Uppsatsens syfte är att undersöka vilka retoriska medel som används för att möjliggöra identifikationen mellan läsaren och huvudkaraktären Mamma Mu.  Uppsatsen använder sig av teorier om berättelser och identifikation, framhållna av Jerome Bruner, Kenneth Burke, och Maria Nikolajeva. Eftersom uppsatsen rör sig inom ett nytt område har jag tagit fram en egen analysmodell. Den gör det möjligt att urskilja identifikationstecken utifrån kategorierna yttre, inre, och aktiviteter. Slutsatsen är att det i boken tillämpas antites för att distansera Mamma Mu från hennes egentliga form och de andra korna; imitatio för att barnen ska kunna känna igen sig i Mamma Mus agerande; topos för att visa att Mamma Mu har samma intressen som läsaren, upprepning för att kontinuerligt bekräfta att Mamma Mu är ett barn; entymem för att läsaren ska själv komma till slutsatsen att Mamma Mu är ett barn. / The purpose of this essay is to examine which rhetoric devices are being put in use to make possible the process of identification between the reader and the main character Mamma Moo. The essay uses theories of narrative and identification represented by Jerome Bruner, Kenneth Burke, and Maria Nikolajeva. Because there is no previous research in the essays area, I have brought forward a new model to analyse the material. It is used to  discover identification signs, based on the categories outer, inner, and activities. The conclusion is that the book utilizes antitheses to separate Mamma Moo from her original form and the other cows; imitatio to make it possible for the children to recognize themselves in Mamma Moos behaviour; topos to show that Mamma Moo has the same interests as the reader; repetition to continuously confirm that Mamma Moo is a child; entymem to make the reader come to the conclusion that Mamma Moo is a child.

This study includes an analysis of a limited number of images from today (1999-2016), to see which family constellations are represented in them. The purpose of the study is to see which family constellations children in pre-school age can identify with. Narratological method is what I have used in this study, which I based on Nikolajevas (2000) and Kårelands (2015) books with their theories and concepts of picture books. In addition, I have also used a norm-critical perspective to see what standards are reflected in children´s literature. In the research overview, previous research has been described, where Gallo (1997) argues that single families have increased, which shows a change in children´s literature and the nuclear family reduced their representation in picture books. My studies results show further change in children´s litterature, where there are still more representations of family constellations in the present time compared to Gallo. My conclusion from this study is that there are several family constellations in picture books that children can identify with, given the community´s developed family constellations. / Denna studie innefattar en analys av ett begränsat antal bilderböcker från nutid (1999-2016), för att se vilka familjekonstellationer som representeras i dem. Syftet med studien är att se vilka familjekonstellationer som barn i förskoleåldern kan identifiera sig med. Narratologisk metod är det som jag har använt i denna studie där jag utgår ifrån Nikolajevas (2000)och Kårelands (2015) böcker med deras teorier och begrepp om bilderböcker. Därtill jag har även använt mig av normkritiskt perspektiv för att se vilka normer som speglas i barnlitteraturen. I Forskningsöversikten finns tidigare forskning beskriven, där Gallo (1997)menar att singelfamiljerna ökat, vilket visar en förändring i barnlitteraturen och att kärnfamiljen minskat sin representation i bilderböcker. Min studies resultat visar ytterligare förändring i barnlitteraturen, där det finns än fler representationer av familjekonstellationer i nutid jämfört med Gallo. Min slutsats från studien är att det finns flera olika familjekonstellationer i bilderböcker som barn kan identifiera sig med, med tanke på samhällets utvecklade familjekonstellationer.

The purpose of this essay is to gain knowledge about how gender is presented in old and modern children’s literature. In this essay I am going to use text analysis as a method in order to be able to clarify the gender perspective. The method will be useful since it will give me the opportunity to study children’s books from a deeper perspective. In the analysis it will be shown that both boys and girls are allowed to show different emotions in the chosen literature, in all the childern’s books that are used interactions are proceeded between the charechers wherein different power relationships but also how the gender perspective can be expressed. Knowledge about how children when listening to older and modern childern’s literature get affected by the gender perspective and also how the chosen children’s literature brings the opportunity for children to become future citiezens of the society in which they are born in to.

As relações palavra&imagem na literatura para crianças e jovens são investigadas pela perspectiva de suas estruturas e jogos intercódigos, anotando como se engendram e favorecem, ou não, a recepção criativa das obras contemporâneas. O estudo dá evidência aos aspectos materiais da linguagem e dos signos verbal e visual, estabelecendo quinze critérios para apreciação e análise, que resultam da arquitetura lógica de três categorias (1) as condições contextuais ao campo da autoria, (2) as marcas do uso do suporte-livro e do projeto gráfico, (3) as relações espaciais palavra&imagem, propriamente ditas cada uma delas permitindo a divisão em três subcategorias. A última categoria abarca os níveis de montagem por justaposição, sobreposição e fusão palavra&imagem, que se deixaram filtrar por três subdivisões, possibilitando perceber e identificar mais detidamente sua franja de detalhes. Para tanto, foi necessário lançar mão de exemplos que principiam, factualmente, no período da Era de Ouro da Ilustração, a partir das últimas décadas do século XIX, na órbita dos países europeus, com destaque a Walter Crane e Arthur Rackham, dois marcos na história do livro para crianças. Em um percurso que não é estritamente cronológico, à experiência do passado vieram somar a reflexão e a experimentação de autores brasileiros na atualidade. Outro nível de discussão promoveu o mapeamento das dificuldades de definir conceitos e nomes para os próprios objetos literários no decurso da produção cultural para infância e, deste modo, colocaram-se à berlinda categorias como ilustração, livro de imagem e livro ilustrado. Esta é a visão geral do trabalho, em sentido inverso porque, antes de tudo, era necessário conhecer as formulações e abordagens teóricas de outras pesquisas acadêmicas, em razão de poucas obras de referência publicadas, que abraçaram o desafio de compreender a relação palavra&imagem na literatura infantil, em diferentes áreas: artes, comunicação, design, semiótica, psicologia, educação e estudos literários, desde 1980 aos dias de hoje (2008). Nossa tarefa tem sido obrigatoriamente mais descritiva, colecionando fatos, informações, idéias a fim de correlacioná-los e criar uma nova proposta aberta para as possibilidades de decifração literária em ritmo de jogo e re-invenção estética por parte do leitor-criança. Deste modo, para o último capítulo, escolheram-nos três obras singulares dos escritoresilustradores Angela Lago e Roger Mello, mais a parceria José Saramago e João Caetano, com as quais se brinca no diagrama das relações espaciais palavra&imagem. / Word&image relations in fiction books for children and young people are investigated towards the perspective of semiotics plays, verifying how they generate and favour, or not, the creative reception of the contemporary works. The study shed evidence to the material aspects of the language and both verbal and visual signs as well, by setting fifteen criteria for valuation and analysis, fallen into three logical categories, then filtered in three subcategories. Thus, (1) the context regarding authorship, (2) the material aspects of support and the graphic design, (3) the spatial dispositions of verbal and visual signs, are contemplated. The last one has also counted on a particular approach, by having each word&images assembling (juxtaposition, superposition and fusion) divided again, making it possible to closely observe a range of pertinent details. Towards that, it was necessary to count on examples which start, factually, in the Golden Age Illustration period, from the last decades of the 19th Century on, in the field of the European countries, particularly Walter Crane and Arthur Rackham, two milestones in the history of books for children. In a strictly non-chronological path, as the experience from the past, both reflection and experimentation of the current Brazilian authors have been added. Another level of discussion has promoted a characterization of the difficulties to define concepts and one taxonomic for literary objects along the cultural production for childhood and, therefore, categories such as, illustration, wordless picturebook, illustrated book vs. picturebook have been seen as target. This is a overview of the paper, but in the inverse trajectory, cause before all it was necessary to know formulations and theorical approaches of other academic researches, due to few reference works published, to meet challenge of understanding about word&image relations in the fields of arts, communication, design, semiotic, psychology, literary studies and education, since 1980 until nowadays. Our task has been necessarily more descriptive, by collecting facts, data, ideas, in order to co-relate them and create a new proposal to decipher and decrypt the play of interpretants as a possible and aesthetic re-invention. So, for the last chapter, three masterpieces by Angela Lago, Roger Mello and José Saramago, with João Caetanos illustrations, were chosen to play with them into the diagram of word&image relations.

Högläsning är en av de aktiviteter som har störst inverkan på barns språk och kommunikation. För att få en inblick i hur förskollärare och vårdnadshavare uttrycker sig kring högläsning har denna studie genomförts. Syftet med studien var att undersöka hur förskollärare och vårdnadshavare uttrycker sig kring barns användande av språk och kommunikation i samband med högläsning. I studien har också undersökts hur den vuxne uttrycker sig kring sitt förhållningssätt till högläsning och hur det kan påverka barns intresse för språk och kommunikation. Skriftliga intervjufrågor sändes ut till deltagande respondenter som de sedan fick ge skriftliga svar på och återsända.  Resultatet visar att både förskollärare och vårdnadshavare anser att högläsning är viktigt för barns språkutveckling och att högläsning påverkar barns språk och kommunikation positivt både under planerade och spontana lässituationer. Resultatet visar även att läsarens förhållningssätt har betydelse för barnens intresse och fokus. Om läsaren visar ett intresse och en positiv inställning till högläsning och böcker är det lättare att fånga barnens intresse. / Reading aloud is one of the activities that has the greatest impact on children’s language and communication. In order to gain an insight in how preschool teachers and guardians express themselves about reading aloud, this study was conducted. The purpose of the study was to investigate how preschool teachers and guardians express themselves about children’s use of language and communication in connection with reading aloud. The study also examined how the adults, both preschool teachers and guardians, expresses his or her attitude towards reading aloud and how it may affect interest in language and communication. Written interview questions were sent to participating respondents and as they were done answering the questions, they sent them back.  The result shows that both preschool teachers and guardians believe that reading aloud is important for children’s language development and that reading aloud positively affects children’s language and communication during both planned and spontaneously reading situations. The result also shows that the reader’s attitude towards read-aloud is important for the children’s interest and focus. If the reader shows an interest and a positive attitude towards books and reading, it becomes easier to capture the children’s interest.

Esta dissertação se propõe, em um primeiro momento, a traçar um panorama histórico do surgimento e do desenvolvimento da literatura infantil no Ocidente, em especial nos centros que mais influenciaram o Brasil, como Inglaterra, França, Alemanha e Estados Unidos, abordando os autores, a produção e, quando preciso para a compreensão, o contexto histórico. Esse resgate se faz necessário para se chegar à criação do que atualmente chamamos de livro ilustrado contemporâneo, objeto em que as imagens são fundamentais para a construção da narrativa. A partir de então, este trabalho resgata as teorias que tentam compreender de que maneira as duas linguagens textual e imagética se inter-relacionam no livro ilustrado e apresenta uma análise de duas obras brasileiras: Inês, dos autores Roger Mello e Mariana Massarani, e Lá e Aqui, de Odilon Moraes e Carolina Moreyra. / This dissertation has the purpose of setting an historical cenario for the begining and the development of the infant literature in the ocident, mostly in England, France, Germany and The United States (the centers that has more influential power among brazilian authors). This piece approaches the authors, the production and, when it is necessary for fully undertanding, the historical context. This recaptulation is important to comprehend the path that leaded us to the modern picturebooks, in witch the images are a fundamental part of the narrative construction. After that, this piece recaptulates the theories that explain in whitch ways those two languages (text and image) correlate in the illustrated book. It also presents review of two remarkable brazilian books: Roger Mello and Mariana Massaranis book Inês and Odilon Moraes e Carolina Moreyras book Lá e Aqui (Here and There).

[pt] A literatura infantil origina-se de uma tradição oral que, adaptada ao suporte impresso, ganha concretude na forma de texto. A ilustração é incorporada ao texto com o qual estabelece inicialmente uma relação de subordinação. O livro infantil contemporâneo conta histórias, e estas ficções são muito baseadas na informação pictórica, na ilustração. Semelhante constatação nos leva a perguntar qual a função da ilustração no livro infantil contemporâneo e como este se relaciona com o texto. A presente pesquisa procura encontrar parâmetros para análise das diferentes possibilidades de condução da narrativa do livro infantil, efetuada por texto e imagem. Nesta dissertação, a relação entre texto e imagem no livro infantil é abordada de distintas maneiras, e uma tipologia dessa relação narrativa é criada para melhor poder analisá- la. Observa-se que, ao trabalhar de forma narrativa, a ilustração aplicada ao livro infantil tende a compor com o texto um sistema de imbricações recíprocas na construção da narrativa verbo-visual. O modo de leitura do livro infantil contemporâneo se faz distinto em relação aos outros tipos de edições ilustradas. Em suma, vamos analisar como a ilustração - pertencente às artes do espaço - se relaciona com o texto - pertencente às artes do tempo - num contexto narrativo. O estudo dessa relação visa buscar melhor compreensão dos processos de produção, mediação e recepção dos livros infantis, com o objetivo de contribuir para a ampliação do conhecimento do campo do design. / [en] Children literature is a result of oral tradition that came to a material constitution on the print media through text. When illustration got incorporated into text it firstly established a subordinated relationship with it. Children picturebooks tells stories and fiction is based on pictorial information - illustration. This fact questions why there is illustration in the picturebook and what is its relationship with the text. This research develops a parameter for the analysis of possible different ways the narrative is conducted in picturebooks, by image and text. In our study, the relationship between text and image in picturebooks is approached by many different ways and a typology of this relationship is created to help us understand it. When the picture acts in a narrative form it usually combines texts in a mutual signifying system which builds the visual and written storytelling. The children picturebook reading method is different from other types of illustrated editions. This investigation examines how illustration that belongs to space of the arts interacts with text that belongs to time arts, both within the narrative context. The study of this relationship seeks to better understand children s book production, mediation and reception processes, in order to contribute to expanding the knowledge in the design area.

Förskolans verksamhet ska arbeta med att ge barnen kunskap om naturvetenskap och hållbar utveckling. Studiens syfte har varit att undersöka hur bilderböcker med bondgårdsmiljöer kan bidra till att uppnå lärandemålet utbildning för hållbar utveckling genom exemplet hållbar livsmedelsproduktion. Genom ett tillfällighetsurval har sex bilderböcker som skildrar bondgårdsmiljöer valts ut. En konventionell innehållsanalys användes för att analysera bilderböckernas text och bild. Resultatet visar att bilderboken kan användas i undervisning med barnen som ett pedagogiskt verktyg för att bidra till att uppnå lärandemålet utbildning för hållbar utveckling. Samtidigt ställer det krav på förskollärarens kunskaper om hållbar utveckling och förmåga att synliggöra och fläta samman de sociala-, ekonomiska- och miljömässiga dimensionerna. Som stöd rekommenderas att förskollärare använder undersökande boksamtal. / The preschool's activities should include giving the children knowledge about science and sustainable development. The purpose of the study has been to investigate whether picturebooks with a farm context can contribute to achieving the learning goal for sustainable development through the example sustainable food production. Through a random selection, six picturebooks depicting farm context was selected. A conventional content analysis was used to analyze the texts and images of the picturebooks. The results show that picturebooks with a farm context can be used as a pedagogical tool to help achieve the learning goal education for sustainable development. At the same time, it puts demands on the educator's knowledge of sustainable development and their ability to make visible the social-, economic- and environmental dimensions. As support, it is recommended that preschool teachers use investigative book conversations.

Partindo-se do pressuposto de que o foco da presente tese, o livro ilustrado de conto de fadas, consiste em um objeto artístico multissemiótico estruturado a partir de três sistemas de linguagem, a saber, a palavra, a imagem e o design, procura-se, aqui, compreender como esses três sistemas se articulam entre si com vistas à geração de sentidos. Por esse motivo, parte-se da semiótica peirciana como fundamentação teórica para perquirir essa questão, com o auxílio de semióticas específicas voltadas à análise da imagem. Assim, procura-se investigar as propriedades semióticas e fenomenológicas dos principais tipos de signos encontrados no seio dessas obras. Entre os objetivos específicos, encontram-se a investigação dos termos da conjugação livro ilustrado/conto de fadas, a construção verbovisual das personagens e ambientes nas obras principais do corpus (Grimm-Janssen e Grimm-Pacovská) e a comparação entre essas obras e as chamadas ilustrações de tradição, integrantes de livros com ilustrações de contos de fadas. Para realizar a leitura das textualidades presentes no corpus principal e expandido, procura-se verificar como cada semiose funciona, de acordo com o eixo ao qual pertence, e como se integra aos signos dos demais códigos, proporcionando uma direção de sentido geral. Parte-se do princípio de que cada interpretação de signos, principalmente aqueles mais ambíguos e com formas mais obscurecidas, consiste em um interpretante dinâmico que ruma em direção a um interpretante final ideal, porém, na realidade, inatingível. A análise das obras nos leva a concluir que as propostas contemporâneas, ao gerarem potencialmente maior estranhamento e suscitarem questionamentos e dúvidas junto ao leitor-visualizador, representam um desafio perceptivo/sensorial e intelectual maior que aquele representado pela ilustração/arte de tradição, gerando potencialmente maior carga de sensação, pensamento e choque. / Based on the assumption that the focus of the present thesis, the fairy-tale picturebook, consists of a multisemiotic artistic object structured upon three language systems, namely word, image and design, the goal of this work is to understand how these three systems articulate with each other by generating meanings. For this reason, the work is based on Peircean semiotics as a theoretical basis to investigate this question, with the help of specific semiotics aimed at image analysis. Thus, it is sought to investigate the semiotic and phenomenological properties of the main types of signs found within these works. Among the specific objectives are the investigation of the terms of the relationship picturebook / fairy tale, the verbal construction of the characters and environments in the main works of the corpus (Grimm-Janssen and Grimm- Pacovská) and the comparison between these works and the so-called traditional illustrations, parts of illustrated fairy tale books. In order to read and understand the textualities present in the main and expanded corpus, we try to verify how each semiosis works, according to the axis to which it belongs, and how it integrates with the signs of the other codes, providing a general direction of meaning. It is assumed that each interpretation of signs, especially those of more ambiguous and more obscured forms, consists of a dynamic interpretant that heads towards an ideal final interpretant that is, in reality, unattainable. The analysis of the works leads us to conclude that contemporary proposals, by generating potentially greater strangeness and raising questions and doubts for the reader-viewer, represent a perceptual / sensorial and intellectual challenge greater than that represented by traditional illustration / art, potentially generating a greater burden of sensation, thought and shock.

[pt] Esta dissertação discute o hibridismo presente nos livros-objeto infantis contemporâneos, na tentativa de evidenciar como os fundamentos da natureza híbrida da linguagem do Design e a experiência intersemiótica revelam-se como interações presentes em enredos multissensoriais, expandindo as narrativas encontradas no livro-objeto infantil. O olhar sobre o ato de ler não se restringe à decifração de letras grafadas em qualquer que seja o suporte, mas se expande para a absorção das representatividades estabelecidas. O design de livros influencia a leitura não apenas em aspectos funcionais, mas também simbólicos e, por isso, pode ser considerado um mediador de leitura, que conduz o leitor em sua jornada. A dissertação apresenta a leitura de dois livros-objeto infantis selecionados nas obras de Kveta Pacovská e Roger Mello, designers/ilustradores/ artistas plásticos reconhecidos internacionalmente com o prêmio Hans Christian Andersen. Buscou-se verificar os processos com os quais são ativadas e ampliadas as suas histórias no hibridismo dos processos narrativos. Para isso, a dissertação se apoiou na concepção do híbrido como categoria analítica proposta por Braida (2012). / [en] This thesis discusses the hybridism in the contemporary children s Object Books, in an attempt to elucidate how the hybrid nature of the design language and of the intersemiotic experience, reveal the interactions in the multisensory stories, expanding the narratives found in children s Object Books. A look at the act of reading is not restricted to the deciphering of written letters – in whatever sort of support, but in the absorption of established representativeness. Book design influences that reading, not only in functional aspects, but also in symbolic ones, and that is why it can be considered as a reading-mediator, driving the reader through his journey. The thesis presents the reading of two children s object-books chosen from the works from Kveta Pacovská and Roger Mello, both internationally recognized designers/illustrators and plastic artists awarded with the Hans Christian Andersen prize. In these books, the progress from which the histories were activated and amplified in the hybridism of the narrative process was accounted. The theses is based on the notion of hybrid as an analytical category as proposed by Braida (2012).