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Relações de gênero na literatura infantil: uma análise sobre o conto de fadas “Branca de Neve e os Sete Anões”
(2023-09-06) Silva, Luana Santana da; Souza, Ana Paula Abrahamian de; http://lattes.cnpq.br/5944309643014109; http://lattes.cnpq.br/6328520120023161
The present work aims to reflect on gender representations in the fairy tale "Snow White and the Seven Dwarfs" in different versions and historical contexts based on gender studies. We conceptualize fairy tales, presenting their historical trajectory according to Santos et al. (2017) and Coelho (2000) and we point out aspects of their importance for the cognitive and socio-affective development of children through the contributions of the authors Coutinho and Rodrigues (2021) and Nogueira (2016), in addition to pointing out aspects of the stories from the perspective of Cultural Studies conceptualized by Santos (2015). Through the discussion of authors who bring a feminist perspective to research, such as Louro (1997), Scott (1995) Bento (2011), we establish the concept of gender used in research and how it is evidenced in popular fairy tales worldwide. The methodology used consisted of a qualitative content analysis approach, and, after contextualizing the works under analysis, we determined three categories: patterns of subjectivation of femininities, patterns of subjectivation of masculinities and gender relations. Two files were analyzed textually and iconographically, the first being the traditional version of the story and the second a contemporary version in audiobook format. We seek to point out characteristics in the works that reinforce stereotypes of genders and the relationships between them, also pointing out new networks of meanings for the production of femininities and masculinities that escape hegemonic standards in the most current work of short stories. We also highlight the importance of this study in teacher training, leading them to understand the complexities of gender identities and choose materials that promote diversity and inclusion. This allows educators to sensitize students to gender issues, challenge stereotypes, and create safe and respectful school environments.