The aim of the study is to determine to what extent that which is distinctive of the Afrikaner nation ("volkseie") is embodied in Afrikaans literature for children. (Children's literature is understood to include literature for toddlers, children and teenagers.) A related question is whether the distinctively national in children’s literature serves a purpose and what special value it has for the child. Four aspects of the distinctively national are isolated, namely the native soil, material culture (for example domestic objects and occupations, medicine and transport), non-material culture (for example religion, folk-lore, language and children's games) and the national character. As the study concerns itself more particularly with the historical aspect of the distinctively national, some space is devoted to an outline of the origins and developmental history of the Afrikaner nation and that which, in its various manifestations, is distinctive of the Afrikaner. The God-given cultural mandate (Gen. 1: 28) is taken as point of departure and it is presupposed that the right to existence of different nations is founded on Scripture. An attempt is made to determine the extent to which the distinctively national, as manifested in the native soil, material and non-material culture and the national character, is present in certain works. For this purpose, three of the most notable authors of Afrikaans children's books, namely Freda Linde, Alba Bouwer and Hester Heese, have been studied in depth. Reference is also made to the works of certain other authors, namely Pieter W. Grobbelaar, Rona Rupert, Dora Tudor, W.O. Kuhne and P.H. Nortje. The study revealed that the distinctively national is present to a marked degree in the works of the important authors of Afrikaans children's literature. It contributes significantly to the atmosphere and milieu and in some works it forms an inherent part of the story. The distinctively national figures prominently in, particularly, the award-winning works of the authors studied. The embodiment of the distinctively national in children's literature may be of considerable value; it may help to shape the character of the Afrikaner child who faces the task of orientating himself in a hurried, and often confusing society. / MBibl, PU vir CHO, 1985

The aim of the study is to determine to what extent that which is distinctive of the Afrikaner nation ("volkseie") is embodied in Afrikaans literature for children. (Children's literature is understood to include literature for toddlers, children and teenagers.) A related question is whether the distinctively national in children’s literature serves a purpose and what special value it has for the child. Four aspects of the distinctively national are isolated, namely the native soil, material culture (for example domestic objects and occupations, medicine and transport), non-material culture (for example religion, folk-lore, language and children's games) and the national character. As the study concerns itself more particularly with the historical aspect of the distinctively national, some space is devoted to an outline of the origins and developmental history of the Afrikaner nation and that which, in its various manifestations, is distinctive of the Afrikaner. The God-given cultural mandate (Gen. 1: 28) is taken as point of departure and it is presupposed that the right to existence of different nations is founded on Scripture. An attempt is made to determine the extent to which the distinctively national, as manifested in the native soil, material and non-material culture and the national character, is present in certain works. For this purpose, three of the most notable authors of Afrikaans children's books, namely Freda Linde, Alba Bouwer and Hester Heese, have been studied in depth. Reference is also made to the works of certain other authors, namely Pieter W. Grobbelaar, Rona Rupert, Dora Tudor, W.O. Kuhne and P.H. Nortje. The study revealed that the distinctively national is present to a marked degree in the works of the important authors of Afrikaans children's literature. It contributes significantly to the atmosphere and milieu and in some works it forms an inherent part of the story. The distinctively national figures prominently in, particularly, the award-winning works of the authors studied. The embodiment of the distinctively national in children's literature may be of considerable value; it may help to shape the character of the Afrikaner child who faces the task of orientating himself in a hurried, and often confusing society. / MBibl, PU vir CHO, 1985

The purpose of this study is to determine how well the list published by the Texas Board of Education meets the requirements established by studies in the field by comparing it with a number of other lists of known value, which have been compiled by experts on the basis of the studies mentioned.

No description available.

The submitted diploma thesis with title Trasformation of literary heroes from preschool children poin of view is devoted to the reading situation in families and mainly examines the transformations of popular literary hereos of preschool children. The diploma thesis is divided into two main sections - the theoretical part and the practical part. The theoretical part deals with the preschool child and his development in variol components. The central chapter is reading líteracy and pre-literacy. There are also chapters on factours influencing reading and working with a book in kindergarten. The theoretical part concludes with the chapter Literary hero. The aim of the practical part was to find out who is the most popular literary hero in today's preschool children. The research survey consists of two parts - quantitative (questionnaire) and qualitative (interview with families) research. The following is an analysis of anonymous questionnaires. The results are processed in graphs with appropriate comentary. Furthermore we find analyzed interview with families containing questions about reading situation, the popularity of children's books and identifying with heroes from children's stories. Qualitative research is based on the professional literature of J. Trávníček. We were interested in which...

O estudo comparado da linguagem estruturada no e pelo diálogo intercódigos, que caracteriza os cinco livros da literatura infantil brasileira e portuguesa analisados na pesquisa, pretende examinar como e por que esse suporte de leitura pode produzir no leitor tanto associações perceptivas mecânicas, pragmáticas, como também associações perceptivas termodinâmicas, mais estéticas. A análise das associações perceptivas resultantes de estratégias de leitura, propostas em uma prática de leitura escolar revisada o projeto Viagem Nestlé pela Literatura pretende também examinar como o exercício do olhar crítico sobre a linguagem intercódigos do livro de literatura infantil pode auxiliar o professor no seu papel de mediador de leituras e de leitores. / The study of comparison of language structured at and by intercodes dialogs, which characterizes the five Brazilian and Portuguese literature books for children analyzed in the research, intends to examine how and why these support of reading can product in the reader mechanical perceptive association, pragmatic, as well as perceptive thermodynamic association, more esthetic. The analysis of the perceptive association that results from reading strategies, proposed in a practice of school revised reading the project Viagem Nestlé pela Literatura also intends to examine how the exercise of critical looking about the language intercodes of literature for children can assist the teacher at his role of mediator of readings and readers

Orientador: Juvenal Zanchetta Júnior / Banca: João Luís C. T. Ceccantini / Banca: Cyntia G. G. S. Girotto / Resumo: Esta pesquisa procurou registrar, descrever e analisar recortes das impressões de leitura relativas a imagens presentes em narrativas de ficção para crianças. Partindo da leitura das narrativas Algodão-doce, de José Cássio de Cerqueira César e ilustrações de Helena Alexandrino, e O papo da Cabra-cabriola, escrito por Regina Chamlian e ilustrado também por Alexandrino, por alunos da 4ª série do Ensino Fundamental de duas escolas públicas municipais em Assis-SP, atentou-se para o papel da imagem nessa leitura e para a percepção dos leitores acerca da articulação entre os textos verbal e não-verbal. Tais características foram observadas em três situações de leitura, que envolveram mais de cento e cinqüenta leitores: a) leitura individual, b) leitura em pequenos grupos e c) leitura coletiva. Os dados da pesquisa foram coletados nos anos de 2004 e 2005, por meio de entrevistas semiestruturadas, diálogos com os alunos e observações das atividades trabalhadas. Para o desenvolvimento dos trabalhos houve amparo em teóricos da leitura e da leitura da literatura como Kügler, Martins e Faria. Por meio de atividades práticas de leitura houve constatação que o texto escrito configura-se, para a maioria dos leitores aqui considerados, o mais importante ou o mais legitimado para a conferência de sentidos a uma leitura. Mesmo quando solicitadas a reconstituir a narrativa por meio do texto não-verbal, das ilustrações, as crianças costumavam buscar o texto escrito como apoio. O texto não-verbal por vezes teve leitura mais descritiva do que interpretativa, entretanto as crianças tendiam a se dirigir a uma leitura mais crítica deste se instigadas a tal. A leitura de imagens é essencial para a formação do leitor, e esta não se dá de maneira dissociada da leitura de textos escritos, tampouco de preparo para este exercício... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to register, describe and analyze parts of the impressions related to images in narratives of fiction for children. Starting from the narratives Algodão doce, by José Cássio de Cerqueira César and pictures by Helena Alexandrino, and O papo da Cabracabriola, by Regina Chamlian and pictures by Alexandrino as well, read by 4th grade students of the Elementary School from two public schools in Assis-SP, we have focused on the role of the image in this reading and on the perception of the readers about the articulation between the verbal and non-verbal texts. These characteristics have been observed in three situations of reading, which involved more than a hundred and fifty readers: a) individual reading, b) reading in small groups and c) collective reading. The research data were collected in 2004 and 2005, through semi-structured interviews, dialogues with the students and observation of the activities done. To develop the work there was a theoretical support concerning reading and literature reading with Kügler, Martins and Faria. Through the practical reading activities, we noticed that the written text is, to most of the readers considered here, the most important or the most legitimated way to give meanings to a reading. Even when asked to retell the narrative through the non-verbal text, the pictures, children used to look for the written text as a support. The non-verbal text at times had a more descriptive than an interpretative reading, but children tended to have a more critical reading of it when stimulated to do that. Reading images is essential to the reader formation, and it is not dissociated either from reading written texts or preparing to this exercise. The activities of collective reading were the ones which showed more incidence of a more balanced articulation between the verbal and non- verbal texts... (Complete abstract, click eletronic address below) / Mestre

The subject of this thesis is an analysis of various stylistic aspects of Karel Čapek's Povídky z jedné a z druhé kapsy and Devatero pohádek. In the first part, the author deals with a distinctive feature of Čapek's works, which is an attempt to cause an impression of an oral narrative. At first, she studies an influence of this feature on general composition of the chosen writings. Then she analyses particular language means. The second part explores other stylistic and linguistic means, which are typical for chosen material. These are for example accumulations of synonymic expressions, playing with acoustic form of language or utilization of elements from foreign languages. Witnih each topic, the author compares the three texts. Key words Karel Čapek, short prose, literature for children, analysis of language

É da natureza do ser humano encantar-se, ao menos em determinada fase da vida, pela narrativa de um conto de fadas, deixando-se levar pela fantasia da Literatura, acreditando que nas páginas de um livro tudo é possível. Essa crença na fantasia, no entanto, pode não lhes acompanhar a vida toda, uma vez que a passagem da infância para a adolescência e a fase adulta, bem como as exigências do mundo moderno, cerceiam essa capacidade de fantasiar, ao mesmo tempo inata e necessária ao homem. A escola, então, teria o papel fundamental de preservá-la, perpetuando nos alunos o gosto pela fantasia, tão essencial ao seu desenvolvimento cognitivo e psicológico, além da percepção estética; afinal, Literatura é arte. Nem sempre é isso o que ocorre, e o ambiente escolar torna-se um espaço de reprodução de conhecimentos, com o ensino focado na norma gramatical, na historiografia literária, sendo o texto relegado ao simples papel de pretexto para análises dissociadas do que realmente importa: o texto e os recursos que o compõem. No caso da Literatura, arte da palavra, parte-se do pressuposto de que um dos recursos essenciais para sua concepção sejam as metáforas, instaurando a fantasia. Chega-se, então, a um ponto crucial desse trabalho: as metáforas são componentes essenciais da fantasia, mas ambas são relegadas pela escola, que não se pauta por um ensino produtivo. Ao invés de compreenderem o potencial metafórico, aos alunos cabe a simplória tarefa de reconhecê-las e classificá-las. Essas constatações despertaram o desejo de entender melhor a relação existente entre fantasia, metáfora e literatura infantil, gerando alguns questionamentos: afinal, o que é fantasia? É o mesmo que fantástico? A fantasia caracteriza, apenas, a Literatura infantil? Essas indagações propiciaram reflexões acerca da importância do texto literário na sala de aula e no trabalho feito com ele. Assim, lançando à teoria um olhar docente, empreende-se uma análise do livro A casa da madrinha, de Lygia Bojunga, verificando a fantasia presente na obra perfeita fusão entre o real e imaginário e como ela se instaura: pelas metáforas / It is of the human nature the fascination, at least in some phases of the life, by fairy tales, where they are carried away by the fantasy present in literary texts. People believe that, on the pages of a book, everything is possible. Such belief in the fantasy, however, may fade away as time goes by since the passage of time from childhood into adolescence and yet into adulthood, as well as the demands of modern life restrict our potential for daydreaming. Schools, therefore, undertake a pivotal role to preserve and cherish it alive in the students. Still, it is crucial to their psychological and cognitive development, and, of course, to the development of their esthetical sense; after all Literature is art. Unfortunately, it hardly ever occurs and the classroom reality turns out to be a mere knowledge-passing resource, privileging the grammar rules and the literature background. Conversely, text is relegated to a mere pretext for analyses unrelated to what really matters: the text itself and its respective resources. We believe that, as to Literature, one of the essential resources to conceive it is metaphors by means of fantasies. We have now come to a key point where metaphors are major components of fantasies. However, both are poorly regarded by schools, which do not embark on a productive policy. Rather than effectively understanding the metaphorical potential, students are held to primary (and witless) tasks of recognizing and classifying metaphors. Such verifications arouse the interest in better figuring out the existing relation between fantasy, metaphor, and literature for children. It all poses questions: after all, what is the meaning of fantasy? Is it the same as fantastic approach? Fantasy characterizes literature for children only? Such questions make us ponder over the importance of literary texts and the respective tasks carried out as in classroom. In view of it all, we have taken a teaching look at the book A casa da madrinha (Godmothers house) by Lygia Bojunga, verifying the fantasy present in the work perfect fusion of reality and imagination and how it takes place by means of metaphors

The main topic of this diploma thesis is death and dying in literature for children and youngsters and it´s usage in Pedagogics of free time. The thesis is divided into two parts: theoretical and practical. The theoretical part´s main aim is the definition of death as a part of life (a brief description of habbits and traditions, including today´s view), psychological perception of death by children of preschool and younger school age and analysis of key topics from chosen works for children and youngsters. The practical part contains a qualitative research (a semi-structured dialog) and a set of methodical sheets from the chosen works, containing their verification in praxis, including reflexion.