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A presente pesquisa tem como objeto duas diferentes versões de narrativa juvenil de Lygia Bojunga; a primeira delas é 7 Cartas e 2 Sonhos, publicada em 1982, contando com reproduções de nove pinturas de Tomie Ohtake e a segunda é O Meu Amigo Pintor, trazido ao público, sem as referidas ilustrações, em 1987, pela Editora José Olympio - republicada em 2006 pela editora Casa Lygia Bojunga, contendo o posfácio Para Você que Me Lê, com informações sobre o processo criativo dessas duas obras. Investiga-se, dessa forma, o contato da escritora com as nove imagens pictóricas ohtakeanas, que inspiraram a criação de um texto literário para o projeto Arte para Crianças e Jovens da Berlendis & Vertecchia Editores, reunindo arte literária e arte pictórica num mesmo suporte o livro com ilustração. Para tanto, se pretende estudar o diálogo entre aspectos verbais e visuais presentes na primeira obra, que, por sua vez, culminaram no refazer literário de Lygia Bojunga, que, ao reescrever a narrativa, transformou-a em outra, sem a presença do suporte artístico de Tomie Ohtake. As histórias de 7 Cartas e 2 Sonhos e O Meu Amigo Pintor são contadas por um narrador que está na passagem da infância para a adolescência, período em que se depara com o suicídio de seu melhor amigo um artista, pintor. Nesse prisma, objetiva-se investigar ainda como se deu o processo de reescrita da primeira para a segunda versão do texto literário bojunguiano, analisando os resultados dessa transformação. Partiremos do pressuposto de que os presentes estudos são importantes para instaurar uma reflexão crítica sobre o papel da literatura destinada às crianças e jovens, na vertente de sua criação e recriação artística, com e sem a dimensão suplementar da arte pictórica. / This research has as study object two different versions of young narrative by Lygia Bojunga: the first one is 7 Cartas e 2 Sonhos, published in 1982, with nine reproductions of paintings by Tomie Ohtake, and the second one is O Meu Amigo Pintor, published, without the illustrations, in 1987, by the publisher José Olympio republished in 2006 by Casa Lygia Bojunga, with the afterstate Para Você que Me Lê (For You Who Read Me), with information about the creative process of these two works. It is investigated, by this way, the writers contact with the nine Ohtakenian pictorial images, that inspired the creation of a literary text for the project Arte para Crianças e Jovens (Art for Children and Young People) by Berlendis & Vertecchia publisher, by gathering literary art and pictorial art in the same support the illustrated book. For that, it is intended to study the dialogue between the verbal aspects and the visual ones in the first work, that, in its turn, culminated in the literary remake by Lygia Bojunga, that, by rewriting the narrative, transformed it in another one, without the presence of Tomie Ohtakes artistic support. The stories of 7 Cartas e 2 Sonhos and O Meu Amigo Pintor are told by a storyteller who is growing from the childhood to adolescence, time that he faces his best friends suicide his fellow is an artist, a painter. In this perspective, the goal is to investigate how occurred the process of rewriting from the first to the second version of the bojungian literary text, by analyzing the results of this transformation. It will start by the assumption that the current studies are important to install a critical reflexion about the role of literature intended to children and young adults, in the aspect of its artistic creation and recreation, with our without the supplementary dimension of pictorial art.

Made available in DSpace on 2016-03-15T19:46:47Z (GMT). No. of bitstreams: 1 Adriana Pereira de Jesus.pdf: 1509187 bytes, checksum: cb8a189af573e9e368a1b3d7db83853f (MD5) Previous issue date: 2009-02-11 / Fundo Mackenzie de Pesquisa / The present work is intended to study the detective story, a literary genre that stimulates the young and adult readers curiosity from the first to the last page of the book. We developed a study about this genre using books for children and young adults that identify themselves with the stories, the characters and the adventures. We analyzed the mystery narrative construction in the children s universe, from the novels O caso da estranha fotografia (1977), by Stella Carr; Berenice detetive (1987), by João Carlos Marinho; and Droga de Americana! (1999), by Pedro Bandeira. These writers stories were created with children and young adults in the role of investigators. During the analysis, we emphasized the characterization of the members from the different young adults and children groups and their actions as detectives. In the first chapter, we focused the detective stories in general and their evolution. The second chapter discusses the literature for children focusing in the writers of the works mentioned above. During the two last chapters, we analyzed the three books and the structure of the detective stories for children and young adults. / O objetivo do presente trabalho é estudar o romance policial, um gênero literário que instiga a curiosidade do público jovem e adulto desde a primeira até a última página de um livro. Desenvolvemos um estudo desse gênero em obras voltadas para o público infanto-juvenil que se identifica com as histórias, personagens e aventuras. Analisamos a construção da narrativa policial no universo infantil dos romances O caso da estranha fotografia (1977), de Stella Carr; Berenice detetive (1987), de João Carlos Marinho; e Droga de Americana! (1999), Pedro Bandeira. As obras desses autores foram construídas com crianças e adolescentes no papel de investigadores. Na análise, enfatizamos a caracterização dos integrantes dos diferentes grupos de jovens e crianças e suas atuações como detetives. Para tanto, o trabalho foi dividido em quatro capítulos. No primeiro capítulo, destacamos o romance policial em geral e sua evolução. O segundo capítulo discute a literatura infantil com foco nos autores das três obras mencionadas. Nos dois últimos capítulos, analisamos as três obras e a estrutura do romance policial infanto-juvenil.

This thesis deals with three novels written by a contemporary French writer of literature for children and young adults, Timothée de Fombelle: Toby Alone, Vango and The Book of Perle. The aim of this thesis is to define options of incorporation of these novels into literature lessons in higher grade classes of the elementary school. The thesis consists of a theoretical analysis of chosen aspects of the novels, description of subjective experience with reading the books, three excerpts from the novels, their didactic potential and model preparations for the lessons. The model lesson preparation includes the three-phase E-U-R learning model as well as the methods developing the ability of understanding and critical thinking (RWCT - Reading and Writing for Critical Thinking). Each model preparation is followed by a didactical commentary. Preparation of lesson with the excerpt from Tobiáš Lolness was implemented practically and consequently reflected by the teacher. The thesis also includes selected works from the students. As ascertained, the novels by Fombell show various mutual signs as well as the fact that they have a significant potential to engage attention of a young reader, since they provide topics interesting for this age group in accordance with the stage of their psychological development....

A presente pesquisa tem como objeto duas diferentes versões de narrativa juvenil de Lygia Bojunga; a primeira delas é 7 Cartas e 2 Sonhos, publicada em 1982, contando com reproduções de nove pinturas de Tomie Ohtake e a segunda é O Meu Amigo Pintor, trazido ao público, sem as referidas ilustrações, em 1987, pela Editora José Olympio - republicada em 2006 pela editora Casa Lygia Bojunga, contendo o posfácio Para Você que Me Lê, com informações sobre o processo criativo dessas duas obras. Investiga-se, dessa forma, o contato da escritora com as nove imagens pictóricas ohtakeanas, que inspiraram a criação de um texto literário para o projeto Arte para Crianças e Jovens da Berlendis & Vertecchia Editores, reunindo arte literária e arte pictórica num mesmo suporte o livro com ilustração. Para tanto, se pretende estudar o diálogo entre aspectos verbais e visuais presentes na primeira obra, que, por sua vez, culminaram no refazer literário de Lygia Bojunga, que, ao reescrever a narrativa, transformou-a em outra, sem a presença do suporte artístico de Tomie Ohtake. As histórias de 7 Cartas e 2 Sonhos e O Meu Amigo Pintor são contadas por um narrador que está na passagem da infância para a adolescência, período em que se depara com o suicídio de seu melhor amigo um artista, pintor. Nesse prisma, objetiva-se investigar ainda como se deu o processo de reescrita da primeira para a segunda versão do texto literário bojunguiano, analisando os resultados dessa transformação. Partiremos do pressuposto de que os presentes estudos são importantes para instaurar uma reflexão crítica sobre o papel da literatura destinada às crianças e jovens, na vertente de sua criação e recriação artística, com e sem a dimensão suplementar da arte pictórica. / This research has as study object two different versions of young narrative by Lygia Bojunga: the first one is 7 Cartas e 2 Sonhos, published in 1982, with nine reproductions of paintings by Tomie Ohtake, and the second one is O Meu Amigo Pintor, published, without the illustrations, in 1987, by the publisher José Olympio republished in 2006 by Casa Lygia Bojunga, with the afterstate Para Você que Me Lê (For You Who Read Me), with information about the creative process of these two works. It is investigated, by this way, the writers contact with the nine Ohtakenian pictorial images, that inspired the creation of a literary text for the project Arte para Crianças e Jovens (Art for Children and Young People) by Berlendis & Vertecchia publisher, by gathering literary art and pictorial art in the same support the illustrated book. For that, it is intended to study the dialogue between the verbal aspects and the visual ones in the first work, that, in its turn, culminated in the literary remake by Lygia Bojunga, that, by rewriting the narrative, transformed it in another one, without the presence of Tomie Ohtakes artistic support. The stories of 7 Cartas e 2 Sonhos and O Meu Amigo Pintor are told by a storyteller who is growing from the childhood to adolescence, time that he faces his best friends suicide his fellow is an artist, a painter. In this perspective, the goal is to investigate how occurred the process of rewriting from the first to the second version of the bojungian literary text, by analyzing the results of this transformation. It will start by the assumption that the current studies are important to install a critical reflexion about the role of literature intended to children and young adults, in the aspect of its artistic creation and recreation, with our without the supplementary dimension of pictorial art.

This thesis investigates the construction of role models, more specifically literary didactics and constructions of subject positions, in literary works with exemplary stories in Swedish 1400–1750, from the perspective of literature for children and young adults. Childhood concepts, didactic concepts and subject positions presented to the reader are analyzed from the point of view of dominance and dissonance between different characters and messages. A number of themes have been chosen for a comparative study, for example: ideas about identification, the construction of subject positions and ideals for girls, the responsibility of adults, subversive tendencies, obedience or autonomy, the immoral role model as exemplary, conflicts between different childhood concepts, adults and children as role models. A central conclusion is that there is variation when it comes to the subject positions that are constructed for children and young adults, mainly through role models. There are examples of authoritative teachings that demands the subordination and obedience of the reader/recipient, as well as encouragement of questioning and even contra conventional subject positions. One conclusion is that premodern literature for the young does not just have an authoritative tone towards the reader, but the texts also negotiates with the reader. The messages are not just about obedience and religious fidelity, but also about learning, questioning and personal, moral responsibility. A critical perspective on adults is encouraged through critizism of adults and exemplary role models. Subject positions for girls also vary in the texts. Some texts convey conventional, passive gender roles while others present active subject positions, where chastity, wisdom and manliness are presented as ideal virtues for girls.