Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-11T09:45:38Z No. of bitstreams: 1 lucianafreesz.pdf: 7787942 bytes, checksum: 7780bae5591001ec08183042e5631936 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T16:57:55Z (GMT) No. of bitstreams: 1 lucianafreesz.pdf: 7787942 bytes, checksum: 7780bae5591001ec08183042e5631936 (MD5) / Made available in DSpace on 2016-01-25T16:57:55Z (GMT). No. of bitstreams: 1 lucianafreesz.pdf: 7787942 bytes, checksum: 7780bae5591001ec08183042e5631936 (MD5) Previous issue date: 2015-04-08 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação investiga a trajetória de criação das imagens realizada entre o autor e o ilustrador nas duas narrativas escritas por Lewis Carroll, Alice no País das Maravilhas e Alice no País do Espelho. Publicadas no século XIX, ambas as obras foram ilustradas pelo ilustrador e cartunista inglês John Tenniel. Temos como objetivo reunir informações que esclareçam e facilitem a compreensão do processo de tradução do texto literário para a criação de imagens gráficas. O título “Texto e Imagem” é uma tentativa de agregar estas duas linguagens, observando, por meio do conceito de suplemento de Jacques Derrida, como ambas trabalham intrinsecamente dentro do livro ilustrado. Nas narrativas de Alice, essas linguagens seriam dependentes? Existe uma dominação ou uma exclusividade do texto verbal diante do texto visual? Seriam as imagens fundamentais para o entendimento da narrativa e, assim, o ilustrador seria também autor da obra? Para percorrer estes meandros, em primeiro lugar abordamos as narrativas de Alice em seu texto escrito e constatamos a tendência imagética de sua linguagem verbal. Em segundo lugar conceituamos e levamos em conta o que constitui uma imagem, explorando o livro ilustrado como um meio literário repleto de especificidades. Em terceiro lugar buscamos, por meio das correspondências trocadas entre autor e ilustrador, da análise das imagens e de comentários a respeito das ilustrações, explicar a construção visual do texto e mostrando a sua repercussão. Ao final, pensamos sobre o que se considera “imagem”, refletindo sobre as palavras, seu sentido e sua representação gráfica, a disposição do texto e os pequenos detalhes de formatação que costumam passar despercebidos aos olhares interpretativos dos leitores. Para desenvolver esta pesquisa utilizamos como corpus teórico autores que dialogam a respeito das particularidades entre o texto e a imagem; o livro ilustrado, as histórias em quadrinhos, a palavra-imagem, a poesia concreta e os escritos de artistas. O referencial bibliográfico expõe as teorias de Sophie Van der Linden, Maria Nikolajeva, Maria Scott, Martine Joly, Julio Plaza, Décio Pignatari, Haroldo e Augusto de Campos, Will Eisner, Scott McCloud, Umberto Eco, entre outros. Os autores Morton N. Cohen e Martin Gardner forneceram informações curiosas e dados biográficos sobre Lewis Carroll e John Tenniel. / This dissertation investigates the process of creation of images performed between the author and the illustrator in the two narratives written by Lewis Carroll, Alice in Wonderland and Though the Looking-Glass. Published in the nineteenth century, both works were illustrated by British illustrator and cartoonist John Tenniel. We intend to gather information that would clarify and facilitate the understanding the translation process of literary text into the creation of graphic images. The title "Text and Image" is an attempt to add these two languages, watching through the concept of supplement by Jacques Derrida, as both work intrinsically within the picture book. In Alice's narratives, these languages would be dependent? There is a domination or exclusivity to the verbal text on the visual text? Would be the images the key for understanding the narrative and, therefore, the illustrator is also author of the work? To go through among that complexity, first, it was necessary to approach Alice's narratives in his written text and and verify the tendency to imagery for his verbal language. Second, we conceptualize and take into account what constitutes an image, exploring the illustrated book as a literary media full of peculiarities. Third, we explore through correspondence sent between author-illustrator, the image analysis, comments about the illustrations that explain the visual construction of the text and we concluded showing its repercussions. Finally, we think about what is considered "image", reflecting on the words, their meaning and their graphical representation, text layout and development of the small details that often get overlooked by the readers. To develop this research we use authors that analyze the singularities between text and image; the book illustrated, comics, the word-image, concrete poetry and writings of artists. The theoretical framework involves the theories of Sophie Van der Linden, Maria Nikolajeva, Mary Scott, Martine Joly, Julio Plaza, Decius Pignatari, Haroldo and Augusto de Campos, Will Eisner, Scott McCloud, Umberto Eco, among others. The authors Morton N. Cohen and Martin Gardner contributed interesting information and biographical data about Lewis Carroll and John Tenniel.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-03-06T18:47:43Z No. of bitstreams: 1 Monica Abud Perez de Cerqueira Luz.pdf: 3284286 bytes, checksum: a5ef8a2661ecb5342fbc3d0fe1a055b1 (MD5) / Made available in DSpace on 2018-03-06T18:47:43Z (GMT). No. of bitstreams: 1 Monica Abud Perez de Cerqueira Luz.pdf: 3284286 bytes, checksum: a5ef8a2661ecb5342fbc3d0fe1a055b1 (MD5) Previous issue date: 2018-02-07 / The present work has as main objective to analyze the discourses carried in books of literature from a post-structuralist perspective and Foucault (2014a, 2014b) on the articulation between discourse, power and knowledge. We will use for analysis the books of children's literature produced after the promulgation of the Law 10.639 / 2003, which established the inclusion in the official curriculum of the school system of the "History and Afro-Brazilian Culture" theme, seeking to understand how discourses and textual and iconographic forms may or may not bring a burden intentional, stereotyped, naturalized and constituted of what it is to be black these days. We will discuss if the children's literary genre can opportunize through narrative, reflections about the representations of the black and the black contained in the works of children's literature under the light of the following categories: oppressed, black conscientization and identity. Our hypothesis that after the implementation of Law 10.639 / 2003, the black and black characters keep the operationalization of racism in children's literature. Of theoretical-methodological point of view, the research is qualitative, of an ethnographic nature. We will look at twenty-seven works belonging to the archive of the Paulo Municipal Library Duarte (a library with a thematic collection in African and Afro-Brazilian culture), with the to understand how black and black characters are represented in children's literature; our object of study. In order to achieve the objective, we take the representations of black and black characters contained in the twenty-seven works analyzed throughout the work. We highlight after the research that of the twenty-seven books analyzed, two of them present normative and biased discourse; which demonstrates that our initial hypothesis does not confirms. / Le présent travail a pour objectif principal d'analyser les discours portés dans les livres de la littérature d'une perspective post-structuraliste et Foucault (2014a, 2014b) sur l'articulation entre discours, pouvoir et savoir. Nous utiliserons pour analyse les livres de littérature pour enfants produits après la promulgation de la loi 10.639 / 2003, qui a établi l'inclusion dans le programme officiel du système scolaire de le thème "Histoire et culture afro-brésilienne", cherchant à comprendre comment les discours et les formes textuelles et iconographiques peuvent ou non apporter un fardeau intentionnel, stéréotypé, naturalisé et constitué de ce que c'est d'être noir ces jours-ci.Nous discuterons si le genre littéraire des enfants peut opportuniser à travers le récit, les réflexions sur les représentations du noir et du noir contenues dans les œuvres de la littérature pour enfants sous la lumière des catégories suivantes: opprimés, consciencisation noire et identité. Notre hypothèse qu'après la mise en œuvre de la loi 10.639 / 2003, le les personnages noirs et noirs gardent l'opérationnalisation du racisme dans la littérature pour enfants. Faire point de vue théorico-méthodologique, la recherche est qualitative, de nature ethnographique. Nous regarderons vingt-sept œuvres appartenant aux archives de la Bibliothèque municipale de Paulo Duarte (une bibliothèque avec une collection thématique en culture africaine et afro-brésilienne), avec comprendre comment les personnages noirs et noirs sont représentés dans la littérature pour enfants; notre objet d'étude. Pour atteindre l'objectif, nous prenons les représentations de caractères noirs et noirs contenus dans les vingt-sept œuvres analysées tout au long de l'œuvre. Nous soulignons après la recherche que des vingt-sept livres analysés, deux d'entre eux présentent discours normatif et biaisé; ce qui démontre que notre hypothèse initiale ne confirme Mots-clés: Littérature pour enfants. / O presente trabalho tem como principal objetivo analisar os discursos veiculados em livros de literatura infantil a partir de uma perspectiva pós-estruturalista e de alguns apontamentos de Foucault (2014a, 2014b) sobre a articulação entre o discurso, poder e conhecimento. Utilizaremos para análise os livros de literatura infantil produzidos após a promulgação da Lei n.º 10.639/2003, que estabeleceu a inclusão no currículo oficial da rede de ensino a obrigatoriedade da temática “História e Cultura Afro-Brasileira”, buscando compreender como os discursos e as formas textuais e iconográficas podem ou não trazer uma carga intencional, estereotipada, naturalizada e constituída do que é ser negro nos dias de hoje. Discutiremos se o gênero literário infantil pode oportunizar por meio da narrativa, reflexões acerca das representações do negro e da negra contidas nas obras de literatura infantil sob a luz das seguintes categorias: oprimido, conscientização e identidade negra. A nossa hipótese inicial é a de que, após a implementação da Lei n.º 10.639/2003, os discursos sobre os personagens negros e negras mantêm a operacionalização do racismo na literatura infantil. Do ponto de vista teórico-metodológico, a pesquisa é qualitativa, de cunho etnográfico. Debruçaremos sobre vinte e sete obras pertencentes ao arquivo da Biblioteca Municipal Paulo Duarte (Biblioteca com acervo temático em cultura africana e afro-brasileira), com o intuito de entender como são representados os personagens negros e negras na literatura infantil; nosso objeto de estudo. Para a consecução do objetivo, tomamos as representações dos personagens negros e negras contidos nas vinte e sete obras analisadas ao longo do trabalho. Destacamos após a pesquisa que dos vinte e sete livros analisados, dois deles apresentam discurso normativo e preconceituoso; o que demonstra que nossa hipótese inicial não se confirma.

Cette thèse vise à apporter des connaissances sur le développement professionnel des professeurs des écoles débutants dans le domaine de la lecture des textes littéraires.Le cadre théorique, construit au croisement de l’analyse de l’activité enseignante, de la didactique de la compréhension et de la lecture littéraire et de la sociologie de l’éducation permet de situer ce développement au sein d’un système complexe : celui de l’activité enseignante ; celui de la formation initiale ; celui de la lecture des textes littéraires.Le cadre méthodologique composite conduit à développer une enquête quantitative visant à saisir les corpus et les enjeux assignés à la lecture des textes littéraires à l’école par les enquêtés et une enquête qualitative reposant sur le suivi longitudinal de professeurs des écoles et l’observation d’actions de formation.Notre recherche aboutit à trois conclusions : l’interdépendance entre les dispositions à lire et à faire lire du maitre et les dispositions à lire des élèves ; l’enrichissement des situations didactiques par les lectures diverses du maitre et des élèves et leur rapport dans le développement professionnel du maitre ; les apports d’action de formation intégrative et projective dans l’élaboration de l’activité enseignante dans le domaine de la lecture des textes littéraires. / This dissertation aims to provide knowledge on the professional development of teachers of beginner schools in the reading literary texts.The theoretical framework, built at the crossroads of the analysis of teaching activity, the didactics of comprehension and literary reading and the sociology of education, makes it possible to situate this development within a complex system: teacher activity; that of initial training; that of reading literary texts.The composite methodological framework leads to the development of a quantitative survey aimed at capturing the corpora and stakes assigned to the reading of literary texts at school by the respondents and a qualitative survey based on the longitudinal follow-up of school teachers and the observation of training actions.Our research leads to three conclusions: the interdependence between the teacher's ways to read and ways to teach and the reading arrangements of pupils ; the enrichment of didactic situations through the various readings of the teacher and pupils and their relationship in the professional development of the teacher; the contributions of integrative and projective training action in the development of teaching activity in the field of reading literary texts.

Syftet med studien är att, utifrån ett genusteoretiskt perspektiv, beskriva hur genussystemet upprätthålls eller ifrågasätts i böckerna Nidstången och Rum 213, vilka är de verk barn i årskurs 4-6 läser frekvent i sin fria läsning. Detta mot bakgrunden att skolans värdegrundsuppdrag är att arbeta för jämställdhet mellan könen och att elevers identitetsskapande påverkas av den skönlitteratur de läser. Syftet besvaras genom att söka svar på frågorna: vilka egenskaper tillskrivs karaktärerna baserat på deras tankar, känslor och handlingar? Hur framställs de relationer som finns i böckerna? Genom en karaktärsanalys som kombinerar ett mimetiskt och ett semiotiskt perspektiv, visar analysen av resultatet att samtliga karaktärer reproducerar genussystemets premisser, om än på olika sätt och i olika utsträckning.

The negritude movement was a political and artistic movement, which developed in France and in the French-speaking parts of the world in the 1930’s, criticising racial discrimination and the exploitation of the African continent, and promoting African art and cultural expression as well as a common African identity and heritage.  This study examines how some values reflected in the early literature of the negritude movement are manifested in four picture books written in the 2010’s by the Central African author Adrienne Yabouza. The study concentrates specifically on three values: the close relationship between Africans and nature, the idealization of the black woman and the attitude towards aggressions and war, and searches to understand if, and in what way, the values have changed since the days of the negritude. It also aims at analysing the possible significance of any changes, or lack thereof. The theoretical framework is based on postcolonial theory, and particularly the context of enunciation of the francophone literature from the former French colonies. Regarding the closeness to the nature and the idealization of the black woman, the study concludes that the values reflected in the books of Yabouza are very similar to those manifested in the early works of the negritude. It is suggested that this might be due to the fact that the literary field to which the books belong is strongly anchored in the West. This leads to a lack of a critical discussion about this kind of literature in Africa, something that prevents the literature from following the cultural development of the continent. Concerning the attitude towards aggressions and war, the study notes a difference between the values conveyed by the negritude and those manifested in the examined picture books. This is certainly partly explained by the fact that the picture books are written for children while the works of the negritude are supposed to be read by adults. But the study also suggests that while a critical literary discussion is largely absent in Africa, a dialogue about war and violence is much more present, something that may have contributed to the evolution of the values manifested in the work of Yabouza.

The focus of this thesis is my translation of Le livre qui t'explique enfin tout sur les parents by Françoize Boucher from French into English. Chapter one begins with a brief history and definition of children’s literature, as well as children’s literature in translation. I discuss the subgenre of informational picturebooks—its objectives, characteristics, and current trends. What follows is a short biographic and bibliographic sketch of Françoize Boucher. Then, I discuss the content, format, style, and illustrations of Le livre qui t'explique as well as examine the work’s audience, aims, and values. Finally, I discuss my English translation of the work—providing an overview of the translation strategies and methodologies that I used. Chapter two focuses on specific challenges encountered during the translation process. The chapter begins with the challenge of translating culturally significant topics such as French cultural references, brands, slang, and metric measurements. Then, I discuss the translation of linguistically bound terms such as wordplay, the use of English in a French text, and onomatopoeia. Finally, I discuss the translation of taboo subjects. Chapter three is my complete English-language translation: The Book That Finally Explains About Your Parents.

El trabajo de investigación plantea como objetivo principal analizar el lenguaje visual y aspecto comunicativo del color aplicado en las ilustraciones del libro infantil educativo Catalina y Agustino se saben cuidar. Por ello, se buscó analizar el valor comunicativo que tienen los colores aplicados en las ilustraciones infantiles de índole “delicada” para el público infantil, y si este tuvo influencia en la percepción de los infantes permite captar la atención de los niños al usar de forma interactiva las imágenes, colores, formas y expresiones. De este modo, se realizó un análisis denotativo y connotativo a cada elemento que compone la pieza visual de 5 ilustraciones en distintas situaciones del relato educativo brindado por El Ministerio de la Educación es una organización enfocada en generar oportunidades y resultados educativos de calidad para todos. Asimismo, se realizaron entrevistas a expertos docentes en el rubro del diseño gráfico e ilustración, con la finalidad de profundizar y llegar a mejores hallazgos acerca del color y su aplicación. Por último, los análisis de cada pieza grafica realizada se pudo concluir que cada escenario expuesto en el libro educativo expresa emociones y sensaciones distintas permitiéndole al infante situarse en cada uno de los escenarios, logran así mejor el proceso de comprensión. / The main objective of the research work is to analyze the visual language and the communicative aspect of color applied in the illustrations of the educational children's book Catalina and Agustin know how to take care of themselves. For this reason, an attempt was made to analyze the communicative value of the colors applied in children's illustrations of a "delicate" nature for children's audiences, and if this had an influence on the perception of infants, it allows capturing children's attention by using Interactive images, colors, shapes and expressions. In this way, a denotative and connotative analysis was carried out on each element that makes up the visual piece of 5 illustrations in different situations of the educational narrative provided by The Ministry of Education is an organization focused on generating quality educational opportunities and results for all. Likewise, interviews were conducted with teaching experts in the field of graphic design and illustration, with the aim of deepening and reaching better findings about color and its application. Finally, the analysis of each graphic piece made it was possible to conclude that each scenario exposed in the educational book expresses different emotions and sensations, allowing the infant to place himself in each of the scenarios, thus achieving the understanding process better. / Trabajo de investigación

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.

This diploma thesis is about the problematic of children's reading and analyses the way the French speaking part of Belgium supports it. The introduction part of the thesis presents the Belgian primary school's system and introduces us to the main political competencies in Belgium. After that, the next chapter is about children's literature. On one hand, it approaches this kind of literature from the historical point of view and, on the other hand it is focused on the content of this literature. Follow a subchapter about reading's habits and about the different factors that have an influence on children's reading literacy. It mentions the role that play the school and the family to support children's reading. The third chapter presents a certain number of Belgian projects that support children's reading. Most of them are applied on a state basis. The fourth and last chapter is about the situation in the Czech Republic. It also looks at the way Belgium and Czech Republic could inspire each other in this area. The conclusion of the diploma thesis summarizes the content of the work and proposes a direction of further reflection.

1 ABSTRACT The diploma thesis deals with the possibility of using Jaroslav Foglar's work in dramatic education at elementary school.The aim of the diploma thesis is to verify the influence of methods and techniques of dramatic education through Jaroslav Foglar's texts in the form of value charts and attitudes in the life of pupils of the 5th year of primary school.How dramatic education helps with methods and techniques - first fordeepest adoption of Jaroslav Foglar's work, and second - to increase understanding and adoption of given values and attitudes.The theoretical part focuses on the personality and work of Jaroslav Foglar and his timeless message. It focuses on the concept of drama education, its aims, principles, forms, methods and techniques. At the same time, it focuses on the analysis of the work in terms of dramatic education. In the practical part of the diploma thesis, three thematic units focusing on the moral qualities of the human being, using methods and techniques of dramatic education, are elaborated on the basis of books and short stories by Jaroslav Foglar. For the experiment, two classes of the fifth year grade of elementary school were selected. In one class - test, the units were realized using methods and techniques of dramatic education. In the second class - normal, only reading...