Navegando por Assunto "Literatura infantojuvenil"

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Contação de histórias na era digital: a importância da literatura infantojuvenil na formação de leitores críticos
(2019) Bandeira, Karina Bastos de Luna; Silva, Ivanda Maria Martins; http://lattes.cnpq.br/8436216704557833; http://lattes.cnpq.br/7003805851081385
Contação de histórias: Descobrindo o imaginário da literatura infantojuvenil
(2019) Santos, Kézia Gabriela Silva dos; Azevedo, Natanael Duarte de; http://lattes.cnpq.br/1598344003069716; http://lattes.cnpq.br/6873739667575780
A ilustração das literaturas infantil e juvenil na Base Nacional Comum Curricular (BNCC)
(2019-01-30) Andrade, Rafael do Nascimento; Teixeira, Renata Pimentel; http://lattes.cnpq.br/1789141041884024; http://lattes.cnpq.br/0535688742540094
Este artículo objetiva analizar la Base Nacional Común Curricular, en lo que se refiere a las orientaciones en cuanto a la enseñanza de literatura infantil y juvenil, más precisamente en la lectura de las ilustraciones. Se observó que la enseñanza de literatura se detiene en el texto verbal y que, a partir del inicio del letramento, la imagen se pone en según plan. Por lo tanto, se realizó una revisión bibliográfica sobre el tema así como un análisis crítico de la BNCC en cuanto a la enseñanza, reflexión y análisis de textos no verbales. Los resultados apuntan a un mayor énfasis al texto escrito, principalmente a las series del 6º al 9º año de la Enseñanza Fundamental. Con el fin de fundamentar teóricamente este trabajo, tomamos como base los estudios realizados por Hunt (2010) y Coelho (2000) sobre la crítica a la literatura infantil; los aspectos narrativos, formales, espaciales y temporales de Linden (2011); en cuanto a las reflexiones sobre la lectura y enseñanza de la literatura infantil y juvenil será abordado de las ideas de Lajolo (1999 y 1988) y Zilberman (1988); así como las ideas de Barthes (1990) en cuanto a las características de las imágenes; para finalizar con Martins (1996) ampliando la discusión sobre la especificidad de los libros de imagen y enseñanza. Esta investigación muestra que la ilustración en la literatura infantil y juvenil no es sólo un recurso de ampliación de sentidos y de ornamentación de la narrativa verbal de los libros, pero que la imagen también es texto y, en el caso del libro ilustrado, desarrolla su propia narrativa, algunas a veces estableciendo una relación de colaboración con el texto y otras de disyunción, con una narrativa aparte y llevando al lector al extrañamiento de la tensión entre lo escrito y lo visual. Por último, se analizan brevemente dos ejemplos de libros ilustrados, para fundamentar las discusiones emprendidas.
A imagem como produtora de sentidos e a temática ambiental em Um dia um rio de Léo Cunha e André Neves
(2021-12-14) Batista, Maria Joice Araújo; Almeida, Maria do Socorro Pereira de; http://lattes.cnpq.br/3185435491287172; http://lattes.cnpq.br/1180321526893283
The work aims to analyze and discuss the importance of illustration contained in children’s literature and address the environmental theme addressed in the work Um dia, Um rio, by write Léo Cunha and illustrated by André Neves, since it is a work aimed at children and recounts, in poetic language, the disaster that occurred in the city of Mariana-MG in 2015, when na iron ore plant invaded the Rio Doce. The authors, in this context, give voice to the river itself that narrares their saga before and after being taken by the toxic mud. To support the research, we took as a bade some theorists and critics among which are: Almeida (2020), Costa (2017), Coelho (2000), Quadros and Rosa (2008) Santaella (2003 end 2012), Zilberman (2013) end Simão (2013). Throughout the study, it was possible to conclude that children’s literature can also deal with social, environmental issues, among others, without, however, losing its affinity whih its audience.
A importância da literatura infantojuvenil na formação leitora : um mapeamento sistemático de literatura
(2023-10-27) Leite, Mariana Beatriz Batista; Larré, Julia Maria Raposo Gonçalves de Melo; http://lattes.cnpq.br/5560834728346049; http://lattes.cnpq.br/7500551533132316
A literatura como aliada no processo de ensino/aprendizagem
(2021) Rosa, Adriana Soares da Silva Lindozo; Guimarães, Maria da Silva; Carvalho, Márcia Rejane Almeida de; http://lattes.cnpq.br/4015443671120866
A literatura infantojuvenil no livro didático de língua portuguesa: análise de propostas de exercícios de leituras literárias
(2018) Galindo, Olga Heloísa de Almeida; Silva, Ivanda Maria Martins; http://lattes.cnpq.br/8436216704557833; http://lattes.cnpq.br/8911417079521641
O lugar da literatura infantojuvenil na BNCC do ensino fundamental: análise de competências e habilidades propostas para a formação de leitores críticos
(2021-08-21) Magalhães, Jaciara Ribeiro; Silva, Ivanda Maria Martins; http://lattes.cnpq.br/8436216704557833; http://lattes.cnpq.br/4002481378927384
O manual do professor da Educação Infantil: o que orienta para o trabalho com a literatura infantil?
(2023-09-11) Arruda, Emylly Eduarda Santos; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614; http://lattes.cnpq.br/9842889661801222
Our study aimed to investigate how the textbook for children of Early Childhood Education contemplates the work involving children’s literature, more specifically, to analyze the proposals involving children’s literature in the PNLD notice 02/2020; examine the proposals of the teacher’s manual aimed at working with children’s literature; analyse in the teacher’s manual the conception of teaching and learning focused on early childhood education; to analyze the pedagogical proposals of the teacher’s manual aimed at working with children’s literature. For this, we rely on the studies of Teberosky and Colomer (2003) that reveal the importance of a teaching focused on reading training since Early Childhood Education. Therefore, we conducted a qualitative research involving the analysis of two collections "Buriti Mirim Creche" authored by Barbosa, Vieira and Kautzmann (2020), aimed at children aged 0-3 years and 11 months; and "Challenges: Early Childhood Education" authored by Bianco (2020)for small children, aged 4 and 5 years.We used documentary analysis, taking as reference the studies of Bardin (1988). The data analysis revealed that the collection "Buriti Mirim Creche" is organized in a format of pedagogical itineraries and some of these include the work with children’s literature for different age groups: babies and very young children. The suggestions given by the authors contain pedagogical intentionality thus contributing to the reader's training, with regard to working with books, stimulating the habit of reading, encouraging imagination, developing and expanding vocabulary through literature, among other activities. In the collection "Challenges Early Childhood Education", the work with children’s literature appears in proposals involving the reading of fragments of stories read by the teacher, with the aim of responding to the proposed activities that little stimulate children to engage with literary texts, or that foster a literary education.
Monteiro Lobato e José Lins do Rego: um diálogo possível na literatura infantil e juvenil brasileira
(2019-12-10) Costa, Amanda Karoline Alves da; Almeida, Sherry Morgana Justino de; http://lattes.cnpq.br/5332850255576710; http://lattes.cnpq.br/9496121313393774
A obra literária de Monteiro Lobato que toma como público as crianças constitui um marco importante na literatura infantojuvenil brasileira. O criador do Sítio do Pica-pau Amarelo tornou-se o escritor do porviroscópio, por sua visão de mundo voltada para o progresso e repleta de ideias arrojadas para o desenvolvimento socioeconômico do país. Lobato acreditava na influência da literatura na formação do homem, por isso dedicou-se a produzir para crianças, uma vez que as enxergava como edificadoras do futuro Brasil, desenvolvido social, econômica e culturalmente. Nacionalista crítico dedicou-se à pesquisa das raízes culturais brasileiras, erigindo no Sítio um imaginário ficcional cujas histórias são contadas com auxílio de várias personagens que integram o folclore nacional, tais como o saci e a cuca. Tal interesse pelo folclore brasileiro não foi prerrogativa de Monteiro Lobato. Outros escritores, nas primeiras décadas do século XX, hoje consagrados como clássicos, voltaram-se a escrever livros narrando histórias recolhidas da sabedoria popular. Neste artigo, iremos estabelecer uma relação entre as histórias contadas nos livros Histórias da Velha Totônia (1936), de José Lins do Rego, e Histórias de Tia Nastácia (1937), de Lobato. A narrativa oral de cunho folclórico é o pano de fundo das obras, que reúnem textos da tradição oral europeia, indígena e africana - bases em que se apoia o imaginário do folclore brasileiro. Através de uma comparação entre os recursos temático-estilísticos utilizados pelos autores, apontaremos para a existência de uma produção literária consistente para o público infantil que dialoga diretamente com o universo ficcional que, aos poucos, fomentou em Monteiro Lobato a criação do imaginário do Sítio, dando-lhe base para a escritura da obra literária infantojuvenil até hoje mais importante da literatura brasileira. Para tanto, embasamo-nos em estudiosos como Arroyo (2011), Benjamin (1994), Coelho (2010), Perrone-Moisés (2007), entre outros.
“Nada foi em vão”: uma análise sobre as obras de literatura infantis da atualidade como ferramenta de combate ao racismo em sala de aula
(2023-09-14) Brito, Amanda Cristina Borges de; Portela Júnior, Aristeu; http://lattes.cnpq.br/2261345425063739; http://lattes.cnpq.br/0676058058105472
After reflecting on the books that are commonly used in school spaces related to ethnic-racial issues, the question came to me that works are not currently produced so that they are always addressed or if there is no real concern in seeking and updating works current to be worked in schools. With this, a bibliographical research was carried out and three books of national children's literature were selected – ''Amoras'' by Emicida, ''O Pequeno Príncipe Preto'' by Rodrigo França and ''Com qual penteado eu vou?'' by Kiusam de Oliveira – with the objective of being analyzed in search of characteristics that confirm the existence of current production with a focus on working on racial and ethnic issues, observing in these works the themes worked in the books and their importance in combating racism in the classroom, analyzing the construction of black identities of the main and secondary characters of the books. Through this work, it was possible to visualize in the studied books, aspects that contribute to the identity and cultural formation of children, through the phenotypic characteristics of the characters as well as culture, religiosity, among others. In this way, it is clear that there are a large and diverse productions made today involving racial ethnic themes and the question remains as to why it is still so rare to find this variety in school spaces.
A narrativa da descoberta do amor em Eleanor & Park: adolescência, bullying e primeiro amor
(2019-01-24) Vanderley, Sara Rocha; Cortez, Marcia Félix da Silva; http://lattes.cnpq.br/4091073515532694; http://lattes.cnpq.br/5348723524079681
This project aims to this study the development of bullying in the young adult book Eleanor & Park, of the American writer Rainbow Rowell, considering the connection of bullying and first love establish by some readers about the book analyzed. In this book, Rowell, presents concerns about several changes in teenagers lives and how they face the development of their physical characteristics, beyond their reactions about falling in love for the first time, the bullying that they have been suffered for being different and not to fit in with the colleagues, this way portraying, as main focus, the relationship between Eleanor and Park. In order to establish such a relationship between readers and the book and the main theme addressed by it with the requirements presented, it was necessary to use surveys conducted by the social network for Brazilian readers, Skoob. In this way, in order to reach the objective defined here, It was used the researches of Bandeira and Hutz (2012), Pesce, Assis and Avanci (2008), Picado (2009), Gregorin Filho (2007), Azevedo (2006), Costa (2012), among other researchers about Bullying and Aggression, Young Adult Literature, and the concerns about love in youth. The analysis is made by comparing the answers of the interviews with the relationships between bullying and love in adolescence, taking into consideration how the readers identify themselves with the book.
O papel da literatura infanto-juvenil afro-brasileira na construção da identidade da criança negra no contexto da educação infantil
(2020) Santos, Wedja Maria da Conceição; Souza, Ana Paula Abrahamian de
Práticas de letramentos literários no ensino fundamental: diálogos com a literatura infantojuvenil
(2019) Silva, Maria Aparecida Moura da; Silva, Ivanda Maria Martins; http://lattes.cnpq.br/8436216704557833; http://lattes.cnpq.br/7227696801201162
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.
Releituras no ensino fundamental: interfaces com contos de fadas
(2018) Macêdo, Amanda Maria de; Oliveira, Izabel Cristina Barbosa de; http://lattes.cnpq.br/7346857570909084
O texto literário como cerne na formação do leitor: a obra “Como nasceram as estrelas” de Clarice Lispector como ferramenta de letramento literário
(2021) Silva, Lilliane de Almeida; Teixeira, Renata Pimentel; http://lattes.cnpq.br/1789141041884024; http://lattes.cnpq.br/6708575490213010
Este artículo, realizado a través de una investigación bibliográfica, tiene como objetivo discutir La importancia del texto literario en la formación del lector, y se centra en el alumno de primaria, teniendo en cuenta aspectos de la formación del lector existentes en la BNCC. Este estudio adopta el concepto de Perrone-Moisés (2016) en defensa de la literatura como un poderoso mediador entre diferentes culturas, especialmente en un contexto globalizado por la información y el desplazamiento humano. Por tanto, podemos inferir que el espacio de la literatura debe ser preservado, sobre todo por el papel humanizador de la literatura en la formación de lectores críticos y ciudadanos capaces de transformar la realidad social. Estudios como los de Cosson (2009), Candido (1999), Manguel (2009), entre otros, también fueron fundamentales en la construcción del marco teórico de este trabajo. También se pretende resaltar la relevancia de desarrollar estrategias para la enseñanza de la literatura mediante el uso del libro “Doce leyendas brasileñas: cómo nacieron las estrellas”, de Clarice Lispector.