Esta dissertação possui como temática a literatura infantil que circula na escola, especialmente, analisando edições populares adaptadas de contos de fadas. Dentre as coleções encontradas nos acervos investigados em duas escolas municipais – educação infantil e ensino fundamental - de um município da região metropolitana de Porto Alegre/RS, destacou-se a presença de determinadas séries com publicações de textos adaptados muito sucintos e com pouco cuidado editorial, preferencialmente, de “contos de fadas”, ao lado dos acervos oficiais distribuídos às escolas pelo Ministério de Educação (PNBE, PNLD, PNAIC). A partir desta constatação, meu objetivo, nesta dissertação, foi o de analisar criticamente adaptações de textos considerados “clássicos da literatura infantil”, encontrados nas escolas, realizando um cotejo com os "originais" [ou versões mais conhecidas], identificando as modificações e verificando, de maneira geral, os critérios que presidiram suas modificações. Considerando que estas coleções integram o circuito pedagógico nas instituições, realizei uma análise das adaptações de dez clássicos: “O Patinho Feio”, “João e o Pé de Feijão”, “Branca de Neve”, “A Bela e a Fera”, “A Bela Adormecida”, “Cinderela”, “Chapeuzinho Vermelho”, “João e Maria”, “Os Três Porquinhos” e “O Pequeno Polegar”, tomando como referência alguns estudos sobre contos de fadas e sobre adaptação (CADEMARTORI, CECCANTINI, HUTCHEON, CARVALHO, SHAVIT, entre outros). A análise das edições adaptadas, considerando tanto o projeto gráfico dos livros quanto as permanências e modificações dos textos, em relação às obras mais tradicionais, nos permitiu evidenciar o limitado potencial literário destas obras, uma vez que não privilegiam a riqueza das narrativas originais, tampouco sustentam a recepção destas histórias pelo leitor. Tornou-se evidente que a publicação de adaptações constitui uma estratégia do mercado editorial para o largo consumo de livros que possam “ensinar algo” para as crianças. Neste sentido, a investigação é produtiva, à medida que coloca em xeque o conceito de “literatura infantil” ou “livros para crianças” no circuito escolar. / This paper focuses on children’s literature in the school, particularly analysing popular issues of fairytales. Among works found in collections investigated in two municipal children’s and primary schools in the city of Porto Alegre (RS), the presence of particular series published from very brief and poorly edited texts, especially, about ‘fairytales’, as well as official collections the Ministry of Education (PNBE, PNLD, PNAIC) distributed to schools. Thus my aim was to analyse critically adaptations of texts considered as ‘children’s literature classics’ found in schools, by comparing them with ‘originals’ (or more popular versions), identifying changes and generally verifying criteria for such changes. Considering that these collections follow pedagogical paths in institutions, I make an analysis of adaptations from ten classics: The Ugly Duckling, Jack and the Beanstalk, Snow White, Beauty and the Beast, Sleeping Beauty, Cinderella, Little Red Riding Hood, Hansel and Gretel, The Three Little Pigs, and Tom Thumb. Here we have drawn to some studies about fairytales and adaptations such as Cademartori, Ceccantini, Hutcheon, Carvalho, Shavit, among others. Analysing these adapted works, by considering both books’ graphic part and attachment or change of traditional, allow us to show that these works have limited literary potential, once they do not favour the richness of the original narratives nor sustain the readers’ reception of these stories, which shows that publication of adaptations constitutes a strategy of the publishing market for the large consumption of books that may ‘teach something’ for children. In this perspective, the investigation is useful as it challenges the concept of ‘children’s literature’ or ‘children’s books’.

Esta Dissertação de Mestrado propõese a analisar os “novos contos de fadas” com vistas a examinar as representações de infâncias e de relações de gênero e sexualidade, presentes nestes artefatos da nossa cultura. Neste trabalho, se reconhecem os contos de fadas contemporâneos como “novos contos de fadas”, colocando-os em suspeição, a partir do estudo realizado acerca de sua produtividade como texto cultural. A seleção dos livros é diversificada e nela se procurou escolher livros indicados à faixa etária das séries iniciais ou anos iniciais (610 anos) do Ensino Fundamental, publicados a partir da década de 90, os quais apresentam histórias de diferentes autores, publicadas por editoras distintas; de uma mesma coleção; de autores/as estrangeiros/as (obras traduzidas) e nacionais. A metodologia utilizada é a da interpretação textual, tanto em relação às narrativas quanto às ilustrações. Para isso, esta pesquisa conta com o referencial teórico dos Estudos Culturais em Educação, dos Estudos sobre Narrativas e dos relativos ao Gênero e à Sexualidade, em uma perspectiva pósmoderna e pósestruturalista. Questões relevantes deste estudo são: como os sujeitos infantis são representados por diferentes discursos, entre eles, os que “povoam” os livros infantis? Quais modelos de ser menino e menina, ou ser homem e mulher nos são ensinados através dos “novos contos de fadas”? A dissertação está organizada em seis capítulos. Neles são apresentados: a trajetória da pesquisadora, bem como a escolha e justificativa do tema de pesquisa; a história da literatura infantil, destacando conceitos importantes para o estudo, como os de conto, contos de fadas e “novos contos de fadas”; a história das infâncias; a história dos estudos de gênero e sexualidade; as conclusões do estudo. Articuladas às histórias de infâncias e à história dos estudos de gênero e sexualidade, estão as análises dos “novos contos de fadas” e suas representações de modos de ser criança e modos de viver a feminilidade e a masculinidade. Concluise com esta pesquisa que os “novos contos de fadas” ensinam sobre diferentes modos de ser criança. Com base nos autores estudados, percebemse representadas nas histórias as infâncias: desrealizadas e hiperrealizadas, protegida, parcialmente protegida, desprotegida, marginalizada, pública; chegando a representar as múltiplas infâncias da contemporaneidade, ou seja, aquelas constituídas por múltiplos discursos. Este corpus de textos analisados mostra uma criança saudável, feliz, sapeca, criativa, esperta, inteligente, dinâmica, corajosa, mas também, às vezes, uma criança ingênua e frágil, precisando da proteção adulta. As múltiplas infâncias dos “novos contos de fadas” são representadas por crianças que brincam, ficam tristes, mostramse sonhadoras, ciumentas, lidam com a morte, freqüentam a escola, enfim, representam os modos de ser e viver na contemporaneidade. Concluise, também, que os “novos contos de fadas” ensinam que não há um jeito único, nem mais verdadeiro, de ser homem e de ser mulher e que se podem experimentar vários modos de viver a sexualidade no diaadia. Algumas histórias não operam muitas transgressões de gênero e outras rompem com os discursos hegemônicos em torno da sexualidade, ao repensar “novos padrões”. / This master’s dissertation has proposed to analyse ‘new fairytales’ to examine representations of children and gender and sexuality relations, found at these artefacts of our culture. In this work, one has acknowledged the contemporary fairytales as ‘new fairytales’, suspecting of them, from the study conducted about its productivity as cultural text. Book selection is varied, and one has sought to choose books proper for the age range of early school years (six to 10 years old) in the primary school, published from the 1990s on, which feature different authors’ tales in different publishing companies; in a same collection; by foreign male and female authors (domestic and translated works). The methodology used has been that of textual interpretation, whether regarding narratives and illustrations. In support of this, the research has relied on the theoretical referential of the Cultural Studies in Education, Studies on Narratives and Gender and Sexuality, in a postmodern and poststructuralist perspective. The following are relevant questions of this study: how infantsubjects are depicted in different discourses among them, those who ‘inhabit’ the children’ books? What patterns of being a boy and being a girl, or being a man or a woman are taught through ‘our fairytales’? The dissertation is organized in five chapters. In them are: the research path and choice and justification for the subject matter; the story for the children’s literature, highlighting important concepts for the study, such as the tale, fairytales and ‘new fairytales’; children’s history; history of the study of gender and sexuality; final conclusions. Articulated to the children’s stories and to the history of the study of gender and sexuality, are analyses for the ‘new fairytales’ and their representations of styles of being a child and male and female ways of living. One has concluded that the ‘new fairytales’ teach us about different ways of being a child. Based on the studied authors, one has perceived childhoods represented in the stories: unaccomplished and hyperaccomplished, protected, partially protected, unprotected, marginalised, public; which come to represent multiple contemporary children’s ages, that is, those shaped by multiple discourses. This analysed set of texts has showed a healthy, happy, forward, creative, wise, intelligent, dynamic, courageous, but sometimes also artless, frail child who needs adult protection. Multiple childhoods in the ‘new fairytales’ are represented by playing, sad, daydreaming, jealous children dealing with death, attending school, that is, representing being and living styles in contemporary times. One has also concluded that the ‘new fairytales’ teach us that there is no one single ways, not even truest, of being a man and a woman, and that one can try several ways of enjoying sexuality in daily life. Some stories do not work with breaking of the gender, and some break with hegemonic discourses on sexuality, by rethinking ‘new patterns’.

I vårt arbete har vi studerat hur pedagoger på förskolan arbetar med sagor för att främja barnens språkutveckling. I den första delen har vi beskrivit forskningsbakgrund. Där tar vi olika forskares synpunkter och åsikter om hur sagan användas för att utveckla barnens språk. Vi beskrev syftet med vårt arbete och bestämde problematiken som vi skulle arbeta med. I den andra delen redovisade vi vårt resultat utifrån våra genomförda intervjuer. Vi har använt oss av intervjuer för att få svar på de frågorna som vi var intresserade av. Vi besökte tre förskolor i två olika kommunen och intervjuade fyra förskollärare där. Vi ville få svar på frågorna i vilket syfte används sagan i förskolan, hur pedagoger arbetar med sagan och om sagan anses som ett viktigt hjälpmedel för att främja barnens språkutveckling. Vi samlade allt informationer från intervjuer, diskuterade och analyserade den. Informationen använde vi i vårt arbete.Sammanställningen av intervjuer visar att pedagogerna arbetar med sagan på olika sätt och använder sagan med olika syften, men alla är medvetna om att detta arbete främjar barnens språkutveckling. Förskollärarna påstår att samtal, diskussion efter läsning har en stor vikt. Stor roll spelar också bokval, bokutställning på avdelning och läsmiljön i allmänhet. Pedagogerna poängterar att en bra läsare spelar en stor roll och är som en förbild för barnen. Förskollärare tycker att använda kroppsspråk, varierar tonläget, visa bilder är ett betydelsefullt moment för barnens språkutveckling. Pedagogerna arbetar med sagan ett tema eller med enskilda sagor. Förskollärarna visade vad de är bra på och vad de ville förbättra i sitt arbete.Två av pedagogerna som hade intervjuer upptäckte att det var nyttigt att svara på våra frågor för att de fick tänka mer om hur man arbetar med sagor, fick analysera sitt arbete och hittade området som de skulle ändra eller förbättra.

For many centuries, children have known fairytales. Whether they were read to them by their parents, or whether they have been exposed to them through Disney movies and other adaptations; one cannot ignore that they have become an integral part of one's childhood memories. However, one often tends to forget the didactic nature of those fairytales and the real life fairies that created them, for they were and remain educators. While uncovering the lives of those famous female writers of the late seventeenth-century, one will be able to better grasp the environment in which they lived and thus will understand the context in which their tales were written, the educating lessons that they were trying to convey, and the universal moralities that remain forever engraived in history. These women were educators, and so were their fictional fairies; for they conveyed information. onto others, just like a teacher conveys inform~tion to a student. They wanted to be heard, and their tales, for this reason, will forever remain timeless.

No description available.

Using an analysis of the creation of the character Dan Kelly in my play, risk, I argue that fairytale characters work as more than personage representations. They function on a big canvas for the audience; they carry large chains of association. Given this, I then propose that the human response is to infer additional meaning, meaning beyond the scope of plot and immediate character interaction - the audience infers symbolic meaning, ‘amplifying’ what is there into more. They enter a ‘generative empty space’ within the play where they infer or ‘unfold’ more meaning. In creating this ‘greater tale’, they are engaged beyond their personal ‘horizon of understanding’, and so, ‘take in’ the work through a heightened perceptual acuity. Therefore, I pursued the idea of making space for the operation of this process, of leveraging the creation of meaning around a character. My inquiry led me to believe that a powerful way to do this was through absence rather than presence and silence rather than sound; and this had a profound impact on my choice of form for Dan Kelly: he progressed, through a number of stages, from reportage to a digital representation.

Nos livros de L. Frank Baum cuja ação se desenvolve na Terra de Oz, as personagens femininas aparecem nas mais diversas funções, de protagonista a vilã, de fada a bruxa, de princesa a general, entre outras, sejam elas humanas, feéricas ou animais, desdobrando-se em diversos papéis e, desse modo, reproduzindo alguns estereótipos e quebrando outros. Diante desse campo fértil, o presente trabalho investiga as formas de representação do feminino empregadas na série, cuja primeira e mais conhecida obra é O Maravilhoso Mágico de Oz. Para tanto, a principal teoria a ser utilizada será a semiótica de linha francesa, com o suporte dos estudos comparatistas e dos estudos de gênero. Averiguamos se os livros da série de Oz trazem inovação na forma de representar o feminino. Como na própria introdução do primeiro livro o autor declarava escrever um conto de fadas moderno, investigou-se ainda a aparente diversidade na forma de manifestar o feminino em relação a outros contos de fada, como os de Charles Perrault e os dos irmãos Grimm. / In L. Frank Baums Oz books, a wide range of roles are performed by female figures: leading character and villain, fairy and witch, princess and general, among others, be they human, fairy or animal, thus reproducing some stereotypes while subverting others. In the face of such a profitable field of study, this dissertation researches female representation throughout the series, whose most renowned book is The Wonderful Wizard of Oz. French semiotics is the main theory underlying our study, aided by gender studies and comparative literature studies. We also sought to ascertain whether the first four books in Baums Oz series innovate in terms of female representation. As the first Oz book introduction asserted it was the authors intention to write a modern fairytale, it was also explored in which ways Oz books represent female characters differently from other fairytales, such as those by Perrault and the Grimm brothers.

Le conte n’est pas abordé ici dans sa qualité bien reconnue de genre fixe, de forme « simple » et « naïve » à destination des enfants. Situé en France, entre l’après-guerre et aujourd’hui, le corpus sollicité comprend des adaptations affichées (de La Belle et la Bête de Cocteau en 1946 au Barbe-Bleue de Catherine Breillat en 2009) et des emprunts disséminés et masqués que retravaillent certaines œuvres de Buñuel, Claude Chabrol, Louis Malle, Claude Miller, Claire Denis, Laurent Achard et Marina de Van. Ni anthropologique, ni structuraliste, ni narratologique, ni psychanalytique, mais combinant ces approches, notre thèse a pour visée de déplacer des lignes épistémologiques et méthodologiques, les grilles herméneutiques traditionnelles s’avérant insuffisantes à rendre compte des processus à l’œuvre lorsque le médium cinématographique réécrit selon ses propres dispositifs et avec ses effets spécifiques les contes anciens. Ce renversement se traduit par des poétiques du trouble, de l’opacité, la tentation d’orientations stylistiques naturalistes et de déplacements génériques vers le thriller voire les formes de l’horreur. Non seulement on peut en dégager les affinités profondes entre des cinéastes français éloignés dans le temps, mais on propose de repérer l’expérience du corps éprouvé comme un motif central, de nature érotique, où se redéfinit, dans certains fragments voire certains photogrammes, le travail de l’image cinématographique. C’est dans une visée exploratoire, qui privilégie les démarches analytiques que notre thèse met au jour, sous les emprunts aux contes de l’enfance (Charles Perrault, les frères Grimm, Hans Christian Andersen), une filiation sadienne et bataillienne du cinéma français d’auteur. / Fairytales are not seen here as a fixed genre, a "simple" and "naïve" construct aimed at a child audience. Our body of reference works, originating in France and dating from the post-war years up to this day, includes traditional film adaptations (from Cocteau’s Beauty and the Beast in 1946 to Catherine Breillat’s Bluebeard in 2009) as well as obscure representations reworked in films by Buñuel, Claude Chabrol, Louis Malle, Claude Miller, Claire Denis, Laurent Achard and Marina de Van. Using an approach neither anthropological, structural, narratological or psychoanalytic, but one that combines all of these, our thesis aims to shift epistemological and methodological lines, the traditional hermeneutic matrices proving inadequate to reflect the processes occurring as the film medium, using specific means and effects, rewrites classical fairytales. This inversion is translated by emotional upheaval and blurring, a desire for naturalistic orientations and changing of genre towards the thriller or even forms of horror. Not only do the deep affinities between older generation French filmmakers emerge, but one identifies the use of the body as a central motive, erotic in nature, where shaping the film image is redefined in certain sequences and frames. Using an exploratory approach favouring analytic processes, our thesis illustrates the sadean and bataillean filiation between childhood fairytales (Charles Perrault, The Brothers Grimm, Hans Christian Andersen) and French arthouse cinema.

The creative work, Black-Winged Angels, is a collection of nine re-written fairytales. The collection is divided into three sections: Maiden, Mother, Crone and the three stories in each section explore various aspects of these traditional periods in a woman's life. The tales are re-written, or 're-loaded', to offer alternative views of the tales of childhood, to examine other forces that may be at work inside the stories themselves, and the possible consequences of 'living' those tales differently. The exegesis examines the colonisation and reclamation of a range of fairy tales. It traces the historical shift from oral to literary fairy tale traditions, and the ensuing patriarchal rewriting of those fairytales. The exegesis then considers the writing of Angela Carter and Emma Donoghue (specifically The Bloody Chamber and Kissing the Witch, respectively), in terms of how their work in the fairytale genre has both succeeded in, and failed to, avoid a simple inversion of gender with their revisions of the colonised literary fairytales. The exegetical work has grown, in large part, out of the process of critical reflexivity to which I have subjected my creative work. I chose Angela Carter's and Emma Donoghue's works of revisionist fairytales to act as 'bookends' for my own work; Carter as a starting point for fairytale reclamation and Donoghue as a more recent incarnation of the fairytale revisionist. In reflecting on my own work, I often looked back at what these two authors had done, to guide me in the eternal writers' struggle of what to leave in, what to leave out, and where to take the tale.

Nos livros de L. Frank Baum cuja ação se desenvolve na Terra de Oz, as personagens femininas aparecem nas mais diversas funções, de protagonista a vilã, de fada a bruxa, de princesa a general, entre outras, sejam elas humanas, feéricas ou animais, desdobrando-se em diversos papéis e, desse modo, reproduzindo alguns estereótipos e quebrando outros. Diante desse campo fértil, o presente trabalho investiga as formas de representação do feminino empregadas na série, cuja primeira e mais conhecida obra é O Maravilhoso Mágico de Oz. Para tanto, a principal teoria a ser utilizada será a semiótica de linha francesa, com o suporte dos estudos comparatistas e dos estudos de gênero. Averiguamos se os livros da série de Oz trazem inovação na forma de representar o feminino. Como na própria introdução do primeiro livro o autor declarava escrever um conto de fadas moderno, investigou-se ainda a aparente diversidade na forma de manifestar o feminino em relação a outros contos de fada, como os de Charles Perrault e os dos irmãos Grimm. / In L. Frank Baums Oz books, a wide range of roles are performed by female figures: leading character and villain, fairy and witch, princess and general, among others, be they human, fairy or animal, thus reproducing some stereotypes while subverting others. In the face of such a profitable field of study, this dissertation researches female representation throughout the series, whose most renowned book is The Wonderful Wizard of Oz. French semiotics is the main theory underlying our study, aided by gender studies and comparative literature studies. We also sought to ascertain whether the first four books in Baums Oz series innovate in terms of female representation. As the first Oz book introduction asserted it was the authors intention to write a modern fairytale, it was also explored in which ways Oz books represent female characters differently from other fairytales, such as those by Perrault and the Grimm brothers.