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"Foi num dia ensolarado que tudo aconteceu" : práticas culturais em narrativas escolaresDalla Zen, Maria Isabel Habckost January 2006 (has links)
A presente tese apresenta como foco de investigação as narrativas escolares infantis. O estudo teve como objetivo a análise de práticas culturais relatadas por crianças, alunos e alunas da quarta série do Ensino Fundamental de escola pública e privada de Porto Alegre (Brasil). Examinou também o modo como tais práticas se organizam e produzem identidades nesses textos considerados como um gênero discursivo particular. O material empírico da pesquisa constituiu-se de um conjunto de duzentos e vinte e quatro textos escritos em sala de aula, a partir do qual foram identificados e selecionados para análise eixos temáticos. Esses eixos foram distribuídos em capítulos intitulados: Narrativas escolares – um gênero discursivo à parte, Mosaicos de infâncias, Histórias de famílias e Da experiência de ler outra vez os textos escolares. O aporte teórico-metodológico da pesquisa situa-se no campo dos Estudos Culturais sobre narrativas e identidades em sua articulação com as abordagens discursivas. As narrativas são entendidas em sentido particularizado, ou seja, como práticas discursivas que implicam a relação entre discursos e identidades. O trabalho foi estruturado com base nas contribuições de autores como Leonor Arfuch, Jorge Larrosa, Mikhail Bakhtin, Dominique Maingueneau, Claudia Fonseca, Dagmar Meyer, dentre outros. As análises desenvolvidas possibilitaram identificar uma diversidade de experiências socioculturais, o que demonstra a potencialidade dessas narrativas escritas, ou seja, elas geram, reproduzem, legitimam significados: marcas textuais próprias da cultura escolar, desejos, fantasias, valores, cuidados, rituais, relações de poder. Elas também apontam modos de ser menino e menina na escola, na família, entre outras instâncias sociais. / The present thesis has the focus on the research of school children's narratives. The study had the objective of analyzing cultural practices related to children and pupils from the fourth grade of Elementary Teaching of public and private schools in Porto Alegre (Brazil). It was also examined the way that such practices are organized and produce identities in these texts, considered as particular discursive genres. The empiric material of the research was constituted by a collection of two hundred and twenty texts written in the classroom that were identified and selected for the analysis of thematic focuses. Such focuses were distributed in chapters nominated as follows: School narratives – an exclusive discursive genre, Childhood mosaics, Family stories and From experience of reading another time the school texts. The methodological and theoretical support is concentrated on the Cultural Studies field about narratives and identities in a discursive approach. The narratives are extended to a particular sense, in other words, as discursive practices that imply the relation between speech and identities. The research was in accordance with the contributions of some authors, like Leonor Arfuch, Jorge Larrosa, Mikhail Bakhtin, Dominique Maingueneau, Claudia Fonseca, Dagmar Meyer, and others. As a result of the analysis developed, it was possible to identify a diversity of social and cultural experiences and, this in turn, to demonstrate the potential of such written narratives. On balance, the latter aspect generates, reproduces and legitimizes meanings: own textual features of the school culture, desires, fantasies, values, cares, rituals and power relations. This aspect also points ways of being a boy and a girl in the school, in the family, among other social instances.
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"Foi num dia ensolarado que tudo aconteceu" : práticas culturais em narrativas escolaresDalla Zen, Maria Isabel Habckost January 2006 (has links)
A presente tese apresenta como foco de investigação as narrativas escolares infantis. O estudo teve como objetivo a análise de práticas culturais relatadas por crianças, alunos e alunas da quarta série do Ensino Fundamental de escola pública e privada de Porto Alegre (Brasil). Examinou também o modo como tais práticas se organizam e produzem identidades nesses textos considerados como um gênero discursivo particular. O material empírico da pesquisa constituiu-se de um conjunto de duzentos e vinte e quatro textos escritos em sala de aula, a partir do qual foram identificados e selecionados para análise eixos temáticos. Esses eixos foram distribuídos em capítulos intitulados: Narrativas escolares – um gênero discursivo à parte, Mosaicos de infâncias, Histórias de famílias e Da experiência de ler outra vez os textos escolares. O aporte teórico-metodológico da pesquisa situa-se no campo dos Estudos Culturais sobre narrativas e identidades em sua articulação com as abordagens discursivas. As narrativas são entendidas em sentido particularizado, ou seja, como práticas discursivas que implicam a relação entre discursos e identidades. O trabalho foi estruturado com base nas contribuições de autores como Leonor Arfuch, Jorge Larrosa, Mikhail Bakhtin, Dominique Maingueneau, Claudia Fonseca, Dagmar Meyer, dentre outros. As análises desenvolvidas possibilitaram identificar uma diversidade de experiências socioculturais, o que demonstra a potencialidade dessas narrativas escritas, ou seja, elas geram, reproduzem, legitimam significados: marcas textuais próprias da cultura escolar, desejos, fantasias, valores, cuidados, rituais, relações de poder. Elas também apontam modos de ser menino e menina na escola, na família, entre outras instâncias sociais. / The present thesis has the focus on the research of school children's narratives. The study had the objective of analyzing cultural practices related to children and pupils from the fourth grade of Elementary Teaching of public and private schools in Porto Alegre (Brazil). It was also examined the way that such practices are organized and produce identities in these texts, considered as particular discursive genres. The empiric material of the research was constituted by a collection of two hundred and twenty texts written in the classroom that were identified and selected for the analysis of thematic focuses. Such focuses were distributed in chapters nominated as follows: School narratives – an exclusive discursive genre, Childhood mosaics, Family stories and From experience of reading another time the school texts. The methodological and theoretical support is concentrated on the Cultural Studies field about narratives and identities in a discursive approach. The narratives are extended to a particular sense, in other words, as discursive practices that imply the relation between speech and identities. The research was in accordance with the contributions of some authors, like Leonor Arfuch, Jorge Larrosa, Mikhail Bakhtin, Dominique Maingueneau, Claudia Fonseca, Dagmar Meyer, and others. As a result of the analysis developed, it was possible to identify a diversity of social and cultural experiences and, this in turn, to demonstrate the potential of such written narratives. On balance, the latter aspect generates, reproduces and legitimizes meanings: own textual features of the school culture, desires, fantasies, values, cares, rituals and power relations. This aspect also points ways of being a boy and a girl in the school, in the family, among other social instances.
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"Foi num dia ensolarado que tudo aconteceu" : práticas culturais em narrativas escolaresDalla Zen, Maria Isabel Habckost January 2006 (has links)
A presente tese apresenta como foco de investigação as narrativas escolares infantis. O estudo teve como objetivo a análise de práticas culturais relatadas por crianças, alunos e alunas da quarta série do Ensino Fundamental de escola pública e privada de Porto Alegre (Brasil). Examinou também o modo como tais práticas se organizam e produzem identidades nesses textos considerados como um gênero discursivo particular. O material empírico da pesquisa constituiu-se de um conjunto de duzentos e vinte e quatro textos escritos em sala de aula, a partir do qual foram identificados e selecionados para análise eixos temáticos. Esses eixos foram distribuídos em capítulos intitulados: Narrativas escolares – um gênero discursivo à parte, Mosaicos de infâncias, Histórias de famílias e Da experiência de ler outra vez os textos escolares. O aporte teórico-metodológico da pesquisa situa-se no campo dos Estudos Culturais sobre narrativas e identidades em sua articulação com as abordagens discursivas. As narrativas são entendidas em sentido particularizado, ou seja, como práticas discursivas que implicam a relação entre discursos e identidades. O trabalho foi estruturado com base nas contribuições de autores como Leonor Arfuch, Jorge Larrosa, Mikhail Bakhtin, Dominique Maingueneau, Claudia Fonseca, Dagmar Meyer, dentre outros. As análises desenvolvidas possibilitaram identificar uma diversidade de experiências socioculturais, o que demonstra a potencialidade dessas narrativas escritas, ou seja, elas geram, reproduzem, legitimam significados: marcas textuais próprias da cultura escolar, desejos, fantasias, valores, cuidados, rituais, relações de poder. Elas também apontam modos de ser menino e menina na escola, na família, entre outras instâncias sociais. / The present thesis has the focus on the research of school children's narratives. The study had the objective of analyzing cultural practices related to children and pupils from the fourth grade of Elementary Teaching of public and private schools in Porto Alegre (Brazil). It was also examined the way that such practices are organized and produce identities in these texts, considered as particular discursive genres. The empiric material of the research was constituted by a collection of two hundred and twenty texts written in the classroom that were identified and selected for the analysis of thematic focuses. Such focuses were distributed in chapters nominated as follows: School narratives – an exclusive discursive genre, Childhood mosaics, Family stories and From experience of reading another time the school texts. The methodological and theoretical support is concentrated on the Cultural Studies field about narratives and identities in a discursive approach. The narratives are extended to a particular sense, in other words, as discursive practices that imply the relation between speech and identities. The research was in accordance with the contributions of some authors, like Leonor Arfuch, Jorge Larrosa, Mikhail Bakhtin, Dominique Maingueneau, Claudia Fonseca, Dagmar Meyer, and others. As a result of the analysis developed, it was possible to identify a diversity of social and cultural experiences and, this in turn, to demonstrate the potential of such written narratives. On balance, the latter aspect generates, reproduces and legitimizes meanings: own textual features of the school culture, desires, fantasies, values, cares, rituals and power relations. This aspect also points ways of being a boy and a girl in the school, in the family, among other social instances.
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Kids take charge : reflections on an emergent motif in school stories for young adultsMalisch, Sherrie Lee January 2016 (has links)
Abstract : In this thesis, I explore the kids-take-charge (KTC) motif within recent school stories
produced for young adult audiences, situated in terms of a genealogy of school stories. The
corpus of school stories includes English- and French-language works produced as fiction, film,
or life-writing, both for teens and adults in Canada, the US, and the UK. This thesis identifies the
historical and ideological shifts that may have given rise to the motif. School stories lend
themselves to the identification of some of the distinct models of selfhood and ‘coming into
one’s own’ that have figured prominently in works about and for adolescents in various
sociocultural contexts. The research question that is asked is: Why is this type of story emerging
now, and what social purposes might it serve? The question is inspired by the possible impact of
power relations on youth in society, discussed in Disturbing the Universe: Power and
Repression in Adolescent Literature by Roberta Trites, who suggests that power is everywhere in
young adult literature because power is the key category of the adolescent experience. The thesis
also draws on the work of theorists such as Louis Althusser, Michel Foucault, Beverly Lyon
Clark, Henry Giroux, George Herbert Mead and Charles Horton Cooley, among others.
The corpus includes the following works: The Lightning Thief, part of the Percy Jackson
series by American author Rick Riordan; Schooled, by Canadian-born author Gordon Korman;
the Harry Potter series by JK Rowling; High School Musical, a film that appeared in movie
theatres and was shown on the Disney Channel; Harriet’s Daughter by M. NourbeSe Philip; and
variations on the classic residential and early school stories as they travelled to the New World,
such as Louisa May Alcott's Jo's Boys; Thomas Hughes' Tom Brown School Days, LM
Montgomery's Anne of Green Gables, and Ralph Connor's Glengarry School Days, among other
works.
iv Chapter One establishes the contours of the KTC motif via a variety of contemporary
fictional works for young adults through contrasting the stories of change-making by young
adults in these works with patterns found both in classic British school stories of the 19th century
and in early Canadian and American variations on the theme. The chapter explores what it means
for young people to achieve an adult sense of self, and what resources they are expected to
engage in the process. The chapter also examines the kinds of models of youth selfhood and
emerging adulthood that can be linked to the KTC motif.
In Chapter Two, I argue that a qualitatively new motif concerning power and agency has
emerged within a number of school stories produced over the past two decades. As I identify it,
the KTC motif is characterized by three defining features, whether it appears in works of fantasy
or realism. First, the central protagonist must confront a problem or crisis of systemic
importance; how this challenge is resolved will affect an entire school, community, or even—in
works of fantasy—the fate of entire worlds. Second, stories that feature the KTC motif generally
de-emphasize the importance of adult mentors in preparing young people for, and guiding them
through, these challenges. Third, the KTC motif enshrines a particular notion of the ‘authentic
self’ as the source of personal power and agency: victory is assured only insofar as the central
protagonist becomes and remains ‘true’ to himself or herself. Finally, I ask what the vision of
power and agency implicit in the KTC motif could mean for young people as they move toward
becoming adult actors in a complex and globalizing world.
In Chapter Three, I examine questions that enable me to access the model of social
change, comparing these accounts to a narrative of social change in the broader world. I also
assess how adolescents are liable to view and interpret their own experiences through a global
v lens as prodigious consumers of narratives produced in a global culture. This chapter assesses the
extent to which social forms of difference and inequality, such as gender, race, and class, are
integrated into presentation of the problem and strategy/solution within the KTC motif, and how
social changes are encouraged by young protagonists.
In the KTC motif, I find that self-actualization brings power—and power from within
trumps power from without, at least within cultures based on Western individualism. Exceptions
are discussed through the examples of narratives based on Caribbean-Canadian identities
(Norbese-Philip) and on indigenous identities. Contemporary school stories that follow the KTC
motif continue to have a moralizing or didactic bent, in keeping with a trend in YA literature that
underlines the agency of youth protagonists over that of adults. Where the classic school story
ultimately affirms the existing order, the KTC motif suggests that the existing power order is
corrupt. I suggest that the KTC motif may in part reflect the needs of a post-industrial,
knowledge-based economy, in which people are flexible, self-motivated, and willing to believe
that whether they succeed or fail depends not on the soundness of institutions, but on the strength
of their own unique talents and even their personal 'authenticity.' / Résumé : Dans cette thèse, j’explore le modèle de l’enfant qui prend charge "kids-take-charge (KTC)", à
travers des récits produits pour des audiences de jeunes adultes, en termes de généalogie de récits
scolaires. Le corpus des récits scolaires inclut des travaux en anglais et en français produits comme
science-fiction, film ou faits vécus, pour les adolescents et les adultes du Canada, des États-Unis
et le Royaume-Uni. Cette thèse identifie les changements historiques et idéologiques qui ont pu
causer la naissance de ce modèle. Les récits scolaires ont mené à l’identification de certains
modèles distincts d’individualité et "coming into one’s own" qui ont figurés principalement dans
les travaux sur et pour les adolescents dans des contextes socioculturels variés. La
questionrecherche qui est posée est : pourquoi ce genre d’histoire émerge maintenant, et quel but
social peut-il servir ? La question est inspirée par l’impact possible du pouvoir des relations sur la
jeunesse dans la société, examiné dans Disturbing the Universe : Power and Repression in
Adolescent Literature par Roberta Trites, qui suggère que le pouvoir est partout et la littérature de
jeunes adultes parce que le pouvoir est la catégorie clé de l’expérience des adolescents. Cette thèse
nous amène aussi au travail des théoriciens comme Louis Althusser, Michel Foucault, Beverly
Lyon Clark, Henry Giroux, George Herbert Mead et Charles Horton Cooley parmi tant d’autres.
Le corpus inclut les travaux suivants : The Lightning Thief, partie de la série Percy Jackson des
auteurs américains Rick Riordan; Schooled, de l’auteur canadien Gordon Korman; la série des
Harry Potter de JK Rowling; High School Musical, un film qui est apparu sur les écrans de cinéma
et qui a été diffusé sur la chaine Disney ; Harriet’s Daughter de M. NourbeSe Philip; et variations
des classiques sur les pensionnats et récits scolaires qui ont voyagé dans le temps, comme Louisa
May Alcott's Jo's Boys; Thomas Hughes' Tom Brown School Days, LM Montgomery's Anne of
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Green Gables, and Ralph Connor's Glengarry School Days, pour ne nommer que ceux-là.
Le chapitre 1 établit les contours du motif "KTC” à travers une variété d’œuvres de fiction
contemporaines pour jeunes adultes en contrastant les histoires des changements faits par les jeunes
adultes dans ces travaux avec des modèles trouvés dans les classiques récits scolaires britanniques
du 19e siècle et dans les premières variations canadiennes et américaines sur le sujet. Le chapitre
examine également les types de modèles d’individualité des adolescents et jeunes adultes qui
peuvent être liés au motif “KTC”.
Au chapitre 2, je soutiens qu’un relativement nouveau concept concernant le pouvoir et l’agence
est apparu dans un certain nombre de récits scolaires produits dans les deux dernières décennies.
Comme je conceptualise le motive KTC, 3 fonctions bien définies que ce soit dans les ouvres de
fantaisie ou le réalisme. Premièrement, le personnage central doit confronter un problème ou une
crise d’importance systémique ; comment ce défi est résolu affectera une école entière, une
communauté ou même – dans les œuvres de fantaisie – le destin du monde entier.
Deuxièmement, les récits qui représentent le concept KTC insistent généralement moins de
l’importance de mentors adultes dans la préparation et la supervision des jeunes à affronter ces
défis. Troisièmement, le concept KTC conserve la notion particulière du "soi authentique" comme
source du pouvoir personnel et agentivité : la victoire est assurée seulement dans la mesure où le
protagoniste central devient et demeure "vrai" pour lui et elle-même. Finalement, je demande
qu’est-ce que la vision du pouvoir et de l’agentivité du concept du KTC implique pour les jeunes
lorsqu’ils deviennent des acteurs adultes dans un monde complexe et globalisé.
Au chapitre 3, j’examine les questions qui me permettent d’accéder au modèle du changement
social en comparant les explications du changement social dans un monde plus large. J’évalue
aussi comment les adolescents sont susceptibles de voir et d’interpréter leur propre expérience à
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travers une lentille globale comme consommateurs prodigieux de récits produits dans une culture
mondiale. Ce chapitre évalue la mesure dans laquelle les différentes formes sociales et l’inégalité,
comme le sexe, la race et la classe sociale sont intégrés dans la présentation du problème et la
stratégie/solution dans le motif KTC et comment les changements sociaux sont encouragés par les
jeunes protagonistes.
Dans le motif KTC, je constate que le développement personnel apporte le pouvoir – et le pouvoir
de l’intérieur est un atout du pouvoir de l’extérieur, au moins dans les cultures basées sur
l’individualisme occidental. Les exceptions sont traitées dans les exemples de récits basés sur les
identités Cara𝑖𝑖𝑖bes-canadiennes (Norbèse-Philip) et sur les identités indigènes. Les récits scolaires
contemporains qui suivent le motif KTC continuent d’avoir un penchant moralisateur ou
didactique, conformément à une tendance dans la littérature jeunesse qui souligne l’agentivité des
jeunes protagonistes sur celui des adultes. Où l’histoire scolaire classique affirme en fin de compte
l’ordre établi, le motif KTC suggère que le pouvoir établi est corrompu. Je suggère que le motif
KTC peut en partie refléter les besoins d’une économie post-industrielle basée sur la connaissance
dans laquelle les gens sont flexibles, motivés et décidés à croire que s’ils réussissent ou non de
dépend pas de la force des institutions, mais de leur force de caractère et même de leur propre
"authenticité".
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