Denna studie är en subjektiv bildanalys av barnböcker där syftet med studien är att undersöka hur genusaspekter kommer till uttryck i barnböckerna med fokuset på ett teknikinnehåll. I studien har jag valt ut några bilder i fyra Alfons Åberg- böcker samt en bild i en nyare bok - Hej Ruby, med fokus på digitalteknik. Bilderna har sedan analyserats utifrån Falks analysramverk där bilderna delas upp i fyra kategorier - denotativ nivå, inre kontext, yttre kontext och konnotativ nivå.  Studien har kommit fram till att tekniken den utvalda litteraturen följer vissa traditionella könsmönster. Exempelvis att tekniken i köket som oftast kopplas ihop med kvinnor blir bortglömd. Den syns inte lika väl som den typiskt manliga tekniken, som bygg och konstruktion, där tekniken är tydlig och kan ses som ett projekt. Studien lyfter även olika reflektioner kring valet av barnlitteratur samt vikten av boksamtal. / This study is a subjective image analysis of children books where the purpose of the study was to investigate how gender aspects are expressed in children books with the focus on content regarding technology. The study is aimed at educators who are active in preschool activities. The study is based on four Alfons Åberg-books and a newer book focusing on digital technology called Hej Ruby. The images have been analyzed based on Falk's analysis framework where the images are divided into four categories - denotative level, internal context, external context and connotative level. The study has found that the technology in children's books follows certain traditional gender patterns. For example, the technology in the kitchen, most often associated with women is forgotten, it does not show as well as the typical male technology, as construction where technology often appears as a project created by the man.

Syftet med denna undersökning är att granska hur den neuropsykiatriska funktionsnedsättningen ADHD skildras i fyra olika bilderböcker riktade till barn i förskoleålder. Genom textanalytiskt perspektiv utförs en bilderboksanalys och bilderböckernas paratext analyseras, det vill säga allt som är kring böckernas huvudsakliga berättelse. Därutöver analyseras karaktärerna genom personskildring och symtom vid ADHD. Resultatet visar att ADHD skildras i stort sett på samma sätt vilket ger en missvisande bild av ADHD. Endast en karaktär skiljer sig från de andra karaktärerna och visar på utmärkande egenskaper som står i kontrast med de andra bokkaraktärerna. Kort sagt visar resultatet på att endast två olika bilder av ADHD presenteras i bilderböckerna. Flickorna och pojkarna skiljer sig åt genom att några karaktärsdrag är det enbart flickorna som uppvisar. Samspelet mellan andra barn skildras ur en negativ synvinkel hos pojkarna till skillnad mot flickorna. Bilderböckerna möjliggör inte för identifikation och förståelse då det inte är någon större variation i skildringen av ADHD. det resulterar i en stereotyp och oriktig bild av ADHD. Fler bilderböcker som skildrar ADHD med större variation och riktar sig till barn i förskoleålder behövs. / The aim of this study is to examine how the neuropsychiatric disability ADHD is portrayed in four different picture books aimed at children in preschool age. Through a text analytical perspective, a picture book analysis is performed. The paratext of the picture books are analyzed, which means everything about the main story of the books. Further, the characters are analyzed by person portrayal and symptoms of ADHD. The result shows that ADHD in general is portrayed in the same way, which gives a misleading picture of ADHD. Only one character differs from the other characters and shows traits which is in contrast with the other characters. In short, the result shows that only two different portrayals of ADHD are presented in the picture books. The girls and boys in the picture books differ because some character traits are merely portrayed by the girls. The interaction between other children is portrayed from a negative point of view in the boys, unlike the girls. The picture books do not allow for identification and understanding as there is no major variation in the portrayal of ADHD. This results in a stereotype and incorrect image of ADHD. More picture books depicting ADHD with greater variety addressed to children in preschool age are needed.

Neste trabalho apresentamos a obra O Urso e o Gato montês da autora japonesa Kazumi Yumoto. Esse é o terceiro livro de Yumoto traduzido para o português trata da temática da morte, os outros dois são livros infanto-juvenis. Nesse livro, junto com a ilustradora Komako Sakai, Yumoto constrói uma narrativa ímpar em que o leitor se depara com o luto de forma delicada e percorre o processo de negação até a aceitação em que o personagem caminha. Fazemos uma análise da morte nos baseando na teoria de Kubler-Ross sobre os estágios do luto, juntamente com o vazio gerado por ela pela ausência da pessoa amada tendo em vista os conceitos de Okano sobre o vazio oriental, e por fim o amor, que é o laço condutor de tudo e que nos é apresentado nos personagens constituintes dessa narrativa. Embasados em teorias de análise de imagens, psicologia e pedagogia, nos debruçamos em um estudo da obra pensando na função da literatura como papel de formação e humanização do indivíduo. / In this work we present the book The Bear and the Wild Cat by the Japanese author Kazumi Yumoto. This is the third of her books translated to Portuguese that deals with the theme of death, it is also approached in two other of her children\'s books. In this book, along with illustrator Komako Sakai, Yumoto constructs a unique narrative in which the reader is confronted with mourning and goes through the process of denial until the acceptance in which the character walks to. We make an analysis of death based on Kubler-Ross\'s theory of the stages of mourning, with the emptiness generated by it by the absence of the loved one taking Okanos point of view about the empty orient, and finally, the love that is the connection link of everything, which is presented to us in the characters of this narrative. Based on theories of image analysis, psychology and pedagogy, we focus on a study of the book thinking about literature playing a role of training and humanization of the individual.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-16T15:21:05Z No. of bitstreams: 1 luisagoncalvesrodrigues.pdf: 354646 bytes, checksum: 5195e46052b4b0a1a4589f7ac74ba150 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-26T20:22:09Z (GMT) No. of bitstreams: 1 luisagoncalvesrodrigues.pdf: 354646 bytes, checksum: 5195e46052b4b0a1a4589f7ac74ba150 (MD5) / Made available in DSpace on 2016-09-26T20:22:09Z (GMT). No. of bitstreams: 1 luisagoncalvesrodrigues.pdf: 354646 bytes, checksum: 5195e46052b4b0a1a4589f7ac74ba150 (MD5) Previous issue date: 2010-02-03 / A teoria da mente envolve a compreensão acerca dos estados mentais (desejos, emoções e crenças) e desempenha um importante papel na adaptação social infantil. Estudos mostram que a linguagem ocupa importante lugar no seu desenvolvimento; definindo-se “linguagem da mente” como o uso explícito de termos semânticos para referir-se aos estados mentais. Pesquisadores da área enfatizam que o uso de termos denotando estados mentais pode refletir um entendimento infantil acerca da mente e, além disso, os livros de histórias infantis, principalmente os que contêm apenas imagens, constituem um recurso útil para explorar e favorecer a linguagem referente a estados mentais. Este estudo objetivou investigar a ocorrência de termos mentais na leitura de crianças de 5 e 6 anos, de duas escolas de educação infantil (rede pública), mediante a utilização de três livros de histórias infantis com diferentes perfis de narrativa por imagem, classificados em função da estrutura narrativa, número de páginas e figuras: Truks (Editora Ática) – perfil simples de narrativa –; O Amigo da Bruxinha (Editora Moderna) – perfil intermediário de narrativa –; A Bruxinha e o Godofredo (Editora Global) – perfil de narrativa mais complexo – . Oitenta crianças realizaram, individualmente, a leitura dos livros; os relatos foram gravados, transcritos e codificados em quatro categorias de termos mentais: termos cognitivos, emocionais, desejo/intenção e perceptivos. Os resultados indicaram que as crianças, de ambas as idades, utilizaram termos referentes a estados mentais na leitura por imagem. Não foi observada diferença significante entre o total de termos evocados pelas crianças de 5 e 6 anos, entretanto, os resultados foram diferentes entre as duas escolas. Também ocorreu diferença entre o total de termos mentais evocados pelas crianças utilizando os diferentes livros, sendo maior na leitura do livro mais complexo e menor na leitura do livro com estrutura de narrativa mais simples. Não houve diferença significante entre o livro intermediário e o mais complexo. Em relação à ocorrência de termos por categorias de estados mentais (cognitivos, emocionais, desejo/intenção e perceptivos), não foi observado um perfil único, variando de acordo com a idade e escola. Os dados sugerem que, tanto o perfil da narrativa dos livros quanto fatores relacionados a experiências individuais e culturais (como linguagem cotidiana, experiências escolares, interações sociais) pode ter influenciado quantitativa e qualitativamente a diversidade referente à atribuição de termos mentais. / Theory of mind deals with mental states (desires, emotions and beliefs) and plays an important role in child social adaptation. Studies have shown that language can be very important in its development, and the expression “mental language” refers to the explicit use of semantic terms related to mental states. Researchers in this area emphasize that the use of terms to denote mental states can reflect infant understanding of mind, and that children´s storybooks, specially those that are only comprised of images, constitute a useful resource to explore and facilitate language related to mental states. This study has the purpose of investigating the occurrence of mental terms in 5-6 year-old children´s reading, in two public kindergarten schools, through the use of three children´s storybooks that have different profiles in terms of image narrative, that were classified considering its narrative structure, number of pages and pictures: Truks (Editora Ática) – simple narrative profile –, O Amigo da Bruxinha (Editora Moderna) – intermediate narrative profile –, A Bruxinha e o Godofredo (Editora Global) – a more complex narrative profile. The books were individually read by 80 children; reports were recorded, transcribed and coded into four categories of mental terms: cognitive, emotional, desire/intention and perceptive. Results show that children of both ages used terms related to mental states in image reading. Though no significant difference was observed among 5 and 6-year-olds in terms of the total of terms evoked, differences were perceptible between the two schools. Another difference was related to the total of mental terms evoked and associated with the three different books, with the biggest total corresponding to the most complex book and the smallest one being related to the book that presented a simpler narrative. There was no significant difference between the intermediate and the more complex book. As for the occurrence of terms specified by categories of mental states (cognitive, emotional, desire/intention and perceptive), it was not possible to detect a unique profile, for variations occurred according to age and school. The data suggest that not only the books´ narrative profile but also factors related to individual and cultural experiences (such as quotidian language, school experiences, and social interactions) could have both quantitatively and qualitatively influenced the diversity related to the attribution of mental states.

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-25T18:31:13Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Sabrina Vianna de Castro.pdf: 3797448 bytes, checksum: d6f7b6ee39bb5d202c3899b069fe9a24 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-09T15:54:54Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Sabrina Vianna de Castro.pdf: 3797448 bytes, checksum: d6f7b6ee39bb5d202c3899b069fe9a24 (MD5) / Made available in DSpace on 2017-05-09T15:54:54Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Sabrina Vianna de Castro.pdf: 3797448 bytes, checksum: d6f7b6ee39bb5d202c3899b069fe9a24 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho apresenta um estudo de capas de livros ilustrados, que, em geral, apresentam um complexo entrelaçamento entre as linguagens verbal e visual em sua constituição. Acredita-se que a capa seja um recurso fundamental de captação de leitores no qual a editora se apoia e investe inúmeras estratégias a fim conquistar um duplo destinatário: a criança e o adulto. Para a realização desse estudo, são utilizados os pressupostos da Teoria Semiolinguística de Análise do Discurso, postulada por Patrick Charaudeau, com destaque aos seguintes conceitos-chave: duplo processo de semiotização do mundo; contrato de comunicação; memórias discursivas; estratégias discursivas e visadas discursivas. Observa-se que, nas capas, o contrato de comunicação se encontra em uma situação de monolocução, sem a copresença física dos parceiros (editora e leitor), configurando-se em um contrato de troca postergada. Para tal, as estratégias discursivas de captação, credibilidade e legitimação empregadas pelo sujeito comunicante mostram a imagem do sujeito-produtor (editora) e a imagem que este projeta do destinatário (leitor) – que deseja atrair para a compra do livro. Tais estratégias estão intimamente ligadas às visadas discursivas que pressupõem a intencionalidade psico-sócio-discursiva do sujeito comunicante. Como os livros ilustrados apresentam um endereçamento duplo, a editora irá se apoiar, também, nas memórias discursivas, recurso que pretende acessar saberes em ambos os públicos, despertando a curiosidade e criando vínculos, através da capa, para a posterior leitura do livro. Verifica-se, também, que a capa de livro ilustrado constitui um gênero textual específico, por se configurar em torno de uma intenção - captação do leitor/consumidor -, apresentando design elaborado e elementos constitutivos recorrentes: título, imagem, nome do autor e da editora / This paper presents a study of picture books covers by having a complex interweaving between the verbal and visual languages that are closely linked. It is believed that the cover is a key resource for readers pickup in which the publisher builds and invests numerous strategies to win a double recipient: the child and the adult. To this end, the assumptions of The Semiolinguistic Theory of Discourse Analysis by Patrick Charaudeau highlighting the key concepts of this theory are used: double process of semiotization the world; communications contract; discursive memories, discursive strategies; targeted discursive. It is observed that the communications contract is in a monolocation situation, that is, without the physical presence of the co-partners (publisher and reader), setting up in an exchange contract postponed. To this end, the discursive strategies of funding, credibility and legitimacy employed by the subject connecting, show the image of this subjectproducer (publisher) and the image that projects the recipient (reader) - that want to attract to purchase the book. Such strategies are closely linked to discursive targeted assume that intentionality psycho social discourse of the subject connecting. As the picture books have a double address, the publisher will be supported also in the discursive memories, these resources who want to access knowledge in both public, arousing the curiosity and linking, first, through the hood, in order to further reading book. There is also the picture book cover constitutes its own genre, to present a proposal and natural and stable elements in this communication contract

No description available.

The aim of the study is to investigate how social exclusion is portrayed in four picture books through text and images, and through the interaction between them. The studied picture books are Alla går iväg by Eva Lindström, Lenka by Katalin Szegedi, Pricken by Margret Rey and Snäll by Gro Dahle. The result shows that the social exclusion is described as being caused by different factors. From the analysis it is obvious that the social environment plays a major role and also that both children and adults can be the reason for the exclusion. The picture-book analysis includes a study of how social exclusion based on appearance and invisibility is communicated in text and pictures. This can be done by showing the characters depressed and invisible to the people around them, for example, through resigned looks or captured behind a forced smile.

The thesis focuses on the role of an adult-parents in the viewing and reading of a series of picture-free text books (so-called wimmelbuch) by S. Bernerová  Winter, Spring, Summer, Autumn, Night. The aim of the thesis is to describe what interactions occur between a parent and a child between two and three years of age when reading "picture books", so-called wimmelbuch. The theoretical part of the thesis deals with the topics of reading literacy development (especially for two-year and three-year-olds), pictorial books, books of the type wimmelbuch, adult as a children's book mediator, illustrations and reading rituals. The empirical part includes quantitative and qualitative research. The quantitative part of the research is based on data from an online questionnaire for parents of preschool children. In the framework of long-term qualitative research, the interaction between parent and child between two and three years of age in four selected families is monitored and described, while working with books of the type wimmelbuch by Susanne Berner. The result of the questionnaire is that more than half of the parents interviewed have some of books of the type wimmelbuch by S. Berner, and most of them think that these books are developing children's reading literacy. Most often, viewing/reading takes...

The purpose of the study is to contribute knowledge about how the social interaction in preschool is portrayed in picture books. I set out the following two questions to help me achieve this goal. What interaction between children are portrayed in picture books? What interaction between children and adults is portrayed in picture books? I selected five picture books which differ in different ways, such as the year of publication, the sex of the protagonist, and that two of the books take place mostly outdoors and the remaining indoors. The result shows that the interactions predominantly positively presented in the books. Children and educators tend to be happy and enjoy their preschools. The social interaction is very prominent in the books and mainly about verbal communication and play. I have had the opportunity to make several connections between the fictional preschools and the curriculum. Some books exhibit a traditional preschool pedagogy, while especially one of them stands out by pointing to a more explorative way of working, which builds on children's interest in something specific. Such a way of working, I mean increases social interaction and positively affects it. The book describes good communication between children as well as between children and adults. / Syftet med studien är att bidra med kunskap kring hur det sociala samspelet i förskolan skildras i bilderböcker. Jag satte upp följande två frågeställningar som hjälp till att kunna nå syftet. Vilken interaktion mellan barn gestaltas i bilderböcker? Vilken interaktion mellan barn och vuxna gestaltas i bilderböcker? Jag valde ut fem bilderböcker som på olika vis skiljer sig åt, såsom utgivningsår, huvudpersonens kön samt att två av böckerna utspelar sig till största del utomhus och de resterande inomhus. Resultatet visar att interaktionerna till övervägande del skildras positivt i böckerna. Barn och pedagoger verkar mestadels vara glada och trivas bra på sina förskolor. Det sociala samspelet är mycket framträdande i böckerna och handlar främst om verbal kommunikation och lek. Jag har haft möjlighet att göra flera kopplingar mellan de fiktiva förskolorna och läroplanen. Några böcker uppvisar en traditionell förskolepedagogik, medan speciellt en bok sticker ut genom att visa på ett mer utforskande arbetssätt, som bygger vidare på barns intresse för något specifikt. Ett sådant arbetssätt menar jag ökar det sociala samspelet samt påverkar det positivt. Boken skildrar god kommunikation och samarbete både mellan barn samt mellan barn och vuxna.

The purpose of this essay is to examine and problematize subject formation in relation to the materiality of picture books. A total of eight contemporary picture books are analyzed: Naturen by Emma AdBåge, Jag blir en bubbla som blir ett monster som blir ett barn by Malin Axelsson and Klara Persson, Gittan och gråvargarna by Pija Lindenbaum, I skogen and Olli och Mo by Eva Lindström, En egen flock by Maria Nilsson Thore, Om jag fötts till groda by Annika Sandelin and Karoliina Pertamo and Det var en gång en räv som sprang i mörkret by Anna-Clara and Thomas Tidholm. The questions to lead the analysis are: How are subjects created in the picture books and how does the position operate? How does the book’s materiality and form affect subject positions? How do subject formation and agency relate to each other? How do subjects relate to their surroundings? The text ”När du är bättre än vi – Jantelagen, skammen och barnlitteraturen” by Maria Jönsson is central to the study. Other important theoretical texts are Jenny Jarlsdotter Wikström’s dissertation Materiella vändningar – Läsningar av Parland, Lispector, Berg och Byggmästar, Maria Nikolajeva’s book Bilderbokens pusselbitar and Ulla Rhedin’s book Bilderboken – På väg mot en teori. The essay seeks theorethical and methodological support in Eve Kosofsky Sedgwick’s Touching Feeling – Affect, Pedagogy, Performativity and Karen Barad’s Meeting the Universe Halfway – Quantum Physics and the Entanglement of Matter and Meaning, since the analysis and method build on meaning as a material-discursive phenomenon and reading and knowledge as performative processes. Subject formation is analyzed in relation to narrativity, picture book form, meetings, compromise and power. The essay shows how subject formation is affected by material aspects such as the turning of pages, the use of pageturners, and composition and placement of text and picture. The analysis shows vulnerable, shifting and unstable subjects that problematize the idea of subjects as strong, individualized, intact and delimited. Barad’s concept of diffraction is fruitful for understanding meetings and connections built on deficiency and vulnerability. The essay shows the importance of analysing and problematizing subjects and connections through deficiency in contemporary picture books, because of the potential for challenging ideas of what a subject is and what it implies. / Syftet med denna uppsats är att undersöka och problematisera subjekt i förhållande till bilderbokens materiella förutsättningar. Sammanlagt åtta samtida bilderböcker analyseras: Naturen av Emma AdBåge, Jag blir en bubbla som blir ett monster som blir ett barn av Malin Axelsson och Klara Persson, Gittan och gråvargarna av Pija Lindenbaum, I skogen och Olli och Mo av Eva Lindström, En egen flock av Maria Nilsson Thore, Om jag fötts till groda av Annika Sandelin och Karoliina Pertamo och Det var en gång en räv som sprang i mörkret av Anna-Clara och Thomas Tidholm. Frågor som leder analysen är: Hur skapas subjekt i bilderböckerna och hur fungerar positionen? Hur påverkar bokens materialitet och form subjektpositioner? Hur förhåller sig subjektskapandet till handlande? Hur förhåller sig subjekt till sina omgivningar? Studien utgår från texten ”När du är bättre än vi – Jantelagen, skammen och barnlitteraturen” av Maria Jönsson. Andra viktiga teoretiska verk är Jenny Jarlsdotter Wikströms avhandling Materiella vändningar – Läsningar av Parland, Lispector, Berg och Byggmästar, Maria Nikolajevas Bilderbokens pusselbitar och Ulla Rhedins Bilderboken – På väg mot en teori. Uppsatsen söker även teoretiskt och metodologiskt stöd i Eve Kosofsky Sedgwicks Touching Feeling – Affect, Pedagogy, Performativity och Karen Barads Meeting the Universe Halfway – Quantum Physics and the Entanglement of Matter and Meaning, eftersom analys och metod utgår från mening som materiellt-diskursivt fenomen och läsning och kunskap som performativa processer. Subjektformationen analyseras i relation till narrativitet, bilderboksform, möten, kompromiss och makt. Uppsatsen visar på hur subjektskapandet påverkas av materiella förutsättningar som bläddrande, pageturners samt komposition och placering av text och bild. Analysen synliggör sårbara, skiftande och instabila subjekt som problematiserar en idé om subjekt som starka, individualiserade, intakta och avgränsade. Barads diffraktionsbegrepp visar sig fruktbart för att förstå möten och gemenskaper som bildas utifrån brist och sårbarhet. Uppsatsen lyfter vikten av att analysera bristgemenskaper och problematiserade subjekt i den samtida bilderboken, utifrån dess potential att utmana idéer om vad ett subjekt är och innebär.