No description available.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-06-29T12:41:41Z No. of bitstreams: 1 thalesestefanipereira.pdf: 10143216 bytes, checksum: 2dcf65a2cc4f9e2530f2272406a58871 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-07T21:52:17Z (GMT) No. of bitstreams: 1 thalesestefanipereira.pdf: 10143216 bytes, checksum: 2dcf65a2cc4f9e2530f2272406a58871 (MD5) / Made available in DSpace on 2017-08-07T21:52:17Z (GMT). No. of bitstreams: 1 thalesestefanipereira.pdf: 10143216 bytes, checksum: 2dcf65a2cc4f9e2530f2272406a58871 (MD5) Previous issue date: 2017-03-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A invenção de dispositivos computacionais portáteis, como tablets e smartphones, influenciou o desenvolvimento de experiências digitais de leitura com recursos ainda mais diversos que os e-books (livros digitais) produzidos para os primeiros e-readers (dispositivos de leitura). Entre essas experiências estão os chamados e-picturebooks, terminologia usada para categorizar os livros ilustrados digitais (PINTO; ZAGALO; COQUET, 2012). O propósito desta pesquisa é explicar como uma nova configuração digital do livro ilustrado, a partir de suas características específicas, reestrutura o modo como histórias são concebidas e compreendidas; e porque isso pode apontar para sistemas cognitivos diferentes operando na leitura e compreensão das histórias, com relação ao livro impresso. A abordagem parte da definição de conceitos-chave como storytelling (ALBÆK et. al., 2011) e compreensão (KINTSCH; RAWSON, 2007). Para definir o livro ilustrado impresso, recorre-se ao campo que se convencionou chamar picturebook theory (NIKOLAJEVA; SCOTT, 2011). A fim de analisar o book-app – aplicativo para dispositivos móveis que é o formato mais intimamente associado ao conceito de e-picturebook –, exemplos são agrupados segundo cinco principais diretrizes referentes às características desse tipo de livro digital: (i) recursos multimídia; (ii) múltiplas formas de apresentação do texto; (iii) interatividade em tempo real; (iv) gamificação; (v) novas formas de organização do conteúdo. A fonte dos exemplos abordados na pesquisa é o Bologna Ragazzi Digital Award, prêmio da Bologna Children's Book Fair que vem sendo oferecido desde 2012 aos melhores book-apps infantojuvenis de cada ano. Para investigar como o surgimento do e-picturebook influencia o ambiente em que histórias são concebidas e apreendidas, busca-se introduzir uma estrutura teórica baseada em abordagens recentes da Ciência Cognitiva: a cognição distribuída e o conceito de artefato cognitivo (CLARK, 2003, HUTCHINS, 1995; 2001, NORMAN, 1993). Essa teoria contribui para a compreensão do e-picturebook como experiência de storytelling distinta do livro ilustrado impresso, apresentando uma nova ótica de análise do fenômeno, que privilegia as oportunidades relativas a capacidades cognitivas e os potenciais específicos dessa categoria de livro digital. / The invention of portable computing devices, such as tablets and smartphones, has influenced the development of digital reading experiences with even more varied features than the e-books designed for the first e-readers. Among these experiences are the so-called e-picturebooks, terminology used to categorize digital picturebooks (PINTO; ZAGALO; COQUET, 2012). The purpose of this research is to explain how a new digital configuration of picturebook, based on its specific features, restructures the way in which stories are conceived and understood, and why that may indicate different cognitive systems operating in reading and understanding of the stories. The argumentation starts from the definition of key concepts such as storytelling and comprehension (ALBÆK et. al., 2011; KINTSCH; RAWSON, 2007). Then, we resorted to the field that was conventionally called picturebook theory to define the printed picturebook (NIKOLAJEVA; SCOTT, 2011). In order to analyze the book-app - application for mobile devices which is the format most closely associated with the concept of e-picturebook - examples are grouped according to five main guidelines regarding the features of this type of digital book: (i) multimedia resources; (ii) multiple forms of the verbal text; (iii) real-time interactivity; (iv) gamefication; (v) new forms of content organization. The source of the examples approached in the research is the Bologna Ragazzi Digital Award, an award that has been offered since 2012 to the best book-apps for children of each year. In order to investigate how the emergence of e-picturebook influences the environment in which stories are conceived and apprehended, we introduce a theoretical framework based on recent approaches in Cognitive Science: the distributed cognition and the concept of cognitive artifact (CLARK, 2003, HUTCHINS, 1995; 2001, NORMAN, 1993). That theory contributes to the understanding of the e-picturebook as a distinct storytelling experience of the printed picturebook, presenting a new perspective of phenomenon analysis which privileges the opportunities related to cognitive abilities and the specific potentials of that category of e-book.

Orientador: Rita Luciana Berti Bredariolli / Resumo: Esta pesquisa tem como eixo central o tema da ilustração, com foco no ofício do ilustrador no contexto da narrativa visual presente em livros ilustrados. A discussão desenvolvida percorre a diversidade de dinâmicas possíveis a serem estabelecidas no jogo semântico entre palavras e imagens, bem como na tessitura de relações entre a arte narrativa e a faculdade da imaginação. Ponderando acerca do lugar ocupado pela faculdade da imaginação na construção de conhecimento, reflete-se acerca da possível função social e pedagógica do livro ilustrado, ou, de modo mais amplo, da imaginação. Um dos aspectos fundamentais que norteiam a pesquisa consiste no entendimento da própria dissertação como um processo criativo em ilustração. Dessa forma, a visualidade e materialidade da dissertação são compreendidos como elementos de equivalente importância em relação ao texto, proporcionando também possibilidades poéticas de compreensão do trabalho por meio da a­­­bordagem artística da ilustração. / Abstract: This research focuses on the theme of illustration, especially with regard to the illustrator’s craft in the context of the visual narrative present in picturebooks. The discussion developed goes through the diversity of possible dynamics to be established in the semantic game between words and images, as well as in the relationship between narrative art and the faculty of imagination. Pondering about the place occupied by the faculty of imagination in the construction of knowledge, there are considerations about the social and pedagogical function of picturebooks, or, more broadly, of imagination. One of the fundamental aspects that guide this research is the understanding of the dissertation itself as a creative process in illustration. Thus, the visuality and materiality of the dissertation are understood as elements of equivalent importance in relation to the text, also providing poetic possibilities of understanding the work through the artistic approach of illustration. / Mestre

The purpose of this qualitative research was to better understand the multilingual and multimodal composition resources appropriated by students during a study of Latino children’s picturebooks within a predominantly Latino, third grade classroom. A conceptual framework guided by socio-cultural perspectives, a social semiotic theory of communication, and Composition 2.0 studies was employed to investigate the ways in which students remixed multilingual and multimodal composition resources and manifested identities in texts. This research was guided by both design-based and case study methods and drew upon constant-comparative, discourse, and visual discourse analytic methods to examine the data. Analysis was also located in the literature on identity and texts so as to better understand the socio-cultural histories and identities attached to the children's picturebooks. Data collection was focused on both the multilingual and multimodal resources students appropriated to compose and the ways students orchestrated those resources during the classroom picturebook study. Analysis was structured by two interrelated strands. The first strand explores more broadly the composition resources in use during the classroom picturebook study, and the second analyzes explicitly the ways two focal students remixed composition resources within their picturebook productions and sedimented identities in texts. Three findings generated from the two related strands of analysis provided insights into the potential of a picturebook study as a viable multilingual and multimodal composition curriculum. First, in the context of the teacher and researcher co-designed curriculum and instruction, students appropriated literary, illustrated, material, and picturebook form resources from Latino children’s picturebooks in diverse ways. Second, in the act of picturebook making, students invoked other socio-cultural texts as mentors and remixed composition resources from diverse sources to craft their own picturebooks. Finally, students manifested aspects of their identities within the material worlds and languages reflected within their picturebooks. Together, these findings situate picturebook study and picturebook making as creative and intellectual acts for students. Moreover, this study features Latino children’s picturebooks as culturally responsive mentor texts. Several pedagogical implications related to composition instruction for young writers and diverse population are also discussed. / text

No study to date has been uncovered in regard to the presence of First Ladies in children's biographies. However, related prior studies, such as a study on the effect of gender in scientific children's biographies (Owens, 2009) have stated that the portrayal of women in children's biographies has evolved over time. Therefore, I wondered how First ladies were portrayed in children's books, specifically biographies, for elementary aged students. Therefore, this study examined a collection of picturebook biographies written for children about First Ladies in order to explore how First Ladies are portrayed. For the purpose of this study, I chose to analyze how the roles of the First Lady was represented, both domestic and political. Across the 11 books analyzed, there were 57 mentions of political duties, including mentions of the First Lady being a political partner (15), champion of social causes (13), and a diplomat (7). Across the 11 books analyzed, there were 20 mentions of domestic duties, including wife, mother, and hostess. According to this research, the books, as a sample, have shown a bigger focus on the political achievements of the First Lady over their domestic life, including being a wife and mother while being First Lady.

[pt] Se analisarmos a seção infantil de uma livraria não demoraremos a encontrar ali histórias que se repetem ou se relacionam entre si de maneira incontestável. Uma dessas estruturas típicas é a da personagem diferente que busca aceitação, sendo o Patinho Feio seu representante mais conhecido. O eixo temático da pesquisa está, portanto, nessas diferentes formas visuais que o arquétipo do diferente tem o potencial de inspirar, transformar e adquirir no contexto da literatura para crianças. Considerando a imagem do livro ilustrado como parte indissociável na formação de sentido da narrativa, ela nos servirá de caminho e de guia para analisar as diferentes maneiras como encaramos o tema. Essa personagem diferente, que busca sua identidade nos mais variados contos, reflete em suas imagens visões diversas sobre a questão latente do pertencimento. / [en] Just a glance at the childrens section of a bookstore will reveal a number of stories whose narrative elements are undoubtedly similar or related to one another. It is the case of a character perceived as different by its peers, and seeks approval by the group. The Ugly Duckling is, perhaps, the best-known model of this sort of story. The present research intends to show how this archetypical character has the potential to inspire, transform and acquire a variety of visual forms in childrens literature. Actually, images play an important part in the making of meaning in these plots. They will guide us in the analysis of the numerous ways of approaching the theme. We will examine how the visual representation of character seen as different, and looks for its own place and identity within a group, reflects diverse visions about the theme of belonging.

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.

O foco principal desta pesquisa esteve em estudar como o conteúdo de um texto pode ser recriado visualmente, ou seja, tomar a própria imagem como objeto de pesquisa e colocá-la no contexto das narrativas para estudar como elas podem ser utilizadas para construir uma narrativa sem que seja necessária a transposição do texto para garantir o entendimento do resultado final. Dessa forma, esta pesquisa propôs a criação de um picturebook, ou livro-imagem, baseado no romance \"Emma\" de Jane Austen, publicado em, onde a história pôde ser contada por meio de recursos visuais, utilizando somente ilustrações e recursos gráficos para tal. Este projeto visou entender como as imagens podem oferecer ao texto novas possibilidades interpretativas e apresentar uma nova forma de contar uma mesma história. / The main focus of this research was studying how the content of a certain text can be visually recreated. In other words, this project aimed to take the image itself as its research object and transport it to the context of narratives in order to study how they can be used to build a narrative that doesn\'t need the written word to be understood. The greatest ambition of this research was creating a picturebook where the story could be told solely through visual resources, using only illustrations and graphic elements to do so. By conceiving a picturebook based on the novel \"Emma\" written by Jane Austen in 1815, this project tried to understand how images can offer new interpretative possibilities to a text and present the opportunity of retelling the same story in a whole new way.

O foco principal desta pesquisa esteve em estudar como o conteúdo de um texto pode ser recriado visualmente, ou seja, tomar a própria imagem como objeto de pesquisa e colocá-la no contexto das narrativas para estudar como elas podem ser utilizadas para construir uma narrativa sem que seja necessária a transposição do texto para garantir o entendimento do resultado final. Dessa forma, esta pesquisa propôs a criação de um picturebook, ou livro-imagem, baseado no romance \"Emma\" de Jane Austen, publicado em, onde a história pôde ser contada por meio de recursos visuais, utilizando somente ilustrações e recursos gráficos para tal. Este projeto visou entender como as imagens podem oferecer ao texto novas possibilidades interpretativas e apresentar uma nova forma de contar uma mesma história. / The main focus of this research was studying how the content of a certain text can be visually recreated. In other words, this project aimed to take the image itself as its research object and transport it to the context of narratives in order to study how they can be used to build a narrative that doesn\'t need the written word to be understood. The greatest ambition of this research was creating a picturebook where the story could be told solely through visual resources, using only illustrations and graphic elements to do so. By conceiving a picturebook based on the novel \"Emma\" written by Jane Austen in 1815, this project tried to understand how images can offer new interpretative possibilities to a text and present the opportunity of retelling the same story in a whole new way.

<p>Uppsatsens syfte är att undersöka vilka retoriska medel som används för att möjliggöra identifikationen mellan läsaren och huvudkaraktären Mamma Mu.</p><p> 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 <em>identifikationstecken </em>utifrån kategorierna <em>yttre</em>, <em>inre</em>, och <em>aktiviteter</em>.</p><p>Slutsatsen är att det i boken tillämpas <em>antites </em>för att distansera Mamma Mu från hennes egentliga form och de andra korna; <em>imitatio </em>för att barnen ska kunna känna igen sig i Mamma Mus agerande; <em>topos </em>för att visa att Mamma Mu har samma intressen som läsaren, <em>upprepning </em>för att kontinuerligt bekräfta att Mamma Mu är ett barn; <em>entymem </em>för att läsaren ska själv komma till slutsatsen att Mamma Mu är ett barn.</p> / <p>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.</p><p>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 <em>identification signs</em>, based on the categories <em>outer</em>, <em>inner</em>, and <em>activities</em>.</p><p>The conclusion is that the book utilizes <em>antitheses </em>to separate Mamma Moo from her original form and the other cows; <em>imitatio </em>to make it possible for the children to recognize themselves in Mamma Moos behaviour; <em>topos </em>to show that Mamma Moo has the same interests as the reader; <em>repetition </em>to continuously confirm that Mamma Moo is a child; <em>entymem </em>to make the reader come to the conclusion that Mamma Moo is a child.</p>