly analysing popular issues of fairytales. Among works found in collections investigated in two municipal children’s and primary schools in the city of Porto Alegre (RS), the presence of particular series published from very brief and poorly edited texts, especially, about ‘fairytales’, as well as official collections the Ministry of Education (PNBE, PNLD, PNAIC) distributed to schools. Thus my aim was to analyse critically adaptations of texts considered as ‘children’s literature classics’ found in schools, by comparing them with ‘originals’ (or more popular versions), identifying changes and generally verifying criteria for such changes. Considering that these collections follow pedagogical paths in institutions, I make an analysis of adaptations from ten classics: The Ugly Duckling, Jack and the Beanstalk, Snow White, Beauty and the Beast, Sleeping Beauty, Cinderella, Little Red Riding Hood, Hansel and Gretel, The Three Little Pigs, and Tom Thumb. Here we have drawn to some studies about fairytales and adaptations such as Cademartori, Ceccantini, Hutcheon, Carvalho, Shavit, among others. Analysing these adapted works, by considering both books’ graphic part and attachment or change of traditional, allow us to show that these works have limited literary potential, once they do not favour the richness of the original narratives nor sustain the readers’ reception of these stories, which shows that publication of adaptations constitutes a strategy of the publishing market for the large consumption of books that may ‘teach something’ for children. In this perspective, the investigation is useful as it challenges the concept of ‘children’s literature’ or ‘children’s books’.