TITLE: Use of Fables in the 5th Grade of Elementary School AUTHOR: Kateřina Týblová DEPARTMENT: Department of Czech Literature SUPERVISOR: doc. PhDr. Ondřej Hník, Ph.D. ABSTRACT: In her diploma thesis Use of Fables in the 5th Grade of Elementary School the author discusses teaching fables in Literary Education lessons during the last year of Elementary School. In the theoretical part, she briefly describes the features and history of fable and specifies the target age group. The main part of the thesis is the practical part. In the practical part, the author presents her suggestions for fable teaching activities as well as three ninety minute lesson plans. Finally, the author reflects on the realization of the lessons. KEYWORDS: Literary Education, children's literature, eleven year olds, creative writing, fables, allegory

anglicky: Title of the thesis: Horizon of expectations of Czech and French speaking readers of children's literature Keywords: czech and french children's literature, horizon of expectations, reception of literature, reader, writer's strategy, Petr Nikl, Philippe Lechermeier Abstract: The study entitled Horizon of expectations of Czech and French speaking readers of children's literature is concerned with the reception of children's literature in Czech and French speaking environment. The aim of the thesis is to find out if and how the expectations of the readers change with their literary context and to discover the extent to which the contemporary writers Petr Nikl and Philippe Lechermeier come to meet their audiences. To answer this question various methodological procedures are employed: observation and then comparison of Czech and French literary context to form the hypotheses. The hypotheses are verified by the case study based on the analyses of two books (Záhádky by Petr Nikl and Le Journal secret de Petit Poucet form Philippe Lechermeier) and on the analyses of critical reviews and comments. We discovered the writer's strategies and the expectations of the readers and we compared them with our hypotheses to make a final appraisal. The thesis is divided into eight parts: Introduction, 1....

Master thesis Zlatý máj - Magazine about Children's Literature and Art and the Personality of Z. K. Slabý follows foundation and history of Czechoslovak literary journal Zlatý máj. It has been published from September 1956 till December 1997, when 391 issues came out in forty one volumes. The magazine experienced its golden era in 1960s, when it participated not only in domestic, but also in international discussions about children and youth literature. But it also endured through the time of so called normalization (1969 - 1989), when most of literary or cultural magazines perished, and its final end was brought by lack of finance after formation of democratic Czech Republic. The name of writer and literary critic Zdeněk Karel Slabý has been tied to Zlatý máj for the most of its existence. He acted at first as the redactor, in two periods as editor in chief (1968 - 1971, 1990 - 1992) and at last as a member of board of editors. As a part of his job, but also because of his active and creative nature he shaped or co-shaped the image of Zlatý máj. His authorial signature is visible in his texts, his opinions and preferences formed the sections and content of the magazine. Master thesis analyses the work of Z. K. Slabý and defines its place and importance in context of the literary theory and critique.

The thesis deals with shapes of the Slovene fantastic tale in the 1945-1975's and looks into the roles which have been assigned to it by it's authors. The thesis assumes that during this period, there were three basic types of authorial approach: fantastic tale in the service of the state ideology, fantastic tale as a free play of imagination and fantastic tale with overlap. These three roles are analyzed on the example of nine fantastic tales, most of them being from the literary canon of the Slovene children's literature: Udarna brigada (Anton Ingolič), Zgode in nezgode kraljevskega dvora (Milan Šega), Drejček in trije Marsovčki (Vid Pečjak), Moj dežnik je lahko balon (Ela Peroci), Strah ima velike oči (Marjan Marinc), Kosovirja na leteči žlici (Svetlana Makarovič), Potovanje v tisočera mesta (Vitomil Zupan), Deklica Delfina in lisica Zvitorepka (Kristina Brenkova) and Avtomoto mravlje (Jože Snoj).

Esta dissertação apresenta os resultados de pesquisa que buscou analisar as implicações do fenômeno politicamente correto na produção atual de livros infantis no Brasil, avaliado em suas dimensões ética, estética e mercadológica. Tendo sido realizada na Faculdade de Educação e, sendo a escola a principal via de aproximação da criança brasileira com a leitura, tem como eixo orientador a interação entre literatura e educação. Tomando a leitura como prática social que contribui para a constituição da subjetividade da criança, e considerando o uso histórico da literatura infantil como ferramenta pedagógica de transmissão de valores e normas sociais, discutem-se: (i) conceito social de infância, seus aspectos particulares na contemporaneidade, formação moral e educação para valores (ARIÈS, 1978; PIAGET, 2003, 1994); (ii) literatura infantil e as transformações por que passa a partir dos anos 1970 (HUNT, 1992, 2006, 2010; NODELMAN, 2008; NIKOLAJEVA, 2005, 1996, 2010; PERROTTI, 1986, 1990); (iii) usos ideológicos da linguagem, funcionamento do campo literário e cultura de massas (BOSI, 1996,1977; ORWELL, 1946, 2009; BOURDIEU, 2006, 2003, 2004; ARENDT, 2016, 2013); (iv) percurso histórico e manifestações do fenômeno politicamente correto (HUGHES, 2010, WILSON 1995). Tendo como base esta conceituação teórica, são analisados livros de literatura infantil publicados no Brasil em anos recentes, com foco em questões de gênero e representação de personagens femininas em contos de fadas (COLOMER 1994, 2009; ZIPES, 1993, 2006, 2012; TATAR 2015, 1999, 1987; HAASE, 2004), buscando avaliar o impacto das exigências do politicamente correto no mercado editorial brasileiro e os efeitos da mediação de leitura na Educação Infantil e Ensino Fundamental I. A partir da distinção entre livros politicamente corretos e politicamente comprometidos, que tratam de temas sociais sem abrir mão da qualidade literária, defende-se a necessidade de conjugar ética e estética na literatura infantil contemporânea. / This dissertation is the result of a research conducted to investigate the implications of the political correctness on the current production of children \'s books in Brazil, considered in it\'s ethical, aesthetic and market dimensions. Considering that this study was developed at the Institute of Education and that Brazilian children\'s access to books and reading takes place mostly at school, the study focuses mainly on the relationship between children\'s literature and education. Seeing reading as a social practice that plays an important role in the construction of child\'s subjectivity, and children\'s literature as historically used to teach values and social behavior, we discuss: (i) childhood as social construction, characteristics of contemporary childhood, moral development and civic education (ARIÈS, 1978; PIAGET, 2003, 1994); (ii) children\'s literature and it\'s deep changes since the 1970s (HUNT, 1992, 2006, 2010; NODELMAN, 2008; NIKOLAJEVA, 2005, 1996, 2010; PERROTTI, 1986, 1990); (iii) ideological language, literary field, mass culture (BOSI, 1996,1977; ORWELL, 1946, 2009; BOURDIEU, 2006, 2003, 2004; ARENDT, 2016, 2013); (iv) historical origins, development and current agendas of political correctness (HUGHES, 2010, WILSON 1995). In the final chapter, we analyze children\'s books published in Brazil in recent years, with focus on gender issues and representation of female characters in fairy tales (COLOMER 1994, 2009; ZIPES, 1993, 2006, 2012; TATAR 2015, 1999, 1987; HAASE, 2004), effects of reading mediation in preschool and elementary school and the impact of politically correct demands on the Brazilian publishing market. From the standpoint of the difference between politically correct and politically committed books, that deal with social issues without giving up literary quality, we defend the need of combining political ethos and aesthetics in contemporary children\'s literature.

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.

Os contos de fada de George MacDonald são obras de grande influência no âmbito da literatura infantil, particularmente no caso de autores como Lewis Carroll e C. S. Lewis. De fato, muitos apreciaram suas histórias enigmáticas, que misturam humor e reverência, nonsense e sentido, luz e escuridão. Apesar disso, no contexto do português brasileiro, poucos dos seus contos de fada estão traduzidos e há ainda menos crítica literária disponível. Aqui procuro ajudar a preencher ambas essas lacunas ao produzir uma tradução comentada de três de seus contos de fada. O objetivo é realizar um estudo que encontre algumas das características literárias mais importantes nesses contos e, então, produzir uma tradução que leve em conta as percepções proporcionadas por esse estudo. Este trabalho contém, então, um exame crítico dos contos de fada de MacDonald, uma consideração sobre como traduzi-los, os três contos de fada em formato bilíngue (incluindo a fonte em inglês e a tradução para o português) e, também, uma seção comentando minhas escolhas de tradução e como elas se relacionam com as análises feitas. / George MacDonald\'s fairy tales are works of great influence in the realm of children\'s literature, particularly so for authors such as Lewis Carroll and C. S. Lewis. Indeed, many have enjoyed his enigmatic stories, which blend humor and reverence, nonsense and meaning, light and darkness. In spite of that, in the context of Brazilian Portuguese, few of his fairy tales are translated, and there is even less literary criticism available. Here, I aim to help fill both of those gaps by producing a commented translation of three of his fairy tales. The goal is to carry out a study which finds out some of the most important literary characteristics in these tales, and then produce a translation that is mindful of the insights provided by that study. This work contains, then, a critical appraisal of MacDonald\'s fairy stories, some consideration on how to translate them, the three fairy tales presented as bilingual texts (including the English source and the translation to Portuguese), and also a section commenting on my translation choices and how they relate to the analyses made.

Orientador: Maria do Rosário Longo Mortatti / Banca: Maria Teresa Santos Cunha / Banca: João Luís Cardoso Tápias Ceccatini / Resumo: Nesta dissertação de mestrado, apresentam-se resultados de pesquisa vinculada às linhas "Literatura infantil e juvenil" e "Formação de professores" do Grupo de Pesquisa e dos Projetos Integrados de Pesquisa "História do Ensino de Língua e Literatura no Brasil" "Bibliografia brasileira sobre história do ensino de língua e literatura no Brasil (2003-2011) (CNPq), todos coordenados por Maria do Rosário Longo Mortatti. Com o objetivo de contribuir para a produção de uma história do ensino de língua e literatura no Brasil e contribuir para a compreensão da história da formação de professores e do ensino da literatura infantil no Brasil, enfoca-se, neste texto, a proposta para o ensino da literatura infantil apresentada em Compêndio de literatura infantil: para o 3º. ano normal (1959), de Bárbara Vasconcelos de Carvalho (1915-2008), publicado pela Companhia Editora Nacional (SP). Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica, desenvolvida por meio dos procedimentos de localização, recuperação, reunião, seleção e ordenação de fontes documentais e leitura de bibliografia especializada, elaborou-se instrumento de pesquisa contendo a bibliografia de e sobre Bárbara Vasconcelos de Carvalho e analisou-se a configuração textual desse manual de ensino, a qual consistiu em enfocar os diferentes aspectos constitutivos de seu sentido. Essa análise possibilitou concluir que, nesse manual, encontra-se um conjunto de saberes relativos à literatura infantil considerados necessários para a formação do professor primário, no momento histórico em que foi publicado e utilizado; esses saberes foram sendo gradativamente estruturados de acordo com os programas oficiais de ensino, contribuindo para a constituição da literatura infantil como disciplina dos cursos de formação de professores primários no Brasil / Abstract: In this master dissertation, are presented the results of a research linked to the lines "Children's and juvenile literature" and "Teacher education", from the Research Group and Integrated Research Projects "History of Teaching Language and Literature in Brazil" and "Brazilian Bibliography about Teaching Language and Literature in Brazil (2003-2011)" (CNPq), all coordinated by Maria do Rosário Longo Mortatti. In order to contribute for de production of a history of teaching language and literature and to contribute for comprehension the history of teacher education and the history of teaching children's literature, it is focalized the proposal for the teaching children's literature presented in Compêndio de literatura infantile: para o 3°. ano normal, by Bárbara Vasconcelos de Carvalho (1915-2008), and published by Companhia Editora Nacional (SP). By means, historical approach, focusing on documentary and bibliographical research, using procedures such as locating, recovering, assembling, selecting and ordering documentary sources, it was elaborated a research guide that contains textual references of Bárbara V. de Carvalho and about her, and it was analyzed the textual configuration of this teaching manual, which was to focus on different aspects that make up its meaning. The results from this analysis have led to comprise that this teaching manual have a set of knowledge related to children's literature considered necessary to the elementary teacher education, that it was gradually structured according to the official programs of teaching, contributing to the constitution of children's literature as school subjects on elementary teacher education courses in Brazil / Mestre

The purpose of the study is to examine how the shy child is portrayed in four children's books. Vem ska trösta Knyttet? and Det osynliga barnet from the 1960s and also Snäll and Gittan och gråvargarna from the 2000s. The analysis is based on a gender perspective where the epochs are significant. The method is a children's literature analysis since it's considered appropriate in this study. The theoretical foundation in the study is gender theory, as research on gender was of great importance to the children's book during the 1960s and even today. The result of the study illustrate how the shy child is portrayed in different ways in the children's literature and is made visible through the appearance, behavior and environment around the child. The children experience a change as their characteristics range from female to male stereotypical characteristics. The shy children are perceived more or less as invisible as they are associated with loneliness, exclusion and silence. The result is discussed in connection with the norm-critical work at school. / Syftet med studien är att undersöka hur det blyga barnet gestaltas i fyra barnböcker. Vem ska trösta Knyttet? och Det osynliga barnet från 1960-talet samt Snäll och Gittan och gråvargarna från 2000-talet. Analysen utgår från ett genusperspektiv där tidsepokerna är betydande. Den metod som använts är en barnlitteraturanalys då det ansågs passande i den här undersökningen. Den teoretiska förankring som genomsyrar studien är genusteori då forskning kring genus fick stor betydelse för barnboken under 1960-talet och än idag. Studiens resultat belyser hur det blyga barnet gestaltas på olika sätt i barnlitteraturen och synliggörs genom utseende, beteende och miljö kring barnet. Samtliga barn genomgår en förändring i form av förändrade egenskaper som går från kvinnliga stereotypa egenskaper till manliga stereotypa egenskaper. De blyga barnen uppfattas mer eller mindre som osynliga då de förknippas med ensamhet, utanförskap och tystnad. Tre av de fyra barnen hämmas av tystnaden medan en belyser kontroll med sin tystnad. Text och bild samverkar för att belysa barnets inre samt yttre förändring i samband med ett identitetsskapande. Resultatet diskuteras i samband med det normkritiska arbetet i skolan.

Os contos de fada de George MacDonald são obras de grande influência no âmbito da literatura infantil, particularmente no caso de autores como Lewis Carroll e C. S. Lewis. De fato, muitos apreciaram suas histórias enigmáticas, que misturam humor e reverência, nonsense e sentido, luz e escuridão. Apesar disso, no contexto do português brasileiro, poucos dos seus contos de fada estão traduzidos e há ainda menos crítica literária disponível. Aqui procuro ajudar a preencher ambas essas lacunas ao produzir uma tradução comentada de três de seus contos de fada. O objetivo é realizar um estudo que encontre algumas das características literárias mais importantes nesses contos e, então, produzir uma tradução que leve em conta as percepções proporcionadas por esse estudo. Este trabalho contém, então, um exame crítico dos contos de fada de MacDonald, uma consideração sobre como traduzi-los, os três contos de fada em formato bilíngue (incluindo a fonte em inglês e a tradução para o português) e, também, uma seção comentando minhas escolhas de tradução e como elas se relacionam com as análises feitas. / George MacDonald\'s fairy tales are works of great influence in the realm of children\'s literature, particularly so for authors such as Lewis Carroll and C. S. Lewis. Indeed, many have enjoyed his enigmatic stories, which blend humor and reverence, nonsense and meaning, light and darkness. In spite of that, in the context of Brazilian Portuguese, few of his fairy tales are translated, and there is even less literary criticism available. Here, I aim to help fill both of those gaps by producing a commented translation of three of his fairy tales. The goal is to carry out a study which finds out some of the most important literary characteristics in these tales, and then produce a translation that is mindful of the insights provided by that study. This work contains, then, a critical appraisal of MacDonald\'s fairy stories, some consideration on how to translate them, the three fairy tales presented as bilingual texts (including the English source and the translation to Portuguese), and also a section commenting on my translation choices and how they relate to the analyses made.