Este estudo propõe uma investigação sobre a importância e a necessidade da presença de um narrador de estórias tradicionais no cotidiano escolar, por meio da apresentação de um relato de experiência, desenvolvida em duas escolas públicas na favela da Maré, no Rio de Janeiro, em 2007. A partir de uma abordagem teórica e estética, a pesquisa trata das estórias tradicionais como obras de arte de tempos muito antigos, que podem redimensionar o desejo e o autoconhecimento de alunos e professores, promovendo situações no cotidiano escolar que propiciam a aprendizagem significativa. A utilização de uma visão sistêmica, em que os diversos elementos de estudo formam um sistema de sistemas, foi a base da construção do trabalho de observação e reflexão sobre as experiências empreendidas e os diversos conceitos articulados a elas, propiciando um olhar cíclico, circular, onde cada elemento é pensado em si e em relação aos outros sistemas. Esses elementos, além das estórias, são o narrador, as escolas, os professores, os alunos, a sala de aula e a Maré. Outros elementos que entram na construção do trabalho são o próprio conceito de aprendizagem significativa, a caracterização das estórias tradicionais e de experiência estética, este último, um conceito fundamental para o entendimento e proposição do trabalho com arte, dentro ou fora da escola. / This study aims to investigate the importance and necessity of a narrator in traditional stories in the school routine. It is going to be presented reports of real experiences developed in two public schools located in Favela da Maré, Rio de Janeiro. From the theoretical and aesthetic approach, the research relates traditional stories, such as works of art dated from ancient times which may draw the wish and self knowing of students and teachers, promoting daily school experiences that provide a significant learning. The use of a systemic vision in which the different elements of studies form a system of systems was the base of construction of the observation and reflection work of the undertaken experiences and the distinct concepts articulated to it, providing a cyclical look, where each element is interpreted related to the others. These elements, beyond the stories, are the narrator, the schools, the teachers, the classrooms and Favela da Maré itself. Other elements present in quest are the concept of significantly learning, the characterization of traditional stories and experience aesthetics, the latter, a key concept for understanding and proposition of working with art, inside or outside the school.

Este estudo propõe uma investigação sobre a importância e a necessidade da presença de um narrador de estórias tradicionais no cotidiano escolar, por meio da apresentação de um relato de experiência, desenvolvida em duas escolas públicas na favela da Maré, no Rio de Janeiro, em 2007. A partir de uma abordagem teórica e estética, a pesquisa trata das estórias tradicionais como obras de arte de tempos muito antigos, que podem redimensionar o desejo e o autoconhecimento de alunos e professores, promovendo situações no cotidiano escolar que propiciam a aprendizagem significativa. A utilização de uma visão sistêmica, em que os diversos elementos de estudo formam um sistema de sistemas, foi a base da construção do trabalho de observação e reflexão sobre as experiências empreendidas e os diversos conceitos articulados a elas, propiciando um olhar cíclico, circular, onde cada elemento é pensado em si e em relação aos outros sistemas. Esses elementos, além das estórias, são o narrador, as escolas, os professores, os alunos, a sala de aula e a Maré. Outros elementos que entram na construção do trabalho são o próprio conceito de aprendizagem significativa, a caracterização das estórias tradicionais e de experiência estética, este último, um conceito fundamental para o entendimento e proposição do trabalho com arte, dentro ou fora da escola. / This study aims to investigate the importance and necessity of a narrator in traditional stories in the school routine. It is going to be presented reports of real experiences developed in two public schools located in Favela da Maré, Rio de Janeiro. From the theoretical and aesthetic approach, the research relates traditional stories, such as works of art dated from ancient times which may draw the wish and self knowing of students and teachers, promoting daily school experiences that provide a significant learning. The use of a systemic vision in which the different elements of studies form a system of systems was the base of construction of the observation and reflection work of the undertaken experiences and the distinct concepts articulated to it, providing a cyclical look, where each element is interpreted related to the others. These elements, beyond the stories, are the narrator, the schools, the teachers, the classrooms and Favela da Maré itself. Other elements present in quest are the concept of significantly learning, the characterization of traditional stories and experience aesthetics, the latter, a key concept for understanding and proposition of working with art, inside or outside the school.

This thesis brings to the forefront the traditional stories Marshallese poet, performer, and climate change activist Kathy Jetñil-Kijiner shares in her published poetry. Indigenous studies scholars agree that Indigenous stories have power--power to change, power to inform, and power to heal. The traditional stories in Jetñil-Kijiner's poetry reveal the power of the environment and the potential relationships that can exist between humans and natural beings. While these traditional stories work to disrupt the narrative that Indigenous perspectives, knowledges, and cultures are somehow inferior to their colonial neighbors', they also assert the need for a return to environmental reciprocit--or the establishment of mutually beneficial relationships between humans and the environment. Jetñil-Kijiner invites her audience to develop these relationships with natural beings as a way to combat the destructive effects of climate change. Seeing the environment as more than an inanimate resource to be exploited involves mindful interactions with natural beings--including plant, animal, water, and geologic life--through respecting their power and learning from their wisdom. Ultimately, Jetñil-Kijiner's invitation to adopt environmental reciprocity encourages global environmental healing by allowing traditional stories to transform the practice of human and natural interactions to allow for mutually restorative and enlightened relationships.

This thesis seeks to investigate the various forces that have shaped modern Persianate children‘s literature - history, revolution, political climate, government, institutions, writers, education, and so on. The historical origins of tales popular in modern times, and of themes recurrent in stories from past times to present are analyzed, along with other factors which have shaped Persianate children‘s literature. The thesis begins with a historical and theoretical overview relating to change and continuity in Persianate children‘s literature. It examines the influence of ancient texts on modern Persianate children‘s stories. The cultural development reflected in the organizational infrastructure of institutions is also examined, as well as other contemporary influences, both social and political, in order to assess how these have affected modern Persianate children‘s literature. The contents of children‘s books are analyzed from different aspects, including their representation of social values. Concerns of children themselves are shown in examples of their own work; in addition, works of illustrators of children‘s books, and examples from the extended body of Persianate children‘s literature in Tajikistan are analyzed. Modern children‘s literature is the product of a number of influences and while differences can be perceived between historical periods, underlying similarities can also be seen which show a continuity of socio-political purpose, either supporting the status quo or challenging it. The thesis is concerned with this interplay between the recurring uses of children‘s literature; moralistic, didactic, the political agenda of its authors, criticism of the status quo, etc. and the surface changes which attract attention and which create an appearance of change in its underlying purpose. Fashions and styles may change, but children still read, firstly in order to learn to read, and then for information and amusement. The author contends that, in reality a limited number of changes are possible in the purpose of children‘s literature, and the age-old arguments likewise continue about what those are: entertainment or preparation for the harsh realities of life, retreat into fantasy and acceptance of one‘s place or incitement to rebel and change the world. / Information Science / D.Litt. et Phil.

This thesis seeks to investigate the various forces that have shaped modern Persianate children‘s literature - history, revolution, political climate, government, institutions, writers, education, and so on. The historical origins of tales popular in modern times, and of themes recurrent in stories from past times to present are analyzed, along with other factors which have shaped Persianate children‘s literature. The thesis begins with a historical and theoretical overview relating to change and continuity in Persianate children‘s literature. It examines the influence of ancient texts on modern Persianate children‘s stories. The cultural development reflected in the organizational infrastructure of institutions is also examined, as well as other contemporary influences, both social and political, in order to assess how these have affected modern Persianate children‘s literature. The contents of children‘s books are analyzed from different aspects, including their representation of social values. Concerns of children themselves are shown in examples of their own work; in addition, works of illustrators of children‘s books, and examples from the extended body of Persianate children‘s literature in Tajikistan are analyzed. Modern children‘s literature is the product of a number of influences and while differences can be perceived between historical periods, underlying similarities can also be seen which show a continuity of socio-political purpose, either supporting the status quo or challenging it. The thesis is concerned with this interplay between the recurring uses of children‘s literature; moralistic, didactic, the political agenda of its authors, criticism of the status quo, etc. and the surface changes which attract attention and which create an appearance of change in its underlying purpose. Fashions and styles may change, but children still read, firstly in order to learn to read, and then for information and amusement. The author contends that, in reality a limited number of changes are possible in the purpose of children‘s literature, and the age-old arguments likewise continue about what those are: entertainment or preparation for the harsh realities of life, retreat into fantasy and acceptance of one‘s place or incitement to rebel and change the world. / Information Science / D.Litt. et Phil.