This study investigates the extent to which a story written 100 years ago, full of moral, patriotic, heroic and freedom-influences messages, can be used as a teaching instrument to convey the norms and values needed for active participation in society. Two versions of the classic tale of Peter Pan, an illustrated chapter book Peter Pan and Wendy (2013) and a picture book Peter Pan (2014), were analysed with the focus on the character of Peter Pan. The results show that both books can be used very well as teaching aids because Peter Pan is a complex and multifaceted character. The analysis reveals his positive and negative qualities, which can be discussed in the teaching as a way to communicate norms and values. The study shows useful examples of what this work can look like.

Syftet med denna studie är att undersöka hur genus framställs i tio utvalda bilderböcker. Urvalet av de böcker som analyserats, skedde genom att två bibliotek tog fram information kring vilka de mest utlånade bilderböckerna år 2020 var bland barn i åldern 3–6 år, relaterat till de äldre barnen i förskolan. Studien utgörs av en hermeneutisk textanalys ur ett genusperspektiv. Bilderböckerna bearbetades sedan utifrån flera analysfrågor vid flertalet tillfällen för att se hur barnlitteraturen framställer genus utifrån relevant teori och vad tidigare forskning har visat på.  Vår slutsats är att bilderböcker till stora delar skildrar genus utifrån de stereotyper genusteorier pekar på och tidigare forskning visar, antingen i text, bild eller i ikonotexten. Denna slutsats baserar vi på de könsstereotypa karaktärer och miljöer som vi har funnit i de analyserade böckerna. De böcker som har pojkar som huvudrollsinnehavare genererar en berättelse som är snabb och händelserik i jämförelse med när flickor har huvudrollen. Karaktärernas egenskaper förstärker de traditionella könsmönstren oavsett om karaktärerna är djur eller människor. Bilderna i böckerna är de som många gånger förstärker könsstereotyper exempelvis genom färger eller kläder. / The purpose of this study is to analyze how gender is portrayed in picture books. The analyzed data consist of ten picture books. The selection of the ten books were made by two libraries producing information about the most borrowed picture books year 2020 for children in the age of 3-6 years, the older children in preschool. This analysis is carried out through a hermeneutic text analysis from a gender perspective. Our conclusion is that picture books largely depict gender based on the stereotypes that previous research discuss, either in text, image or iconotext. The conclusion is based on the stereotypical characteristics of the male and female characters as well as on how environments are portrayed in the analyzed books. The books with male protagonists generate a story that is fast and eventful in comparison with narratives with female protagonists. The characters’ characteristics reflect traditional gender patterns regardless of whether the characters are animals or humans. It is often the pictures that reinforce gender stereotypes, for example through colors or clothes.

Children''s literature affects the child''s socialisation process, including the shaping the gender roles. But despite this, up to now children have featured less in gender scholarship. Against this backround, this paper seeks to critically interrogate the physical, social, economic and political manifestations of masculinities in selected Kiswahili children\''s books from Kenya. By analysing these works, we hope to demonstrate that power and ideological aspects of masculinites are rooted at childhood. Since special attention will be paid to the ideological and power basis of the masculinities, the analysis of the selected works is done in the encompassing prism of Critical Discourse Analysis revealing hegemonic masculinities.

[pt] Esta pesquisa investiga quatro narrativas de Clarice Lispector escritas para crianças: O mistério do coelho pensante , A mulher que matou os peixes , Quase de verdade e A vida íntima de Laura , no empenho teórico de formular concepções e cenas de infância implicadas nos dispositivos estético-literários dessas obras. / [en] This research investigates four narratives written by Clarice Lispector for children: The mystery of the thinking bunny, The woman who killed the fish, Almost true and Laura s private life, in the theoretical effort of formulating conceptions and scenes of childhood implied in the aesthetical and literary devices of these works.

In this study, we present the different teaching strategies that participating preschool teachers describe that they use to stimulate and develop children's language through fiction. We will present what factors influence the selection of fiction at the preschool. Furthermore, we describe the preschool teachers' perceptions of how they describe their conditions and knowledge of literature work together with the children. We chose to do a qualitative study where we visited different preschools to interview active preschool teachers based on semi-structured interview questions. When compiling the results, we used a phenomenographic methodological approach to obtain preschool teachers' different perceptions of the language-stimulating work. The most significant thing we were able to get in the result is that all preschool teachers in our study described an awareness of the importance of language-stimulating teaching in preschool. It also emerged that preschool teachers included language-stimulating activities through planned teaching or spontaneously arising situations. We were further able to discern in the results how the preschool teachers in our study used different strategies to stimulate children's language. Reading aloud, book conversations, image creation, dramatization and reflection conversations were some strategies that emerged. As a conclusion, through the interviews we were able to get the preschool teachers' perceptions and what conditions and challenges they experience with the language-developing work in preschool. Something that we have found important from the study is that preschool teachers' knowledge and prerequisites have a significant role in children's language development and where children's language is stimulated and challenged in social contexts. / I den här studien presenterar vi vilka olika undervisningsstrategier medverkande förskollärare beskriver att de använder sig av för att stimulera och utveckla barns språk genom skönlitteratur. Vi kommer att presentera vilka faktorer som påverkar urvalet av skönlitteratur på förskolan. Vidare redogör vi förskollärarnas uppfattningar av hur de beskriver sina förutsättningar och kunskaper kring litteraturarbete tillsammans med barnen. Vi valde att göra en kvalitativ studie där vi besökte olika förskolor för att intervjua verksamma förskollärare utifrån semistrukturerade intervjufrågor. Vid sammanställningen av resultatet utgick vi från en fenomenografisk metodansats för att få fram förskollärares olika uppfattningar om det språkstimulerande arbetet. Det mest betydelsefulla vi kunde vi få fram i resultatet var att samtliga förskollärare i vår studie beskrev en medvetenhet kring vikten av språkstimulerande undervisning i förskolan. Det framkom också att förskollärare inkluderade språkstimulerande aktiviteter genom planerad undervisning eller spontant uppkomna situationer. Vi kunde vidare i resultatet urskilja hur förskollärarna i vår studie använde sig av olika strategier för att stimulera barns språk. Högläsning, boksamtal, bildskapande, dramatisering och reflektionssamtal var några strategier som framkom. Som avslutning kunde vi genom intervjuerna få fram förskollärares uppfattningar och vilka förutsättningar och utmaningar de upplever med det språkutvecklande arbetet i förskolan. Något som vi funnit som viktigt utifrån studien är att förskollärares kunskaper och förutsättningar har en betydande roll för barns språkutveckling och där barns språk stimuleras och utmanas i sociala kontexter.

This thesis investigates and analyzes how Wu Zetian is portrayed in media directed at children. This thesis also plan to investigate how the portrayal of Wu Zetian in children´s media relates to academic literature. The main questions this thesis answered were the following: How is Wu Zetian portrayed in the source material? What qualities are attributed to Wu Zetian? Does the presentation of Wu Zetian in children´s media differ from the academic literature written by historians? If so, how?    The theories that this thesis was based on were the concepts that Bickford III and Rich presented in their study Examining the Representation of Slavery within Children´s Literature. These concepts were presentism, omission, chronological ethnocentrism, exceptionalism, heroification, and villainification. The second theory was gender theory. This theory was used as a theoretical interpretive framework for this thesis. The methods used were text analysis, close reading, and the theoretical concepts formulated by Bickford III and Rich.   The study concluded that Wu Zetian was mainly described in a glorifying light. The main attributes of Wu Zetian are positive, such as intelligence and beauty. The negative qualities attributed to Wu Zetian are that she was brutal. In general, Wu Zetian is presented and described in a positive and heroic light in children´s media. The difference in the presentation of Wu Zetian in children´s media and academic literature is minimal. In general, the children´s media downplays the brutal aspects of Wu´s life, while the academic literature talks about this aspect somewhat more. The main difference is that, children´s media is more glorifying and heroizing than academic literature.

[pt] Esta tese apresenta uma análise de reescritas brasileiras dos contos de Charles Perrault, sob uma perspectiva diacrônica e sincrônica, com o objetivo de compreender as diferentes formas como os contos do autor francês do século XVII têm sido reescritos no sistema literário brasileiro. Publicada na França, em 1697, a obra Histórias ou Contos do tempo antigo com moralidades ou Contos de Mamãe Gansa, alçada posteriormente à categoria de clássico da literatura infantojuvenil, contém oito contos em prosa, seguidos de moralidades em verso ao final de cada narrativa: A Bela Adormecida no bosque, O Chapeuzinho Vermelho, Barba Azul, O Mestre Gato ou o Gato de Botas, As Fadas, A Gata Borralheira ou A Sapatilha de Vidro, Riquete do Topete e O Pequeno Polegar (títulos dos contos de acordo com a tradução de Mário Laranjeira). Nesses contos, ao mesmo tempo em que recupera histórias populares da oralidade, Perrault insere sua marca autoral, a moralidade em verso, comentário final do autor sobre a história contada em prosa. Considerando que as moralidades possuem uma dupla função - autoral e literária - esta pesquisa se volta para o estudo da transmissão dos contos no Brasil com foco nesse duplo aspecto: a questão da autoria e a questão da literariedade. Tendo como principal pilar teórico os Estudos Descritivos da Tradução e adotando a metodologia de Lambert e Van Gorp, o corpus objeto de análise é composto por reescritas (e seus paratextos) publicadas em livro, desde o momento inicial em que os contos surgem no sistema literário brasileiro, ao final do século XIX, até a contemporaneidade, com a mais recente reescrita publicada em 2016. São também examinados alguns metatextos, tais como cartas e entrevistas, que auxiliam na compreensão das propostas dos reescritores e editores das obras. A partir das noções de André Lefevere acerca de reescrita e patronagem, considera-se que reescritas exercem papel central para o estabelecimento e a manutenção de cânones literários e projetam imagens novas ou distintas de obras e autores, de acordo com concepções ideológicas e poetológicas dos responsáveis pelas publicações (reescritores, prefaciadores, editores). Portanto, esta tese propõe a adoção de uma linha de pesquisa para os estudos literários que atente para a centralidade do fator reescrita, quando são analisadas obras estrangeiras inseridas em sistemas literários alvo. Como será visto no caso de Perrault no Brasil, as reescritas mais recentes, com diferenças relevantes em termos literários em relação às reescritas mais antigas, projetam novas imagens da obra e do autor, possibilitando novas leituras por parte do público leitor contemporâneo. / [en] In this doctoral dissertation, Brazilian rewritings of Charles Perrault s tales are analysed from a diachronic and synchronic perspective with the aim of comprehending the different forms in which this seventeenth-century French writer s stories have been rewritten in the Brazilian literary system. Published in France in 1697, Stories or Tales of Bygone Times, with Morals or Tales of Mother Goose, which was later acknowledged as a classic of children s literature, contains eight tales in prose followed by morals in verse at the end of each narrative: The Sleeping Beauty in the Wood, Little Red Riding-Hood, Bluebeard, The Master Cat or Puss in Boots, The Fairies, Cinderella or The Little Glass Slipper, Ricky of the Tuft and Little Thumb (full translations of the titles from the French source text). In these tales, while drawing on popular stories from the oral tradition, Perrault inserts his trademark morals in verse, offering a final comment on the story told in prose. Considering that the morals have a twofold function - both authorial and literary - the transmission of the tales in Brazil is studied with a focus on this dual aspect: authorship and literariness. Taking Descriptive Translation Studies as the main theoretical perspective and adopting Lambert and Van Gorp s methodology, the corpus under analysis is composed of rewritings (and their paratexts) published in books, ranging from when the tales first appeared in the Brazilian literary system in the late nineteenth century to the current day, the most recent of which having been published in 2016. Some metatexts are also examined, such as letters and interviews, which are helpful for understanding the rewriters and editors objectives. Based on Andre Lefevere s theoretical work on rewriting and patronage, it is suggested that rewritings exert a central role in establishing and maintaining literary canons and project new or distinct images of works and authors, according to the poetological and ideological conceptions of the actors responsible for the publications (rewriters, preface writers, editors). Therefore, a proposal is made for the adoption of an approach for research in literary studies that takes account of the centrality of the rewriting factor, in analyses of foreign works in target literary systems. As seen in the case of Perrault in Brazil, the most recent rewritings, which differ significantly in literary terms from the older rewritings, project new images of the work and the writer, making new readings possible for a contemporary readership.

Made available in DSpace on 2016-04-28T19:59:18Z (GMT). No. of bitstreams: 1 Celiane Mendes.pdf: 395196 bytes, checksum: 7aff63d4a98bd8ec2dc93b7ceccc1030 (MD5) Previous issue date: 2009-06-30 / Secretaria da Educação do Estado de São Paulo / The objective of this work is to study the narrator category in two works of Lygia Bojunga A bolsa amarela (1976) and O sofá estampado (1980) in order to elucidating the author project entered in them. Thus, deserves attention, in this study, the narratives procedures that are in the service of an authoral project construction. In the search of bojunguiano project, the work takes support in the theoretical studies of Wayne Booth (1980) the American critic especially in The Rhetoric of Fiction, a work in which, Booth organizes and illustrates the concept of implied author a double of real author . For the critic, the author can not be absent from the narrative, in addition to defining how to tell, the author included this mode in the narrative, projecting it to the authoral category, that also becomes fictional instance. First of all, we present a chapter about the critical fortune around the corpus studied here, for the purpose of understanding the differents theoretical-critical perspectives, already adopted in the critical study of selected works. Second of all, we turn our attention to the narrator s movements both in A bolsa amarela as in O sofá estampado to see how such procedures contribute to the construction of the bojunguiano project. The used method for reading the corpus was descriptive and analytical. Given the analysis undertaken, we have seen that the authoral project of the fiction writer identified in both works suposes an effect of approximation of the reader in relation to the narrative scene, causing the reflection about the narrated story and, in the course of his reading, a reflection about himself giving to the studied narratives an aesthetic effect that also includes the course of the reader s formation / Este trabalho tem como objetivo o estudo da categoria narrador em duas obras de Lygia Bojunga A bolsa amarela (1976) e O sofá estampado (1980) -, com vistas à elucidação do projeto autoral nelas inscrito. Deste modo, merecem destaque neste trabalho os procedimentos narrativos que estão a serviço da construção de um projeto autoral. Na busca desse projeto bojunguiano, o trabalho procura respaldo teórico nos estudos do crítico norte-americano Wayne Booth (1980), especialmente em A Retórica da Ficção, obra na qual o estudioso sistematiza e ilustra o conceito de autor implícito um duplo do autor real. Para o crítico, o autor não pode se ausentar da narrativa; além de definir o modo de narrar, o autor inscreve este modo na própria narrativa, projetando nela a categoria autoral, tornada também instância ficcional. Num primeiro momento, apresentamos um capítulo sobre a fortuna crítica em torno do corpus aqui estudado, a fim de conhecermos as diferentes perspectivas teóricocríticas já adotadas no estudo das obras selecionadas. Num segundo momento, voltamos nossa atenção para os movimentos do narrador, tanto em A bolsa amarela como em O sofá estampado, a fim de verificar como tais procedimentos contribuem para a construção do projeto autoral bojunguiano. O método adotado para a leitura do corpus foi o descritivo-analítico. Diante da análise empreendida, pudemos constatar que o projeto autoral da ficcionista gaúcha, identificado em ambas as obras, supõe um efeito de aproximação do leitor em relação à cena narrativa, provocando a reflexão sobre a história narrada e, no percurso da sua leitura, uma reflexão sobre si mesmo o que confere às narrativas estudadas um caráter estético que também contempla o percurso de formação do leitor

Made available in DSpace on 2016-04-28T20:56:49Z (GMT). No. of bitstreams: 1 Paula Cristina Reinheimer.pdf: 24856219 bytes, checksum: 01bd12eae856eb119d279dccf6953053 (MD5) Previous issue date: 2014-09-26 / For children with low vision to be able to interact with independence daily and at school time it is important to use their residual vision with property. The quality of this interaction will depend on the child's ability to interrelate continuously. The objectives of this research were to identify challenges and opportunities from the representations of mothers, teachers and children before the diagnosis of children with low vision. The method of the study was exploratory research from interviews with semi-structured script. Were interviewed six mothers of children with low vision between the ages of seven to twelve years old, six teachers that work with children with low vision and six children with low vision. The main topics of the interviews were the daily experiences of children and school life, especially reading books of children's literature. The results reveal that mothers showed the effort and dedication that children have to learn, certain fears for the issue of visually impaired children, interpreting their learning towards reality. Teachers talked about the opportunities that children have to be independent in their daily life and school experiences. The children described their routines and how they deal with their visual impairment, the low vision. It is concluded that mothers and teachers work continuously to the independence of children in daily life and everyday school experiences, especially in reading books. Children dedicate themselves to the learning process, enforcing to live well in society and at school, from low vision / Para que crianças com baixa visão consigam interagir com independência na vida cotidiana e escolar é importante usar seu resíduo visual com propriedade. A qualidade dessa interação vai depender da capacidade da criança de se interrelacionar continuamente. Os objetivos desta pesquisa foram identificar desafios e possibilidades a partir dos relatos das mães, professores e crianças perante o diagnóstico de baixa visão das crianças. O método do estudo foi a investigação de caráter exploratório a partir de entrevistas com roteiro semiestruturado. Foram entrevistadas 6 mães de crianças com baixa visão, 6 professores que trabalham com baixa visão, e seis crianças com baixa visão com idades entre 6 a 11 anos. Os tópicos principais das entrevistas foram as vivências cotidianas da criança e a vida escolar, em especial a leitura de livros de literatura infantil. Os resultados mostraram que as mães falaram sobre o esforço e dedicação dos filhos para aprender e de seus medos relacionados à deficiência visual de seus filhos. Os professores mencionaram as possibilidades que as crianças têm para serem independentes na vida cotidiana e escolar. As crianças descreveram suas rotinas e como lidam com a deficiência visual, a baixa visão. Conclui-se que as mães e professores trabalham continuamente para favorecer a independência das crianças na vida cotidiana e escolar, em especial na leitura de livros. As crianças se dedicam ao aprendizado, esforçando-se para se adaptarem à maneira de viver bem na sociedade e escola a partir da baixa visão

Made available in DSpace on 2016-04-29T13:31:27Z (GMT). No. of bitstreams: 1 CELIA MARIA ESCANFELLA.pdf: 2414879 bytes, checksum: 06a175b1fb1898be573a76fd596f411f (MD5) Previous issue date: 2006-08-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This is an exploratory study on Children s Literature in a catholic religious context. The objective is to contribute with the present debate on the social construction of brazilian childhood. For such purpose, thirty children s literature books were confronted based on a comparative analysis. The books in question were published from 1976 to 2000, fifteen published by secular publish houses and 15 by catholic ones. The books were randomly selected according to the legal deposit at the Rio de Janeiro National Library. Some of the questions which guided the study were: 1) if there was a process of secularization in Children s Literature; 2) if there was a reconfiguration or a reduction of the magic or of the sacred in Children s Literature; 3) if the catholic publish houses were processing the transformations observed in society and in the academic world regarding the notion of childhood, mediated by the debate around a new idea of socialization. To develop this thesis, it appeared adequate to base the discussion on the mediation of modern culture, the ideology concept and the Deep Hermeneutics methodology, as defined by John B. Thompson, complemented by the systematization of knowledge from many fields of knowledge, such as the Childhood Sociology, Children s Literature and the Sociology of Religion. The analysis confirmed the tendency towards the secularization of children s literature, hinted at in a previous research, and it enabled us to observe, in the sample s last period (from 1995 to 2000), a change in the catholic publish houses scenario, with advances in the conceptions of childhood and of socialization in the texts of some of them, though others maintained traditional standards. The results allow us to verify that there is a predominant view in the texts of catholic publish houses, a utilitarian, sometimes idealized view, whose objective is to teach values such as kindness, fraternity and obedience or to transmit Christian values, as well as a stronger tendency towards an asymmetrical portrayal of the racial and gender relations. However, in the production of both publish house categories secular and catholic it is possible to observe a similar phenomenon: the use of the Fantastic Universe, based on the magical tradition of literary production for children / Este é um estudo exploratório sobre a produção de literatura infantil no contexto religioso católico com o objetivo de contribuir com o atual debate sobre a construção social da infância brasileira. Para tanto foram confrontados, com base em análise comparativa, 30 livros de literatura infantil do período de 1976 a 2000, 15 deles publicados por editoras laicas e 15 por editoras católicas. Os livros foram selecionados, de forma randômica, do depósito legal efetuado na Biblioteca Nacional do Rio de Janeiro. Algumas das questões que nortearam o estudo foram: 1) Estaria ocorrendo um processo de laicização da literatura infantil? 2) Estaria ocorrendo uma reordenação ou diminuição do sagrado ou da magia na literatura infantil; 3) As editoras católicas estariam processando as transformações observadas na sociedade e no universo acadêmico quanto à concepção de infância, mediadas pelo debate em torno de uma nova concepção de socialização? Para a construção dessa tese, mostrou-se adequado tomar como base a discussão em torno da midiação da cultura moderna, o conceito de ideologia e a metodologia da Hermenêutica de Profundidade, conforme os define John B. Thompson, complementados pela sistematização de conhecimentos de diversos campos de saber, como Sociologia da Infância, Literatura Infantil e Sociologia da Religião. A análise confirmou uma tendência à laicização da literatura infantil, sugerida em pesquisa anterior, e permitiu observar, no último período da amostra (de 1995 a 2000), uma mudança no cenário de editoras católicas que produzem literatura infantil, com avanços nas concepções de infância e de socialização em textos de algumas editoras, porém com manutenção de padrões tradicionais em outras. Os resultados permitem afirmar que predomina principalmente nos textos de editoras católicas uma visão utilitária, e, por vezes, idealizada, com o objetivo de ensinar determinados valores como bondade, fraternidade e obediência, ou transmitir valores cristãos, bem como uma tendência mais intensa a uma representação assimétrica das relações de gênero e raciais. Porém, na produção de ambas as categorias de editoras católicas e laicas observa-se um fenômeno similar: a utilização do universo fantástico, com a ancoragem na produção literária para crianças de tradições mágicas