Like many other cataclysmic events September 11, a day now popularly believed to have 'changed the world', has become a topic taken up by children's writers. This thesis, titled The Whole World Shook: Ethnic, National and Heroic Identities in Children's Fiction About 9/11, examines how cultural identities are constructed within fictional texts for young people written about the attacks on the Twin Towers. It identifies three significant identity categories encoded in 9/11 books for children: ethnic identities, national identities, and heroic identities. The thesis argues that the identities formed within the selected children's texts are in flux, privileging performances of identities that are contingent on post-9/11 politics. This study is located within the field of children's literature criticism, which supports the understanding that children's books, like all texts, play a role in the production of identities. Children's literature is highly significant both in its pedagogical intent (to instruct and induct children into cultural practices and beliefs) and in its obscurity (in making the complex simple enough for children, and from sometimes intentionally shying away from difficult things). This literary criticism informed the study that the texts, if they were to be written at all, would be complex, varied and most likely as ambiguous and contradictory as the responses to the attacks on New York themselves. The theoretical framework for this thesis draws on a range of critical theories including literary theory, cultural studies, studies of performativity and postmodernism. This critical framework informs the approach by providing ways for: (i) understanding how political and ideological work is performed in children's literature; (ii) interrogating the constructed nature of cultural identities; (iii) developing a nuanced methodology for carrying out a close textual analysis. The textual analysis examines a representative sample of children's texts about 9/11, including picture books, young adult fiction, and a selection of DC Comics. Each chapter focuses on a different though related identity category. Chapter Four examines the performance of ethnic identities and race politics within a sample of picture books and young adult fiction; Chapter Five analyses the construction of collective, national identities in another set of texts; and Chapter Six does analytic work on a third set of texts, demonstrating the strategic performance of particular kinds of heroic identities. I argue that performances of cultural identities constructed in these texts draw on familiar versions of identities as well as contribute to new ones. These textual constructions can be seen as offering some certainties in increasingly uncertain times. The study finds, in its sample of books a co-mingling of xenophobia and tolerance; a binaried competition between good and evil and global harmony and national insularity; and a lauding of both the commonplace hero and the super-human. Being a recent corpus of texts about 9/11, these texts provide information on the kinds of 'selves' that appear to be privileged in the West since 2001. The thesis concludes that the shifting identities evident in texts that are being produced for children about 9/11 offer implicit and explicit accounts of what constitute good citizenship, loyalty to nation and community, and desirable attributes in a Western post-9/11 context. This thesis makes an original contribution to the field of children's literature by providing a focussed and sustained analysis of how texts for children about 9/11 contribute to formations of identity in these complex times of cultural unease and global unrest.

Made available in DSpace on 2014-06-11T19:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-04-07Bitstream added on 2014-06-13T20:55:32Z : No. of bitstreams: 1 silva_fc_me_assis.pdf: 1887559 bytes, checksum: 21eb99755480352a4ac96eed6e24ee11 (MD5) / Secretaria de Estado de Educação de São Paulo / O presente trabalho está vinculado ao Grupo de Pesquisa “Leitura e Literatura na Escola”, do Departamento de Literatura da Faculdade de Ciências e Letras de Assis (UNESP), que se consolidou a partir de diversos estudos sobre a recepção de narrativas juvenis por alunos do Ensino Fundamental. A pesquisa-ação incluiu a realização de um trabalho de incentivo à leitura, promovendo o contato dos alunos com narrativas literárias, no Ensino Fundamental II (5ª a 8ª séries, ou 6º ao 9º ano), da Escola Estadual “Jardim Primavera”, da cidade de Cerqueira César. A aplicação do projeto, em parceria com professores da escola, dispôs da carga horária semanal da disciplina de Leitura e Produção de Textos do Ensino Fundamental II, durante o segundo semestre do ano de 2009. Essa parceria demandou também um programa de aperfeiçoamento da prática docente no ensino da leitura, por meio de encontros de formação. Desse modo, o projeto trazia os seguintes objetivos: estudar o papel da literatura infanto-juvenil para a efetiva formação do leitor, buscando contribuir para a superação do baixo desempenho dos alunos das escolas públicas na competência leitora; discutir sobre o aproveitamento de narrativas literárias na sala de aula, abrangendo aspectos ligados à prática docente e às metodologias de ensino da literatura; e analisar as impressões de leitura desses alunos, com base nos postulados da Estética da Recepção (Hans Robert Jauss). Após a aplicação dos projetos de leitura nas doze turmas da escola, procedeu-se a análise dos resultados quantitativos, para a seleção do corpus de análise, em função do que se verificou a possibilidade de um estudo comparativo da recepção nas três turmas de sétima série, para as quais foi oferecida para leitura... / The current work is bonded to the “Reading and Literature at School” Research Group, at the Literature Department of “Faculdade de Ciências e Letras de Assis (UNESP)”, which consolidated itself from the several studies about the youthful narratives reception by Elementary School pupils. The action research included the performance of a work of literature incentive, promoting the contact between the pupils and the literary narratives, in Elementary School (from level 5 to 8, or 6 to 9), in “Jardim Primavera” Public School, in “Cerqueira César” city. The project application, into partnership with the teachers of the school, disposed of the weekly hours of the “Reading and Writing” subject in Elementar y School, during the second semester in 2009. This partnership also demanded an improving program of the teaching practice in reading teaching, by the means of schooling meetings. In this way, the project had the following objectives: studying the children‟s literature role to the effective reader schooling, trying to contribute to the surpassing of the pupils with poor performances in reading ability in public schools; discussing about the use of literary narratives in classroom, including aspects bonded to the teaching practice and to the methodologies of literature teaching; and analyzing these pupils‟ reading feelings, based on principles of the Reception Aesthetics (Hans Robert Jauss). After the application of the reading projects in eleven different classes of the school, it was carried out the analysis of the quantitative data results to the selection of the corpus of analysis, according to what was observed, the possibility of a comparative study of the acceptance in the three... (Complete abstract click electronic access below)

Orientador: João Luís Cardoso Tápias Ceccatini / Banca: Carlos Eduardo Mendes de Moraes / Banca: Thiago Alves Valente / Resumo: O presente trabalho está vinculado ao Grupo de Pesquisa "Leitura e Literatura na Escola", do Departamento de Literatura da Faculdade de Ciências e Letras de Assis (UNESP), que se consolidou a partir de diversos estudos sobre a recepção de narrativas juvenis por alunos do Ensino Fundamental. A pesquisa-ação incluiu a realização de um trabalho de incentivo à leitura, promovendo o contato dos alunos com narrativas literárias, no Ensino Fundamental II (5ª a 8ª séries, ou 6º ao 9º ano), da Escola Estadual "Jardim Primavera", da cidade de Cerqueira César. A aplicação do projeto, em parceria com professores da escola, dispôs da carga horária semanal da disciplina de Leitura e Produção de Textos do Ensino Fundamental II, durante o segundo semestre do ano de 2009. Essa parceria demandou também um programa de aperfeiçoamento da prática docente no ensino da leitura, por meio de encontros de formação. Desse modo, o projeto trazia os seguintes objetivos: estudar o papel da literatura infanto-juvenil para a efetiva formação do leitor, buscando contribuir para a superação do baixo desempenho dos alunos das escolas públicas na competência leitora; discutir sobre o aproveitamento de narrativas literárias na sala de aula, abrangendo aspectos ligados à prática docente e às metodologias de ensino da literatura; e analisar as impressões de leitura desses alunos, com base nos postulados da Estética da Recepção (Hans Robert Jauss). Após a aplicação dos projetos de leitura nas doze turmas da escola, procedeu-se a análise dos resultados quantitativos, para a seleção do corpus de análise, em função do que se verificou a possibilidade de um estudo comparativo da recepção nas três turmas de sétima série, para as quais foi oferecida para leitura... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The current work is bonded to the "Reading and Literature at School" Research Group, at the Literature Department of "Faculdade de Ciências e Letras de Assis (UNESP)", which consolidated itself from the several studies about the youthful narratives reception by Elementary School pupils. The action research included the performance of a work of literature incentive, promoting the contact between the pupils and the literary narratives, in Elementary School (from level 5 to 8, or 6 to 9), in "Jardim Primavera" Public School, in "Cerqueira César" city. The project application, into partnership with the teachers of the school, disposed of the weekly hours of the "Reading and Writing" subject in Elementar y School, during the second semester in 2009. This partnership also demanded an improving program of the teaching practice in reading teaching, by the means of schooling meetings. In this way, the project had the following objectives: studying the children‟s literature role to the effective reader schooling, trying to contribute to the surpassing of the pupils with poor performances in reading ability in public schools; discussing about the use of literary narratives in classroom, including aspects bonded to the teaching practice and to the methodologies of literature teaching; and analyzing these pupils‟ reading feelings, based on principles of the Reception Aesthetics (Hans Robert Jauss). After the application of the reading projects in eleven different classes of the school, it was carried out the analysis of the quantitative data results to the selection of the corpus of analysis, according to what was observed, the possibility of a comparative study of the acceptance in the three... (Complete abstract click electronic access below) / Mestre

Orientador: Ana Luiza Silva Camarani / Banca: José Nicolau Gregorin Filho / Banca: Maria Augusta Hermengarda Wurthmann Ribeiro / Resumo: Esta Dissertação de Mestrado tem por objetivo apontar a importância e a abrangência da intertextualidade na obra Reinações de Narizinho, de Monteiro Lobato. Buscou-se esboçar os resultados de um enfoque primordialmente literário sobre a obra sem, contudo, desprezar a vocação pedagógica intrínseca da literatura infantil. Para chegar à intertextualidade, foi necessário, num primeiro momento, discorrer sobre Lobato e sobre as características da literatura infantil, bem como sobre a questão pedagógico-literária que esse gênero suscita. Depois, buscou-se colocar a forma pela qual se deu o surgimento da obra em estudo, apontando para o seu ineditismo e para a revolução que provocou, em termos literários e sócio-culturais brasileiros. Buscou-se a conceituação do maravilhoso e, a partir dela, a caracterização do maravilhoso lobatiano, entremeado com a realidade rural paulista de sua época, maravilhoso do conto artístico, de acordo com a definição de Zipes (1999, p. 18), que assume e desenvolve a narrativa em Reinações de Narizinho, assim como também se desenrola na narrativa. A utilização do maravilhoso do conto artístico é primordial para instituir e justificar a intertextualidade que traz, para dentro da obra lobatiana, desde as raízes e de grande parte do percurso da humanidade, a mitologia, a oralidade e o folclore, a filosofia, a literatura, diferentes tradições, valores e possibilidades culturais e os avanços da ciência e da tecnologia. O ciclo sucessivo que faz girar o real, o maravilhoso e o intertextual forma um amálgama que possibilita a união de tempos e espaços diversos da humanidade, reais e maravilhosos, e termina por remeter personagens e leitores de volta à realidade: à oralidade, ao livro, às histórias em quadrinhos, ao cinema e à televisão. / Abstract: The objective of this Master's Degree Dissertation is to indicate the importance and the reach of intertextuality in Reinações de Narizinho (Little Nose's Pranks), from the Brazilian writer Monteiro Lobato. We have attempted to outline the results of a mainly literary focus over the work, however without ignoring the intrinsic pedagogic vocation of Children's Literature. To reach intertextextuality it was necessary, in a first moment, to consider both Lobato and the characteristics of Children's Literature as well as the pedagogic-literary query raised by this peculiar genre of literature. Afterwords the attempt has turned into the way the literary work in study has arised, pointing to its originality and to the revolution it has caused in Brazilian literature, culture and society. We have searched, then, for the concept of wonder and, from that, for the characterization of Lobato's wonder, intermixed with his times' São Paulo's rural reality. Taking Zipes' definition of art tale (1999, p. 18), Lobato's wonder can be named wonder from art tale. This sort of wonder assumes and develops the narrative in Reinações de Narizinho, as well as it is uncoiled inside the narrative. Its use is fundamental to establish and ground intertextuality, which brings along with it, from the roots and from great part of humanity courses mithology, orality and folklore, philosophy, literature, different traditions and values, cultural possibilities and the advances of science and tecnology into the literary work. A successive cicle makes spin the real, the wonder and the intertextual and creates an amalgam which makes possible the fusion of different humanity times and spaces, real and wonder ones. It ends up by sending characters and readers back to reality: to orality, to the books, to cartoons, to the movies and to TV. / Mestre

There is a consensus among scholars that very few English teachers use children's literature in their language teaching. In other words, children´s literature is not used to the same extent as in the Swedish subject. The overall purpose of this study to examine is to study teachers' attitude towards, and to the use of children's literature in their teaching and if their intrinsic and extrinsic motivation influences particularly their teaching possibilities and limitations of children's literature. Three teachers within the English education, grades 4-6, participated in semi-structured interviews. The collected empirical material from the interviews was analyzed by a phenomenographic analytical model. The results show that the limited use of children's literature is not due to the teacher’s motivation. Instead, the actual teaching conditions in the school environment limit the use children's literature in the English subject. In addition, the study implies that there is a need for competence development of children's literature and relevant teaching methods.

The purpose of this paper is to examine how gender and equality is represented in children's books and how educators from a didactic perspective can work with children's literature as part of their work with value-based issues. The books used for this paper is Alfons och Milla (1985) written by Gunilla Bergström and Kalle med klänning (2008) written by Anette Skåhlberg. These books were written during different decades and both the gender and ecuality aspect is presented differently. This might be explained by the values and what was normal during the times that they were written. Kalle med klänning (2008) is challenging the normal thoughts about gender. The book Alfons och Milla (1985) presents that boys and girls are different in the sense that they do and act differently. After analyzing both these books the conclusion is that Kalle med klänning (2008) is more suitable from a didactical perspective although Alfons och Milla (1985) can also be used in a didactic purpose. Both books gives us a good ground to discuss what is typically male and what is typically female although they illustrate gender differently. Methods to enlight these questions may be to read out loud and/or have a discussion about the books to get a deeper understanding regarding gender, equality and common principles. / Arbetets syfte är att undersöka hur aspekten genus och jämställdhet ter sig i bilderböcker och hur pedagoger ur ett didaktiskt perspektiv kan arbeta med barnlitteratur i arbetet med värdegrundsfrågor. De böcker som har utgjort grunden för denna litteraturanalys heter Alfons och Milla (1985), av Gunilla Bergström samt Kalle med klänning (2008), av Anette Skåhlberg. Böckerna är skriva under olika årtionden och genus och jämställdhetsaspekten synliggörs på olika sätt i de båda böckerna. Vilket kan ha sin förklaring i vilka värden och normer som präglade samhället förtillfället då böckerna skrevs. I Kalle med klänning (2008) är det tydligt vad författaren vill förmedla då det är en modern saga som bryter normer vilket vi både kan se och läsa i boken. I Alfons och Milla (1985) framställs det att det är skillnad mellan pojkar respektive flickor och det finns beteende som förknippas med respektive kön. Båda böckerna kan användas i arbetet med värdegrunden då aspekten genus och jämställdhet präglar böckerna dock framställs det på olika sätt. Metoderna högläsning och boksamtal är två metoder som lämpar sig i arbetet. Dock så har inte detta prövats i praktiken utan endast i teorin.

Min studie och mitt syfte riktar sig mot pedagogers användning av barnboken i den dagliga verksamheten på förskolan. Utifrån användandet av barnboken så har jag valt att rikta mitt fokus mot ett genusperspektiv. Mitt syfte är därför att också titta närmare på om/hur pedagoger använder sig av barnboken i sitt genusarbete i förskolan. Mina frågeställningar är: Hur använder pedagoger, enligt dem själva, barnboken i den dagliga verksamheten? Och hur förhåller sig pedagoger till användningen av barnboken som ett pedagogiskt verktyg när det kommer till arbetet kring genus i förskolan? Jag valde att använda mig av metoden intervjuer i min studie för att kunna få pedagogers svar utifrån mina frågor. Jag har gjort en undersökande studie där jag har valt att intervjua två pedagoger från en kommunal förskola och två pedagoger från en fristående förskola. Jag har sammanställt förskolorna och sedan tittat på och jämfört svaren utifrån mina valda teoretiska perspektiv. Det färdiga resultatet visar på att barnboken används dagligen på de bägge förskolorna och att genus är något som pedagogerna alltid är medvetna om. / My study and my purpose is focused on teachers' use of children's literature in the daily activities in preschool. Based on the use of the children's book, I have chosen to aim my focus towards a gender perspective. My purpose is also to look into whether/how teachers use children's literature as a means to problematize gender. My questions are: How, according to themselves, do educators use children's literature during daily activities in preschool? And what are the attitudes of these educators to the use of children's literature as an educational tool when it comes to problematizing gender in preschool? I chose to work with interviews in my study to get teachers answers based on my questions. I have made an investigative study where I have chosen to interview two teachers from a public preschool and two teachers from an independent preschool. I have compiled the preschools and then looked at and compared the answers from my chosen theoretical perspective. The final result shows that children's literature is used daily in both of the preschools and that gender is something that educators always keep at the back of their minds.

[pt] O estudo refere-se à pesquisa realizada no Serviço Social do Comércio - SESC, junto aos integrantes do Projeto Era Uma Vez... Atividades Intergeracionais com o objetivo de compreender a relação intergeracional desde a percepção dos idosos e crianças sobre a velhice, e o papel da literatura infantil no diálogo entre as gerações. O estudo é baseado numa perspectiva arendtiana. Os resultados revelam que a literatura infantil tem um papel significativo nos grupos intergeracionais, possibilitando o diálogo e a transmissão de saberes entre as gerações. O diálogo no grupo intergeracional renova as opiniões e visões sobre o mundo, o processo de envelhecimento e a percepção da cidadania. / [en] The study talks about the research realized in the SERVIÇO SOCIAL DO COMÉRCIO - SESC, with the members of the Project One upon a time... intergenerational relationship activities with the objective to understand the intergenerational relationship since the perception of the old and the children about the old age, and the role of children s literature in the dialogue between the generations. The study is based on arendtiana perspective. The results disclose that children s literature has a significant role in the intergenerational groups and make possible the dialogue and the transmission knowledges between the generations. The dialogue among the intergenerational groups renew s the opinions and visions about the world, the maturing process and the citizenship.

O objetivo desta pesquisa foi elaborar e verificar a eficácia de um programa de intervenção pedagógica baseado nos recursos da Literatura Infantil e contação de histórias para crianças com dificuldades de aprendizagem e indicados para participar da Sala de Apoio Pedagógico (Reforço). Tal Programa demonstrou a importância de práticas pedagógicas em sala de aula, que aliem literatura e alfabetização para o aprimoramento da leitura, linguagem oral e escrita dos escolares. Foi delineado um programa de intervenção utilizando a Literatura Infantil e a contação de histórias, aplicado em 20 crianças de 07 a 10 anos de idade, de ambos os sexos, divididas em G1 (10 crianças) e G2 (10 crianças) pareados por sexo. Ambos os grupos apresentavam dificuldades de aprendizagem relatadas pelos professores das salas de aula regular e frequentavam a sala de Apoio Pedagógico (Reforço) de uma Escola Municipal de Ensino Fundamental no interior de São Paulo. As crianças do G1 foram expostas a princípio à intervenção pedagógica. As crianças do G2 não foram expostas a princípio à intervenção, mas por questões éticas, foram submetidos à mesma após o término do Programa. O referido programa constituiu-se de 14 sessões de frequência semanal, com duração aproximada de 60 minutos em cada sessão a ser realizada na sala de Apoio Pedagógico (Reforço) com a presença e participação ativa dos professores desta sala. Antes e após a aplicação do Programa, foram realizados testes para se avaliar o nível de escrita, linguagem e leitura dos escolares, assim como avaliação do desempenho de cada um deles pelo próprio professor da sala de aula regular que os mesmos frequentavam, para verificar se houve melhoria na aprendizagem dos mesmos. Portanto, este estudo implementou um Programa de Intervenção Pedagógica e demonstrou sua aplicabilidade e eficácia verificando-se que os escolares com problemas de aprendizagem apresentaram melhoria acadêmica na leitura, linguagem oral e principalmente na linguagem escrita. / The objective of this research was to elaborate and verify the effectiveness of a pedagogical intervention program based on the resources of Children\'s Literature and storytelling for children with learning difficulties and indicated to participate in the Pedagogical Support Room (Reinforcement). This Program has demonstrated the importance of pedagogical practices in the classroom, which combine literature and literacy to improve reading, oral and written language of schoolchildren. An intervention program using Children\'s Literature and storytelling, was applied in 20 children from 7 to 10 years old, of both genders, divided into G1 (10 children) and G2 (10 children) paired by sex. Both groups had learning difficulties reported by teachers in regular classrooms and attended the Pedagogical Support Room (Reinforcement) of a Municipal School of Elementary Education in the interior of São Paulo. The children of the G1 were exposed in principle to the pedagogical intervention. The children of G2 were not exposed to the intervention principle, but due to ethical reasons, they were submitted to it after the end of the Program. This program consists of 14 sessions of weekly attendance, lasting approximately 60 minutes in each session to be held in the Pedagogic Support Room (Reinforcement) with the presence and active participation of teachers in this room. Before and after the application of the Program, tests were carried out to evaluate the level of writing, language and reading of the students, as well as evaluation of the performance of each of them by the regular classroom teacher that they attended, to verify There was an improvement in their learning. Therefore, this study implemented a Pedagogical Intervention Program and demonstrated its applicability and effectiveness by verifying that students with learning problems presented academic improvement in reading, oral language and mainly in written language.

The purpose of this study is to investigate how pre-school values makes visible in children´s literature. Thereby the study adds more knowledge of which norms and values the children meet through children´s literature. To achieve the purpose, I have chosen to analyse four picture books written 2012 and 2016. The publishing years are chosen so that the books in an accurate way can describe the norms and values we see today. The results show that we in children´s literature can see the basic democratic values on which the preschool´s values rests. The characters in the picture books shows good examples of values such as care, respect, solidarity, participation, equality and human dignity. However, values such as discipline and integrity are usually portrayed by the fact that the characters first make mistakes and then correct them to desired behaviours around these values. The most obvious norm in the analysed picture books were the norm of gender. In particular, we see how this norm is challenged and questioned by the fact that several of the girls are portrayed with male characteristics and that the boys discuss what is considered typically male and female. / Syftet med denna studie var att undersöka hur förskolans värdegrund synliggörs i barnlitteratur. Därigenom bidrar studien med kunskap om vilka normer och värden barnen möter i barnlitteratur. För att uppnå syftet har jag valt att analysera fyra bilderböcker från åren 2012 och 2016. Utgivningsåren är valda för att de normer och värden som förekommer ska vara aktuella för vår tid och troligen skildra normer och värden som omger oss i vår samtid. Resultatet visar att de grundläggande demokratiska värderingar som förskolans värdegrund vilar på är tydliga i barnlitteratur. Karaktärerna i bilderböckerna visar på goda exempel och skildras som förebilder gällande värden som omsorg, respekt, solidaritet, delaktighet, jämställdhet och människovärdet. Däremot skildras värden som disciplin och integritet oftast genom att karaktärerna först gör fel för att sedan korrigeras till önskade beteenden kring dessa värden. Den tydligaste normen i de analyserade bilderböckerna var genusnormen. Framför allt ser vi hur denna norm utmanas och ifrågasätts genom att flera av flickorna skildras med manliga egenskaper samt att pojkarna diskuterar vad som anses vara typiskt manligt och kvinnligt.