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Ernesto Galarza and Mexican children’s literature in the United States

Moreno de Anda, Roberto
Fonte: Universidad de Alcalá. Servicio de Publicaciones Publicador: Universidad de Alcalá. Servicio de Publicaciones
Tipo: Artigo de Revista Científica Formato: application/pdf
ENG
Relevância na Pesquisa
66.14%
This article examines the pioneering work of Ernesto Galarza on Mexican children’s literature in Spanish in the United States. Between 1971 and 1973, he wrote twelve books almost equally divided between poetry and nonfiction for elementary school children. The author found that Galarza considered teaching Spanish-speaking children to read in their own language to be the cornerstone for improving their academic achievement and for facilitating the transition into English language instruction. Mexican culture took center stage in his poetry books, while, without being didactic, social and economic inequality was suggested in his nonfiction works. A recurrent theme throughout his work is nature and the responsibility that humans should assume when interacting with it.; Este artículo examina la obra pionera de Ernesto Galarza sobre literatura en español para niños mexicanos en los Estados Unidos. Entre 1971 y 1973, escribió doce libros divididos entre poesía, ciencias sociales y ciencias naturales. Entre los hallazgos principales del autor destacan los siguientes. Galarza consideraba que para niños hispano parlantes la enseñanza de la lectura en su propio idioma era la piedra angular para mejorar su rendimiento académico y para facilitar la transición a la enseñanza en inglés. La cultura mexicana juega un papel central en sus libros de poesía. Mientras tanto...

“Mirror, Mirror on the wall / Who is the freest of them all?”: portrayals of princesses in Grimms’ fairy tales and contemporary children’s literature; Espelho meu, espelho meu, há alguém mais livre do que eu?”: retratos de princesas nos contos dos irmãos Grimm e na literatura contemporânea para crianças

Tomé, Maria da Conceição; Bastos, Glória
Fonte: Red de Universidades Lectoras Publicador: Red de Universidades Lectoras
Tipo: Artigo de Revista Científica
Publicado em /12/2013 ENG
Relevância na Pesquisa
66.2%
The Brothers Grimms’ Kinder-und Hausmärchen seems to have promoted patriarchal bourgeois values as part of the socialization process in the nineteenth century, modelling children’s gender identity and behaviour over time. Taking into account, under the hegemonic representations of gender, that female identity becomes associated with a set of values and behaviours, this article presents an analysis of some portrayals of princesses in contemporary children’s literature published in Portugal, by relating those portrayals with two well-known Grimms’ fairy tales: “Little Snow-White” and “Little Briar-Rose”. Our aim is to find out in what ways those images of princesses of the twenty-first century are substantially different from those conveyed by Grimms’ fairy tales, analysing their emancipatory potential. Finally, we wish to apprehend which ideologies underpin those portrayals and to verify if they effectively lead to a new world vision by depicting women as real free human beings.; Os Contos da Criança e do Lar, dos Irmãos Grimm, parecem ter estado ao serviço da promoção de valores patriarcais e da socialização das crianças, modelando a sua identidade e comportamento ao longo dos tempos. Considerando que...

Data Set of the NEH Grant Project NEH PA-23536-00 Catalog Records for Books in the Baldwin Library of Historical Children's Literature

George A. Smathers Libraries, University of Florida; Simpson, Betsy
Fonte: George A. Smathers Libraries, University of Florida; George A. Smathers Libraries, University of Florida ( Gainesville, FL ) Publicador: George A. Smathers Libraries, University of Florida; George A. Smathers Libraries, University of Florida ( Gainesville, FL )
Tipo: mixed material Formato: Data set
Publicado em //10/18/2013 ENGLISH
Relevância na Pesquisa
66.14%
See also Data Set of the Provisional Catalog Records for Books in the Baldwin Library of Historical Children's Literature: http://ufdc.ufl.edu/AA00018124/00001

"They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom

Paterson, Kate
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
66.23%
This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.

In danger of jammed minds: A deconstructive discourse analysis of the criteria for early onset schizophrenia and imagination in children's literature

Morris, Bethany
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
66.2%
The purpose of this research is to expose and complicate those discourses of childhood imagination as demonstrated in the diagnostic criteria for early onset schizophrenia by using an antipsychiatry perspective. This will be done by evaluating those discourses alongside those found in popular children’s literature, specifically, Harry Potter and The Philosopher’s Stone, Bridge to Terabithia, and A Wrinkle in Time. Once uncovered, the underlying power discourses were then exposed. This research will then employ a minor reading as provided by Deleuze and Guattari’s (1987) approach to minor literature to demonstrate the ways in which the child can subvert those dominant discourses. The potential of literature is evaluated for its ability to provide alternative modes of experience and lines of flight for the child subjected to the diagnostic criteria of schizophrenia.

Order and the literary rendering of chaos : children's literature as knowledge, order, and social foundation

AbdelRahim, Layla
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
66.38%
Depuis que l'animal humain a conçu un système de technologies pour la pensée abstraite grâce au langage, la guerre contre le monde sauvage est devenu une voie à sens unique vers l'aliénation, la civilisation et la littérature. Le but de ce travail est d'analyser comment les récits civilisationnels donnent une structure à l'expérience par le biais de la ségrégation, de la domestication, de la sélection, et de l'extermination, tandis que les récits sauvages démontrent les possibilités infinies du chaos pour découvrir le monde en toute sa diversité et en lien avec sa communauté de vie. Un des objectifs de cette thèse a été de combler le fossé entre la science et la littérature, et d'examiner l'interdépendance de la fiction et la réalité. Un autre objectif a été de mettre ces récits au cœur d'un dialogue les uns avec les autres, ainsi que de tracer leur expression dans les différentes disciplines et œuvres pour enfants et adultes mais également d’analyser leur manifestations c’est redondant dans la vie réelle. C'est un effort multi-disciplinaires qui se reflète dans la combinaison de méthodes de recherche en anthropologie et en études littéraires. Cette analyse compare et contraste trois livres de fiction pour enfants qui présentent trois différents paradigmes socio-économiques...

Building Blocks : Children's Literature and the Formation of a Nation, 1750-1825

Koay, Elvina
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
EN
Relevância na Pesquisa
66.37%
«Building Blocks: Children’s Literature and the Formation of a Nation, 1750-1825» examine la façon dont la littérature pour enfants imprègne les jeunes lecteurs avec un sens de nationalisme et d'identité nationale à travers la compréhension des espaces et des relations spatiales. La thèse étudie les œuvres d’enfants par Thomas Day, Sarah Fielding, Mary Wollstonecraft, Richard Lovell et Maria Edgeworth, Charles et Mary Lamb, Sarah Trimmer, Lucy Peacock, Priscilla Wakefield, John Aikin, et Anna Laetitia Barbauld. Les différents sujets thématiques reflètent la façon dont les frontières entre les dimensions extérieures et intérieures, entre le monde physique et le domaine psychologique, sont floues. En s'appuyant sur les travaux de penseurs éducatifs, John Locke et Jean-Jacques Rousseau, les écritures pour les enfants soulignent l'importance des expériences sensorielles qui informent l’évolution interne des individus. En retour, la projection de l'imagination et l'investissement des sentiments aident à former la manière dont les gens interagissent avec le monde matériel et les uns envers les autres afin de former une nation. En utilisant une approche Foucaldienne, cette thèse montre comment la discipline est inculquée chez les enfants et les transforme en sujets réglementés. Grâce à des confessions et des discours...

A literatura infantil e a prática formativa na pré- escola: dialogando com questões étnico-raciais e a educação da criança indígena; A children´s literature and practice in preschool formative: dialoguing with ethnic-racial issues and education of the indigenous child

Sousa, Cleide Santos de
Fonte: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG) Publicador: Universidade Federal de Goiás; Brasil; UFG; Programa de Pós-graduação em Educação (FE); Faculdade de Educação - FE (RG)
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
56.35%
Dissertative This work is part of "Public Policy and Education for Children in Goiás: history, concepts, projects and practices" project, developed at the Center for Studies and Research of Children and their Education in Different Contexts - NEPIEC the FE / UFG. The aim of this study was analyze teaching practices in Preschool considering the Children's Literature as training possibility and knowledge about indigenous peoples to which children have access. The theoretical framework of the research is the historical-dialectical perspective, considering the need to identify the determinations of the object under study and understand it from the context and critical analysis of the problem, since the search interconnects with various issues of historical, political, economic, social and cultural. Furthermore, with reference to the path taken by researcher fellow in the production of scientific knowledge and reflections arising from the confrontation of theory with practice. This work is structured in three chapters, the first chapter: The Ethnic-racial Education intends to highlight the issue of ethnic-racial education, highlighting theoretical productions and some documents that are part of these discussions, such as the Federal Constitution of 1988...

A educação escolar e a promoção do desenvolvimento do pensamento : a mediação da literatura infantil; School education and promoting the development of thought : the mediation of children's literature

Angelo Antonio Abrantes
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 28/06/2011 PT
Relevância na Pesquisa
66.34%
Este trabalho aborda a relação entre o desenvolvimento do pensamento no indivíduo e os processos formais de educação, fundamentando-se nos princípios do materialismo histórico dialético e nas produções da Psicologia Histórico cultural. Delimitamos nossas reflexões nas particularidades que encerram as atividades em educação infantil e a criança que se encontra no momento de transição para o ensino fundamental. O objetivo da pesquisa é analisar a literatura infantil como uma das determinações para o desenvolvimento do pensamento das crianças, tomando como tarefa identificar nos livros destinados à infância nexos com os fundamentos que sustentam as possibilidades de relação teórica com a realidade, considerando a dialética entre pensamento empírico e pensamento teórico. Defendemos a posição de que a literatura objetivada em livros infantis é mediação imprescindível das atividades sistematizadas na educação infantil, considerada tanto em seu conteúdo, quanto na forma de relação que permite estabelecer com a criança, constituindo-se como um dos fatores determinantes ao desenvolvimento do pensamento, na medida em que possibilita acesso a conhecimentos que idealmente apresentam a realidade de forma imaginativa. Como resultado da pesquisa...

Fauna brasileira retratada na literatura infantil : instrumento para a divulgação científica; Brazilian fauna portrayed in children's literature : instrument for scientific communication

Graziele Aparecida de Moraes Scalfi
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/08/2014 PT
Relevância na Pesquisa
66.34%
O objetivo principal deste estudo é analisar os livros infantis como instrumento para divulgação científica, em especial os livros com potencial para divulgar a fauna brasileira, e contrapor-se ao livro Mami o quê? - um título infantil e interativo sobre os mamíferos brasileiros, por meio de um estudo de recepção com crianças de 3 a 6 anos do Centro de Convivência Infantil (CECI) da Unicamp. Acredita-se que, quando bem estruturados, os livros infantis podem ser excelentes aliados na divulgação da ciência e que eles podem sensibilizar, desde cedo, o público em relação ao tema, favorecendo a popularização científica e a consolidação de uma cultura científica na sociedade. A leitura é um convite para a criança pensar e fazer novas perguntas, logo, um livro de divulgação científica para crianças não deve ser um tratado sobre um tema científico nem um livro de estudo. A criança não deve se sentir obrigada a ler, mas sim cativada. Adicionalmente, o Brasil é um dos países com maior diversidade biológica do planeta e, ainda assim, a fauna e a flora nativas são pouco conhecidas pela população brasileira. Um dos fatores que contribuem para este cenário é a influência que a mídia exerce pela veiculação de desenhos animados...

Visualizing the Child: Japanese Children's Literature in the Age of Woodblock Print, 1678-1888

Williams, Kristin Holly
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation
EN_US
Relevância na Pesquisa
66.44%
Children’s literature flourished in Edo-period Japan, as this dissertation shows through a survey of eighteenth-century woodblock-printed picturebooks for children that feature children in prominent roles. Addressing a persisting neglect of non-Western texts in the study of children’s literature and childhood per se, the dissertation challenges prevailing historical understandings of the origins of children’s literature and conceptions of childhood as a distinct phase of life. The explosive growth of print culture in seventeenth- and eighteenth-century Japan not only raised expectations for adult literacy but also encouraged the spread of basic education for children and the publication of books for the young. The limited prior scholarship on Edo-period Japanese children’s books tends to dismiss them as a few isolated exceptions or as limited to moralistic primers and records of oral tradition. This dissertation reveals a long-lasting, influential, and varied body of children’s literature that combines didactic value with entertainment. Eighteenth-century picturebooks drew on literary and religious traditions as well as popular culture, while tailoring their messages to the interests and limitations of child readers. Organized in two parts...

Children's Literature Grows Up

Mattson, Christina Phillips
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
EN
Relevância na Pesquisa
56.5%
Children’s Literature Grows Up proposes that there is a revolution occurring in contemporary children’s fiction that challenges the divide that has long existed between literature for children and literature for adults. Children’s literature, though it has long been considered worthy of critical inquiry, has never enjoyed the same kind of extensive intellectual attention as adult literature because children’s literature has not been considered to be serious literature or “high art.” Children’s Literature Grows Up draws upon recent scholarship about the thematic transformations occurring in the category, but demonstrates that there is also an emerging aesthetic and stylistic sophistication in recent works for children that confirms the existence of children’s narratives that are equally complex, multifaceted, and worthy of the same kind of academic inquiry that is afforded to adult literature. This project investigates the history of children’s literature in order to demonstrate the way that children’s literature and adult literature have, at different points in history, grown closer or farther apart, explores the reasons for this ebb and flow, and explains why contemporary children’s literature marks a reunification of the two categories. Employing J. K. Rowling’s Harry Potter novels as a its primary example...

How teachers develop content literacy of their students and use children’s literature for such purposes

Shockett-Qafleshi, Enkelena
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2011 ENG
Relevância na Pesquisa
56.27%
This article centers round significant issues such as how children's literature supports the development of content literacy of students and what content literacy implies in itself. Based on a case study in a children's literature class, the author first defines content literacy, then outlines how mismatches in the classes derived from different cultural backgrounds of the students can influence the development of literacy in school. The article provides a brief analysis of classroom data followed by a proposal for developing students' content literacy development when they are asked to work with a novel; appropriate strategies to establish reading and writing comprehension of classic novels (in this case study"Treasure Island") in order to motivate students; how to develop activities aimed at helping students improve their analytical reading and writing skills; and how to sharpen children's self - regulated learning skills.; Este artículo se centra en torno a como la literatura para niños puede influir en el desarrollo de la alfabetización de contenidos y lo que la alfabetización de contenido implica en sí mismo. Basado en un estudio de caso de una clase de literatura para niños, la autora define "alfabetización de contenido"...

Acolhendo o diálogo entre letramento e literatura infantil; Embracing the dialogue between literacy and children's literature

Chaves, Iduina Mont'Alverne Braun; Cozzi, Tânia de Rezende
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/02/2008 POR
Relevância na Pesquisa
66.14%
O objetivo deste trabalho é discutir Letramento e Literatura Infantil apresentando uma coleção de oito livros, de nossa autoria, que têm contribuído para o aprendizado da leitura e da escrita em escolas brasileiras. Nas histórias de Beto e Bia é possível encontrar encadeamentos variados para que as crianças percebam que o texto escrito é uma forma de representar a realidade. Este estudo será fundamentado nos trabalhos de Morrow, Ruddell, Kleiman, Soares, Bakhtin e Vygotsky, dentre outros. Textos de crianças construídos a partir da leitura das histórias de Beto e Bia ilustrarão esse artigo mostrando que aprender a ler e a escrever, mas sobretudo, fazer uso da leitura e da escrita transformam o indivíduo levando-o a uma outra condição social, cultural, cognitiva e lingüística, entre outras; The objective of this work is to discuss Literacy and Children's Literature presenting a collection of eight books, of our authorship, that has contributed for learning of the reading and the writing in Brazilian schools. In books of the histories of Beto and Bia it is possible to find varied chaining so that the children perceive that the written text is a form to represent the reality. This study it will be based on the works of Morrow...

Ideology and the Child: A Comparison of Canonical and Non-Canonical Children's Literature Featuring British India

Eckman, Margaret
Fonte: Universidade Duke Publicador: Universidade Duke
Publicado em 13/05/2011 EN_US
Relevância na Pesquisa
66.2%
The aim of this project is twofold: to explore the ideology apparent in children’s literature and to examine the generic features that may be found in canonical fiction when compared with non-canonical fiction. Colonial India is used as a case study for these questions, with the primary source texts having been written for British children during the time India was part of the British Empire. The first chapter examines The Secret Garden by Frances Hodgson Burnett, published in 1911, and two non-canonical books written for the same audience of young children, The Baba Lōg: A Tale of Child Life in India by James Middleton MacDonald, published in 1896, and Puck and Pearl: The Wanderings and Wonderings of Two English Children in India by Frederika Macdonald (unrelated), published in 1887. The chapter explores the feelings of the British about India and the relationships they wished their children to have with the colony, which focused on the British superiority over India. The second chapter looks at Rudyard Kipling’s Kim (1901) as a change in the genre of boys’ adventure fiction and in literature after the Indian Mutiny. As Christopher Herbert describes post-Mutiny literature in War of No Pity, two divisions existed: one acknowledging that the British treatment of the Indians was wrong (280)...

The Literary Reading Skills and the Children's Literature in the Archives of Internship in Formation of the Educator in Service (EFES): Preliminary Results and Analysis of a University Research and Extension Project; As Práticas de Leitura Literária e a Literatura Infantil no Acervo do Estágio de Formação do Educador em Serviço – EFES: Resultados e Análises Preliminares de um Projeto de Pesquisa e Extensão Universitária

Hatagima, Gustavo; Rezende, Neide Luzia de; Moraes, Dislane Zerbinatti
Fonte: Universidade de São Paulo. Pró-Reitoria de Cultura e Extensão Universitária Publicador: Universidade de São Paulo. Pró-Reitoria de Cultura e Extensão Universitária
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 30/11/2015 POR
Relevância na Pesquisa
66.2%
This paper intends to expose the preliminary results of this undergraduate research, which pursues elements, sources and reflections that contribute with a better understanding of literary reading skills and reader formation, as well as a finer comprehension of the presence (or absence) of children’s literature in Brazilian public schools between 1980 and 1990. Through identification, organization and analysis of the EFES’s archives, we sought to reconstitute what Chervel [2] and Julia [5] call history of school subjects on Portuguese language and literature teaching, as well as the very history of this long and complex research and extension project. A first approach and analysis of this archive has allowed us to comprehend its potential for further research. Moreover, it has enabled us to salvage the publications of EFES’s team during its period of existence. We will present a synthesis of the first sorting of this documentation, which will constitute our documental corpus.; O presente artigo se propõe a expor os resultados preliminares desta pesquisa de Iniciação Científica que procura obter elementos e fontes que contribuam para uma melhor compreensão das práticas de leitura literária e formação de leitores bem como da presença (ou ausência) da literatura infantil na escola pública brasileira entre as décadas de 1980 e 1990. Por meio da identificação...

Paratextualidade e tradução: a paratradução da literatura infantil e juvenil; Paratextuality and translation: Paratranslation in children’s literature; ; ; ;

Frías, José Yuste; Universidade de Vigo
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; ; Formato: application/pdf
Publicado em 04/12/2014 POR
Relevância na Pesquisa
66.32%
http://dx.doi.org/10.5007/2175-7968.2014v2n34p9O objetivo deste artigo é provar a aplicação empírica, sociológia e discursiva da noção de paratradução como uma ferramenta metodológica adequada ao estudo de elementos paratextuais na tradução em geral, e, particularmente, na Tradução da Literatura Infantil e Juvenil (TRALIJ). O artigo inicia com uma visão panorâmica da investigação em TRALIJ, continua com uma extensa e atualizada introdução teórica sobre a noção de paratradução, um neologismo nos estudos da tradução introduzido pelo autor na criação do grupo de pesquisa Tradução & Paratradução da Universidade de Vigo. Prossegue com a descrição detalhada, a análise pormenorizada e o estudo crítico completo do corpus constituído por um trabalho efetivo de TRALIJ solicitado pela editora espanhola Imaginarium, que consistiu na tradução para o espanhol de dois livros infantis escritos em francês. Apresenta-se uma leitura e a interpretação da simbologia das listras utilizada no desenho tipográfico da letra dos títulos dos dois livros da edição francesa, com a finalidade de comprovar como se realizou, na edição espanhola, a paratradução de tal tipografia. O artigo finaliza apontando a premente necessidade de aceitar na prática da tradução uma ética do limiar...

Shavit, Zohar. Poetics of children’s literature. Atenas e Londres: The University of Georgia Press, 2009. 200p.; Shavit, Zohar. Poetics of children’s literature. Atenas e Londres: The University of Georgia Press, 2009. 200p.

Lima, Lia Araujo Miranda; Universidade de Brasília
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; Resenha crítica Formato: application/pdf
Publicado em 01/10/2015 POR
Relevância na Pesquisa
66.43%
http://dx.doi.org/10.5007/2175-7968.2016v36n1p225Resenha crítica do livro Poetics of children’s literature, de Zohar Shavit (Atenas e Londres: The University of Georgia Press, 2009. 200p).Zohar Shavit é professora da Escola de Estudos Culturais da Universidade de Tel-Aviv, onde conduz pesquisas em semiótica e coordena o Programa de Pesquisa em Cultura da Infância e da Juventude.Poetics of children’s literature (Poética da literatura infantil, sem tradução no Brasil) é um de seus mais de dez livros, no qual a autora examina o desenvolvimento da literatura infantil no ocidente sob a perspectiva da teoria dos polissistemas, conforme postulada por Itamar Even-Zohar (1979). Shavit estuda a formação de um segmento literário específico – o infantil – em sua relação com o sistema educacional e com o polissistema literário como um tudo. ; Critical review of the work Poetics of children’s literature, by Zohar Shavit (Athens and London: The University of Georgia Press, 2009. 200p)Zohar Shavit is a full professor at the School for Cultural Studies at Tel-Aviv University where she conducts research on semiotics and is the Chairperson of the Program in Research of Child and Youth Culture.Poetics of children’s literature (not yet translated in Brazil) is one among more than ten books authored by Shavit in which she examines the development of children's literature in the West under the perspective of polysystems theory...

Translation of children’s literature; Tradução de literatura infanto-juvenil

de Queiroga, Marcílio Garcia; Universidade Federal de Campina Grande; Fernandes, Lincoln Paulo; Universidade Federal de Santa Catarina
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Revisão de Literatura; Formato: application/pdf
Publicado em 15/08/2015 POR
Relevância na Pesquisa
66.39%
http://dx.doi.org/10.5007/2175-7968.2016v36n1p64In this paper we aim to discuss the complexities of the translation of children’s literature. Therefore, we seek to make up the theoretical framework in search of a concept for children’s literature, its intersection points among a wide range of speeches and the challenges encountered in establishing a definition due to the complexity of the elements involved. The arguments about the definition of children’s literature allow us a deeper look about the complexity and peculiarities of the genre, as pointed out by theorists such as Peter Hunt, Ronald Jobe and Zohar Shavit. Specific features of the translation of children’s literature are pointed out and discussed, of which we highlight the asymmetrical relationship / dual player - the adult intervenes at all stages of the  translation children’s literature; the multiplicity of functions, as indicated by the insertion/ belonging of the genre to socio-educational and literary systems and permeated by their  values; and textual manipulation, through liberties because of the peripheral position of the genre. Abridgments, omissions, additions, adaptations, language adjustements all determined by ideological issues are some of the aspects discussed in this article.; http://dx.doi.org/10.5007/2175-7968.2016v36n1p62Neste trabalho nos propomos a discutir as complexidades da tradução de literatura infanto-juvenil. Para tanto...

In loco parentis: the adoption plot in Dutch-language colonial children's books

Wesseling,Elisabeth
Fonte: Tydskrif vir Letterkunde Publicador: Tydskrif vir Letterkunde
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
56.27%
This article analyzes the "adoption plot" in colonial children's literature from the 1950s, which narrates how black children are socialized into Western civilization. Many children's books about the colonies have been inspired by missionary stories dating from the 1900s about the conversion of black children. Children's literature generalizes these stories into abstract symbolic structures that can be easily reiterated in other contexts. The enduring relevance of the adoption plot is not to be underestimated. We still tend to conceive of Third World children as essentially parentless and as such, up for adoption by First World citizens, as the imagery of international relief demonstrates.