Made available in DSpace on 2016-04-28T19:59:18Z (GMT). No. of bitstreams: 1 Celiane Mendes.pdf: 395196 bytes, checksum: 7aff63d4a98bd8ec2dc93b7ceccc1030 (MD5) Previous issue date: 2009-06-30 / Secretaria da Educação do Estado de São Paulo / The objective of this work is to study the narrator category in two works of Lygia Bojunga A bolsa amarela (1976) and O sofá estampado (1980) in order to elucidating the author project entered in them. Thus, deserves attention, in this study, the narratives procedures that are in the service of an authoral project construction. In the search of bojunguiano project, the work takes support in the theoretical studies of Wayne Booth (1980) the American critic especially in The Rhetoric of Fiction, a work in which, Booth organizes and illustrates the concept of implied author a double of real author . For the critic, the author can not be absent from the narrative, in addition to defining how to tell, the author included this mode in the narrative, projecting it to the authoral category, that also becomes fictional instance. First of all, we present a chapter about the critical fortune around the corpus studied here, for the purpose of understanding the differents theoretical-critical perspectives, already adopted in the critical study of selected works. Second of all, we turn our attention to the narrator s movements both in A bolsa amarela as in O sofá estampado to see how such procedures contribute to the construction of the bojunguiano project. The used method for reading the corpus was descriptive and analytical. Given the analysis undertaken, we have seen that the authoral project of the fiction writer identified in both works suposes an effect of approximation of the reader in relation to the narrative scene, causing the reflection about the narrated story and, in the course of his reading, a reflection about himself giving to the studied narratives an aesthetic effect that also includes the course of the reader s formation / Este trabalho tem como objetivo o estudo da categoria narrador em duas obras de Lygia Bojunga A bolsa amarela (1976) e O sofá estampado (1980) -, com vistas à elucidação do projeto autoral nelas inscrito. Deste modo, merecem destaque neste trabalho os procedimentos narrativos que estão a serviço da construção de um projeto autoral. Na busca desse projeto bojunguiano, o trabalho procura respaldo teórico nos estudos do crítico norte-americano Wayne Booth (1980), especialmente em A Retórica da Ficção, obra na qual o estudioso sistematiza e ilustra o conceito de autor implícito um duplo do autor real. Para o crítico, o autor não pode se ausentar da narrativa; além de definir o modo de narrar, o autor inscreve este modo na própria narrativa, projetando nela a categoria autoral, tornada também instância ficcional. Num primeiro momento, apresentamos um capítulo sobre a fortuna crítica em torno do corpus aqui estudado, a fim de conhecermos as diferentes perspectivas teóricocríticas já adotadas no estudo das obras selecionadas. Num segundo momento, voltamos nossa atenção para os movimentos do narrador, tanto em A bolsa amarela como em O sofá estampado, a fim de verificar como tais procedimentos contribuem para a construção do projeto autoral bojunguiano. O método adotado para a leitura do corpus foi o descritivo-analítico. Diante da análise empreendida, pudemos constatar que o projeto autoral da ficcionista gaúcha, identificado em ambas as obras, supõe um efeito de aproximação do leitor em relação à cena narrativa, provocando a reflexão sobre a história narrada e, no percurso da sua leitura, uma reflexão sobre si mesmo o que confere às narrativas estudadas um caráter estético que também contempla o percurso de formação do leitor

Made available in DSpace on 2016-04-28T20:56:49Z (GMT). No. of bitstreams: 1 Paula Cristina Reinheimer.pdf: 24856219 bytes, checksum: 01bd12eae856eb119d279dccf6953053 (MD5) Previous issue date: 2014-09-26 / For children with low vision to be able to interact with independence daily and at school time it is important to use their residual vision with property. The quality of this interaction will depend on the child's ability to interrelate continuously. The objectives of this research were to identify challenges and opportunities from the representations of mothers, teachers and children before the diagnosis of children with low vision. The method of the study was exploratory research from interviews with semi-structured script. Were interviewed six mothers of children with low vision between the ages of seven to twelve years old, six teachers that work with children with low vision and six children with low vision. The main topics of the interviews were the daily experiences of children and school life, especially reading books of children's literature. The results reveal that mothers showed the effort and dedication that children have to learn, certain fears for the issue of visually impaired children, interpreting their learning towards reality. Teachers talked about the opportunities that children have to be independent in their daily life and school experiences. The children described their routines and how they deal with their visual impairment, the low vision. It is concluded that mothers and teachers work continuously to the independence of children in daily life and everyday school experiences, especially in reading books. Children dedicate themselves to the learning process, enforcing to live well in society and at school, from low vision / Para que crianças com baixa visão consigam interagir com independência na vida cotidiana e escolar é importante usar seu resíduo visual com propriedade. A qualidade dessa interação vai depender da capacidade da criança de se interrelacionar continuamente. Os objetivos desta pesquisa foram identificar desafios e possibilidades a partir dos relatos das mães, professores e crianças perante o diagnóstico de baixa visão das crianças. O método do estudo foi a investigação de caráter exploratório a partir de entrevistas com roteiro semiestruturado. Foram entrevistadas 6 mães de crianças com baixa visão, 6 professores que trabalham com baixa visão, e seis crianças com baixa visão com idades entre 6 a 11 anos. Os tópicos principais das entrevistas foram as vivências cotidianas da criança e a vida escolar, em especial a leitura de livros de literatura infantil. Os resultados mostraram que as mães falaram sobre o esforço e dedicação dos filhos para aprender e de seus medos relacionados à deficiência visual de seus filhos. Os professores mencionaram as possibilidades que as crianças têm para serem independentes na vida cotidiana e escolar. As crianças descreveram suas rotinas e como lidam com a deficiência visual, a baixa visão. Conclui-se que as mães e professores trabalham continuamente para favorecer a independência das crianças na vida cotidiana e escolar, em especial na leitura de livros. As crianças se dedicam ao aprendizado, esforçando-se para se adaptarem à maneira de viver bem na sociedade e escola a partir da baixa visão

Made available in DSpace on 2016-04-29T13:31:27Z (GMT). No. of bitstreams: 1 CELIA MARIA ESCANFELLA.pdf: 2414879 bytes, checksum: 06a175b1fb1898be573a76fd596f411f (MD5) Previous issue date: 2006-08-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This is an exploratory study on Children s Literature in a catholic religious context. The objective is to contribute with the present debate on the social construction of brazilian childhood. For such purpose, thirty children s literature books were confronted based on a comparative analysis. The books in question were published from 1976 to 2000, fifteen published by secular publish houses and 15 by catholic ones. The books were randomly selected according to the legal deposit at the Rio de Janeiro National Library. Some of the questions which guided the study were: 1) if there was a process of secularization in Children s Literature; 2) if there was a reconfiguration or a reduction of the magic or of the sacred in Children s Literature; 3) if the catholic publish houses were processing the transformations observed in society and in the academic world regarding the notion of childhood, mediated by the debate around a new idea of socialization. To develop this thesis, it appeared adequate to base the discussion on the mediation of modern culture, the ideology concept and the Deep Hermeneutics methodology, as defined by John B. Thompson, complemented by the systematization of knowledge from many fields of knowledge, such as the Childhood Sociology, Children s Literature and the Sociology of Religion. The analysis confirmed the tendency towards the secularization of children s literature, hinted at in a previous research, and it enabled us to observe, in the sample s last period (from 1995 to 2000), a change in the catholic publish houses scenario, with advances in the conceptions of childhood and of socialization in the texts of some of them, though others maintained traditional standards. The results allow us to verify that there is a predominant view in the texts of catholic publish houses, a utilitarian, sometimes idealized view, whose objective is to teach values such as kindness, fraternity and obedience or to transmit Christian values, as well as a stronger tendency towards an asymmetrical portrayal of the racial and gender relations. However, in the production of both publish house categories secular and catholic it is possible to observe a similar phenomenon: the use of the Fantastic Universe, based on the magical tradition of literary production for children / Este é um estudo exploratório sobre a produção de literatura infantil no contexto religioso católico com o objetivo de contribuir com o atual debate sobre a construção social da infância brasileira. Para tanto foram confrontados, com base em análise comparativa, 30 livros de literatura infantil do período de 1976 a 2000, 15 deles publicados por editoras laicas e 15 por editoras católicas. Os livros foram selecionados, de forma randômica, do depósito legal efetuado na Biblioteca Nacional do Rio de Janeiro. Algumas das questões que nortearam o estudo foram: 1) Estaria ocorrendo um processo de laicização da literatura infantil? 2) Estaria ocorrendo uma reordenação ou diminuição do sagrado ou da magia na literatura infantil; 3) As editoras católicas estariam processando as transformações observadas na sociedade e no universo acadêmico quanto à concepção de infância, mediadas pelo debate em torno de uma nova concepção de socialização? Para a construção dessa tese, mostrou-se adequado tomar como base a discussão em torno da midiação da cultura moderna, o conceito de ideologia e a metodologia da Hermenêutica de Profundidade, conforme os define John B. Thompson, complementados pela sistematização de conhecimentos de diversos campos de saber, como Sociologia da Infância, Literatura Infantil e Sociologia da Religião. A análise confirmou uma tendência à laicização da literatura infantil, sugerida em pesquisa anterior, e permitiu observar, no último período da amostra (de 1995 a 2000), uma mudança no cenário de editoras católicas que produzem literatura infantil, com avanços nas concepções de infância e de socialização em textos de algumas editoras, porém com manutenção de padrões tradicionais em outras. Os resultados permitem afirmar que predomina principalmente nos textos de editoras católicas uma visão utilitária, e, por vezes, idealizada, com o objetivo de ensinar determinados valores como bondade, fraternidade e obediência, ou transmitir valores cristãos, bem como uma tendência mais intensa a uma representação assimétrica das relações de gênero e raciais. Porém, na produção de ambas as categorias de editoras católicas e laicas observa-se um fenômeno similar: a utilização do universo fantástico, com a ancoragem na produção literária para crianças de tradições mágicas

Made available in DSpace on 2016-04-25T19:20:40Z (GMT). No. of bitstreams: 1 Amir Aparecido dos Santos Piedade.pdf: 1813772 bytes, checksum: 80a90e6adad20ad953830a76de58833c (MD5) Previous issue date: 2006-05-19 / This work analyses the Brazilian Children s Literature in between 1950 and 1985, and has as main objective to identify in which authors whose works are still published we can find references to the Sacred, whether in poetry or prose. The methodology used was a research in publications of Children s Literature and hermeneutics from the works of the selected authors. The hypothesis is that the Sacred s marks left by the authors never should be seen like evangelization and catechesis, but like a childish and loving engagement with the Transcendent. And also, it can be used as an orientation to the new authors and to the editorial business, that there is no problem in publishing texts that contains representations, symbols or Sacred manifestations to children, on the contrary, it helps them to see the experience with the Sacred as an integral part of their formation and it can follow them, with no problems, throughout life, contributing to the individual and collective formation, and the search for understanding of great questions of humanity / Este trabalho analisa a Literatura Infantil brasileira no período de 1950 a 1985 e tem como objetivo principal identificar em quais autores, cujas obras estão publicadas até hoje, se encontram referenciais ao Sagrado, seja em poesia ou prosa. A metodologia utilizada foi a pesquisa em publicações de Literatura Infantil e a hermenêutica das obras dos autores selecionados. A hipótese é que as marcas do Sagrado deixadas pelos autores em nenhum momento devem ser vistas como evangelização e catequese, mas como encontro lúdico e amoroso com o Transcendente. E, também, podem servir de orientação para os novos autores e para o mercado editorial que não há problema algum em publicar textos que contenham representações, símbolos ou manifestações do Sagrado para crianças, pelo contrário, ajudaas a vivenciarem a experiência com o Sagrado como parte integrante de sua formação e que pode acompanhá-las, sem nenhum problema, pela vida afora, contribuindo à formação individual e coletiva e a busca de compreensão para os grandes questionamentos existenciais da humanidade

This thesis is a study of rebellious child protagonists in Victorian bildungsroman. It discusses five novels ??? Jane Eyre, The Mill on the Floss, What Maisie Knew, Vanity Fair and Kim ??? that feature ???radical child??? protagonists who use indirect methods of narrative control to resist conservative models of character development. It argues that these novels form a subset of subversive English bildungsromane, which threaten the genre???s traditionally liberal values. Theories of narrative desire, reader seduction and discursive manipulation are used to reveal how the radical child in the Victorian bildungsroman takes command of the reader???s sympathy and gains power over the realist text, despite its physical and social powerlessness. Especially important is the presence of a fantasy counterplot, which coexists with, and ultimately undermines, the bildungsroman???s realistic surface narrative of successful socialisation. The counterplot allows radical child protagonists to develop in a non-linear manner that contradicts bourgeois ideals of stable progress. Focusing instead on sites of rupture between the individual and society, subversive bildungsromane resist both the dialectical model of character, which aims to harmoniously unite the protagonist with the realist world, and the dialogic model of interaction, which requires the restriction of personal liberty for the common good. This rebellious child in the Victorian bildungsroman thus represents an assault on the genre???s democratic ideals. Rejecting compromise, the radical child replaces the bildungsroman???s central ethic of interpersonal responsibility with an individualistic ethic of domination. Indeed, the thesis argues that the appeal of such child protagonistslies in their rejection of the obligatory, but anticlimactic, exchange of freedom for security that underpins the realist bildungsroman???s social contract, a rejection attractive to the reader precisely because it is unrealisable in reality. Finally, the thesis compares this radical child with the Gothic monster. While the monster is punished for its subversion, the radical child???s counterplot enables it to enact most of its subversive desires unpunished. The conservative English bildungsroman thus becomes a more effective way of representing asocial energies than the more obviously radical Gothic genre, which openly displays its anti-democratic sentiments.

In this research work addresses the question of the status of children´s theater and youth Carmen Conde. In turn is made a thorough study of historical-biographical which meant that literary Spain. Other aspects are addressed as: analysis of dramatic texts child, pedadoficus aspects thereof,subject index, etc. Accompany this study a wide and rich literature on the author and her child and youth drama. / En el presente trabajo de investigación se aborda el estado de la cuestión del teatro infantil y juvenil de Carmen Conde. a su vez se realiza un profundo estudio histórico-biográfico de lo que supuso dicho género literario en la producción literaria de la autora y la España del siglo XX. Se abordan otros aspectos como: Análisis de sus textos dramáticos infantiles, aspectos pedagógicos de los mismos, índice temático, etc. Acompaña a dicho estudio una amplia y rica bibliografía sobre la autora y su dramaturgia infantil.

This thesis is a study of rebellious child protagonists in Victorian bildungsroman. It discusses five novels ??? Jane Eyre, The Mill on the Floss, What Maisie Knew, Vanity Fair and Kim ??? that feature ???radical child??? protagonists who use indirect methods of narrative control to resist conservative models of character development. It argues that these novels form a subset of subversive English bildungsromane, which threaten the genre???s traditionally liberal values. Theories of narrative desire, reader seduction and discursive manipulation are used to reveal how the radical child in the Victorian bildungsroman takes command of the reader???s sympathy and gains power over the realist text, despite its physical and social powerlessness. Especially important is the presence of a fantasy counterplot, which coexists with, and ultimately undermines, the bildungsroman???s realistic surface narrative of successful socialisation. The counterplot allows radical child protagonists to develop in a non-linear manner that contradicts bourgeois ideals of stable progress. Focusing instead on sites of rupture between the individual and society, subversive bildungsromane resist both the dialectical model of character, which aims to harmoniously unite the protagonist with the realist world, and the dialogic model of interaction, which requires the restriction of personal liberty for the common good. This rebellious child in the Victorian bildungsroman thus represents an assault on the genre???s democratic ideals. Rejecting compromise, the radical child replaces the bildungsroman???s central ethic of interpersonal responsibility with an individualistic ethic of domination. Indeed, the thesis argues that the appeal of such child protagonistslies in their rejection of the obligatory, but anticlimactic, exchange of freedom for security that underpins the realist bildungsroman???s social contract, a rejection attractive to the reader precisely because it is unrealisable in reality. Finally, the thesis compares this radical child with the Gothic monster. While the monster is punished for its subversion, the radical child???s counterplot enables it to enact most of its subversive desires unpunished. The conservative English bildungsroman thus becomes a more effective way of representing asocial energies than the more obviously radical Gothic genre, which openly displays its anti-democratic sentiments.

Thesis (MA (English))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: As a society that is only in its adolescence as a democracy, South Africa faces massive inequalities, both politically and socially. Within this context, Fanie du Toit of the Institute for Justice and Reconciliation urges us to remember that “nation-building in our young democracy requires opportunities for South African voices to be heard, particularly those from the margins of society, so often excluded, ignored or forgotten” (1). This thesis thus focuses on story-telling and representational acts of the marginalized in post-Truth and Reconciliation Commission (TRC) texts. The term “post-TRC” is an indication of the framework I use to explore the poetics and politics of representation, as well as the past‟s impact on contemporary South Africa. In my overview of the TRC, I focus not on actual testimonies, but on the space provided for the marginalized to speak, as well as methodologies and techniques of representation that stem from the TRC process. Antjie Krog's Country of My Skull (1998), which mimics and expands on the TRC's work, sets the platform for my discussion as Krog incorporates many of the victims' testimonies into her narrative. In my second chapter, I explore the tension between advocacy and appropriation as various factors influence Krog's act of representation. In Chapters Three and Four, the complexities of representation are investigated in four post-TRC texts which feature a protagonist who is either represented as marginalized, or who engages with marginalized individuals. In Chapter 3, I turn to the homeless and the foreigner in Jonathan Morgan and the Great African Spider Writers' Finding Mr Madini (1999), and Phaswane Mpe's Welcome to Our Hillbrow (2001). In Finding Mr Madini, Jonathan Morgan consciously employs a framework for interacting with the homeless that draws on processes of the TRC, and turns away from representing others towards providing a space for self-representation. Welcome to Our Hillbrow highlights the power of narrative in effecting marginalization or belonging, while demonstrating the fluidity of the identities of the self and the stranger. In Chapter Four, I look at novels featuring youth protagonists to investigate how genre and literary form shape representation. Using Patricia Schonstein Pinnock's Skyline (2000) and K. Sello Duiker's Thirteen Cents (2000), texts which evoke and deviate from the Bildungsroman form, I explore the ways in which these protagonists navigate their fragmented urban spaces. I also end with these novels to see what kind of future awaits these young people in which the marginalized have (not) been given a space to speak. All these protagonists grapple with the complexities of representation in various ways, as they create stories of self and others to restore a sense of home or belonging in contemporary South Africa. Furthermore, the past is shown to be implicated in the present as colonial and apartheid structures of domination and marginalization are shown to still play a significant role in shaping people's interaction with each other. At the same time, the collective indeterminacy of these texts' endings signals openness to the future, as well as the unfinished nature of the past. / AFRIKAANSE OPSOMMING: As demokrasie staan Suid-Afrika nog in sy kinderskoene. Die Suid-Afrikaanse samelewing staar daarom omvangryke ongelykhede, beide polities en sosiaal, in die gesig. Met hierdie konteks in gedagte noop Fanie du Toit van die Instituut vir Justisie en Versoening ons om in ag te neem dat “nasie-bou in ons jong demokrasie geleenthede vir Suid-Afrikaanse stemme, veral dié wat deur die samelewing gemarginaliseer, en sodoende dikwels uitgesluit, geïgnoreer en vergeet is, vereis” (1). Hierdie verhandeling fokus dus op vertelling en die voorstellingshandelinge van die gemarginaliseerdes in post-Waarheid en Versoeningskommissie-tekste. Die term “post-WVK” vorm die basis vanwaar ek die poëtiese en politieke aspekte van voorstelling, maar terselfdertyd ook die verlede se impak op die hedendaagse Suid-Afrika, ondersoek. In my oorsig van die WVK fokus ek nie op getuienisse nie, maar eerder op die ruimte vir seggenskap wat vir die gemarginaliseerdes daargestel is. Ek neem ook metodieke en tegnieke van voorstelling wat vanuit die WVK-verwikkelinge spruit in oënskou. Antjie Krog's Country of My Skull (1998) wat die WVK se werk weergee en bepeins, maar ook daarop voortbou, verskaf die basis vir hierdie bespreking aangesien Krog menigte slagoffers se getuienisse in haar boek vervat. Ek ondersoek verder die spanning tussen voorspraak en toe-eiening aangesien verskeie faktore haar voorstellingshandeling beïnvloed. Die daaropvolgende twee hoofstukke ondersoek die ingewikkeldhede van voorstelling in vier post-WVK-tekste. Hierdie tekste word telkens gekenmerk deur 'n protagonis wat óf self gemarginaliseer is, óf met gemarginaliseerde individue omgaan. In Hoofstuk Drie ondersoek ek die daklose en die buitelander in Jonathan Morgan en The Great African Spider Writers se Finding Mr Madini (1999), en Phaswane Mpe's Welcome to Our Hillbrow (2001). In Finding Mr Madini maak Jonathan Morgan doelbewus van 'n benadering, in pas met en beïnvloed deur WVK-werkinge, gebruik om met die daklose om te gaan. Hiermee beweeg hy dan weg van die voorstelling van ander na die skepping van 'n ruimte vir self-voorstelling. Welcome to Our Hillbrow plaas weer klem op die mag van vertelling om marginalisering, maar ook samehorigheid te bewerkstellig, terwyl dit ook die onstabiele aard van die identiteite van die self en die vreemdeling illustreer. In Hoofstuk Vier ondersoek ek romans met jong protagoniste om te toon hoe genre en literêre vorm voorstelling beïnvloed. Deur van Patricia Schonstein Pinnock's Skyline (2000) en K. Sello Duiker's Thirteen Cents (2000), tekste wat aan die Bildungsroman-genre herinner, maar ook daarvan afwyk, gebruik te maak, verken ek die maniere waarop hierdie protagoniste hul stedelike ruimtes reël en betree. Verder sluit ek met hierdie romans af ten einde te sien wat die toekoms, waarin die gemarginaliseerde seggenskap gegun is, al dan nie, vir hierdie jongmense inhou. Al hierdie protagoniste worstel op uiteenlopende maniere met die ingewikkeldhede van voorstelling. Dit is duidelik aangesien hulle stories van self en ander skep om 'n sin van tuiste en samehorigheid in hedendaagse Suid-Afrika te bewerkstellig. Die verlede blyk verder in die hede verwikkel te wees aangesien koloniale- en apartheidstrukture van onderdrukking en marginalisering steeds 'n betekenisvolle rol in die aard van mense se interaksie met mekaar speel. Terselfdertyd dui die kollektiewe onbepaaldheid van hierdie tekste se aflope op 'n oopheid vir die toekoms en die onafgehandelde aard van die verlede.

[pt] A presente dissertação tem como objetivo compreender como as literaturas infantis africanas e afro-brasileiras podem contribuir para o desenvolvimento da educação étnico-racial, o letramento racial crítico e a construção das identidades étnico-raciais dos alunos na educação infantil. Realizou-se uma pesquisa qualitativa, que se desenvolveu em duas etapas: entrevistas semiestruturadas individuais com 10 professoras e análise de 6 livros de literatura infantil sugeridos pelas participantes do estudo. As docentes atuam na educação infantil, das redes pública e privada de ensino, de municípios da Baixada Fluminense e do município do Rio de Janeiro. As obras literárias foram escritas após a promulgação da Lei 1.0639/03, apresentam personagens femininas negras como protagonistas, abordam como tema central a identidade racial negra e contribuem para o (re)conhecimento e a valorização racial da criança negra. Os dados foram coletados a partir de encontros virtuais, que aconteceram de maneira síncrona, em agosto de 2021. Adotou-se a estratégia metodológica de bola de neve. Os resultados apontaram que a perspectiva antirracista está presente na maneira como as professoras se situam e promovem a educação para as relações étnico-raciais e indicaram que são possíveis diálogos em sala de aula que promovam o letramento racial crítico, a partir do uso de livros de literatura infantil. As narrativas das educadoras evidenciaram que as obras literárias, ao tratarem de temáticas da história e culturas afrodescendentes e apresentarem personagens negras protagonistas e imagens que valorizam e dão visibilidade à identidade étnicoracial, contribuem para o (re)conhecimento racial das crianças negras, o seu processo de construção identitária e sua autoestima de maneira positiva. Nessa perspectiva, ressalta-se a importância do uso de literatura infantil africana e afrobrasileira como instrumento facilitador para promover diálogos sobre raça em turmas da educação infantil, possibilitando, assim, que diferentes grupos socioculturais se reconheçam e se relacionem de maneira harmoniosa e respeitosa. / [en] The present dissertation aims to understand how African and AfroBrazilian children s literature can contribute to the development of ethnic-racial education, critical racial literacy and the construction of ethnic-racial identities of students in early childhood education. A qualitative research was carried out, which was developed in two stages: individual semi-structured interviews with 10 teachers and analysis of 6 children s literature books suggested by the study participants. The teachers work in early childhood education, public and private schools, municipalities of the Baixada Fluminense and the municipality of Rio de Janeiro. The literary works were written after the promulgation of Law 1.0639/03, present black female characters as protagonists, address as central theme black racial identity and contribute to the (re)knowledge and racial valorization of black children. The data were collected from virtual meetings, which took place synchronously, in August 2021. The methodological strategy of snowball sampling was adopted. The results indicated that the anti-racist perspective is present in the way teachers are located and promote education for ethnic-racial relations and indicated that it is possible to engage in classroom dialogues that promote critical racial literacy, from the use of children s literature books. The educators narratives showed that the literary works, when dealing with themes of history and afrodescendant cultures and present black protagonists and images that value and give visibility to ethnic-racial identity, contribute to the (re)racial knowledge of black children, their identity-building process and their self-esteem in a positive way. In this perspective, the importance of the use of African and Afro-Brazilian children s literature as a facilitator to promote dialogues on race in classes of early childhood education is emphasized, thus enabling that different socio-cultural groups recognize and relate in a harmonious and respectful way.

The thesis deals with the interpretation of Series of Unfortunate Events written by an American author Lemony Snicket and Joanne K. Rowling´s story about Harry Potter. The analysis is focused on the moral and ethical aspects of individual motifs and symbols, as well as on the importance of human values in the behaviour of main characters. Some of the main protagonist were analysed according to their ability to spread good or evil, and therefore their influence on the young reader. The most important aspect was the good will of characters according to the principles of Lévinas' ethics while the self-sacrifice of the heroes is considered the highest moral value.