Dissertations / Theses on the topic 'Children – Books and reading – Scandinavia'
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
Full textBrown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.
Full textLevinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.
Full textBoulware, Beverly Joan. "An investigation of recreational reading levels of fourth-graders with the reading levels obtained from an informal reading inventory." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917825.
Full textDepartment of Elementary Education
Smith, Margaret Anne. "Parents reading aloud to their children." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1599.
Full textAbel, Susan S. "Reading to children: Core literature units for kindergarten and first grade." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/442.
Full textSchultz, Samantha Jane, and University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.
Full textSollars, Valerie. "The influence of conditions of reading on early literacy development /." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60099.
Full textWahl, Anna. "Reading more books in the golden age of content – Exploring ways for motivating children to read more books by investigating their reading practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23462.
Full textKerper, Richard Michael. "Three Children Viewing and Reading: Transactions with Illustrations and Print in Informational Books." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220459689.
Full textDerick, Jennifer. "The effect of social interactions revolving around books and the reading motivation of elementary school students /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1566.html.
Full textThesis advisor: catherine Kurkjian. " ... in partial fulfillment of the requirements for the degree of Master of Science in Reading and Language Arts." Includes bibliographical references (leaves [87]-90).
Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.
Full textFocarile, Deborah Ann Sharp Patricia Tipton. "The accelerated reader program and students' attitude towards reading." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/2693.
Full textMosley, Mattie Jacks. "The Relationships Among a Reading Guidance Program and the Reading Attitudes, Reading Achievement, and Reading Behavior of Fifth Grade Children in a North Louisiana School." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc278242/.
Full textGoswami, Usha C. "Children's use of analogy in reading and spelling." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:9a46a5e3-8d4a-4208-82ff-97024f3971a7.
Full textBriggs, Connie Craft. "The Use of Nonfiction/Informational Trade Books in an Elementary Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277870/.
Full textEstrada, Anita. "An Exploratory Study of the Relationship Between Curiosity and Print Awareness of Four-Year-Old Children." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332288/.
Full textRees-Mitchell, Sioux Annette. "A qualitative study supporting the development of a community family literacy center in isolated communities." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3230.
Full textHeywood, H. Lawrence. "Publishing class books in first grade: Making the reading-writing connection." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1021.
Full textZbaracki, Matthew D. "A Descriptive Study of How Humor in Literature Serves to Engage Children in Their Reading." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049147319.
Full textYeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.
Full textHatlestad, Kathryn. "Grant proposal for moving children to an intrinsic motivation to read." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007hatlestadk.pdf.
Full textPicha, Katharine Agnes. "Leisure reading habits and preferences of anglophone grade 6 early French immersion students related to book promotional activities." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28265.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Medows, Pamela L. "Effects of reading aloud on the book selections and attitudes toward science of third grade students." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063416.
Full textDepartment of Elementary Education
Dougherty, Pamela S. "Reading Informational Tradebooks Aloud to Inner City Intermediate Fourth and Sixth Grade Students : A Comparison of Two Styles." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279041/.
Full textHodnett, Carol Ann. "Training parents to teach their preschoolers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1474.
Full textSable, Eileen D. "The effects of Junior Great Books literature discussion on reading comprehension achievement of gifted fifth graders: application of general linear model for cross-level inferences." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53657.
Full textPh. D.
LACERDA, MAIRA GONCALVES. "READER S VISUAL EDUCATION THROUGH THE LENS OF DESIGN IN READING: BOOKS FOR CHILDREN AND YOUNG PEOPLE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34349@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Saber lidar com as imagens, compreendê-las e construir significado para elas, torna-se tarefa premente para os sujeitos na contemporaneidade, participantes de uma sociedade imersa na multimodalidade. Contudo, ao contrário da cultura escrita, não existem mecanismos de ensino próprios para a formação visual do indivíduo na instituição escolar. Compreendendo que o livro de literatura para crianças e jovens, em sua grande maioria, encontra na relação verbo-visual o espaço propício à fruição da poesia e da ficção, a presente pesquisa assume por objetivo estabelecer a relação entre o Design, presente nos livros de literatura voltados para crianças e jovens chancelados pelas políticas públicas, e o processo de formação visual do leitor. Para isso, propõe-se, por meio de análise gráfica dos livros literários selecionados pelo Programa Nacional Biblioteca da Escola - PNBE, a organização de um panorama a respeito da progressão de complexidade gráfica dessas obras, relacionando os aspectos gráficos por elas apresentados com o desenvolvimento escolar do leitor na Educação Infantil, nos anos iniciais e finais do Ensino Fundamental e no Ensino Médio. Nesse processo, foi possível perceber que os acervos organizados, apesar de possuírem objetos-livro cujos projetos são condizentes com o conceito de Design na Leitura, não apresentam em seu conjunto uma progressão, ao contrário, conforme os leitores avançam no processo escolar e na compreensão do conteúdo textual, o conteúdo gráfico e imagético tende a diminuir em quantidade e a simplificar-se. Acreditando que ao possibilitar que crianças e jovens se formem sujeitos leitores potentes na significação da verbo-visualidade, alcançando a condição de sujeitos críticos e agentes de mudanças dos sistemas ideológicos sociais que os circundam, propõem-se intervenções para a modificação desse cenário a partir de propostas direcionadas aos mediadores de leitura, dentre eles os designers.
Knowing how to handle, understand and build meanings from images is a paramount task for readers in contemporary society, as it is immersed in multimodality. However, in opposition to written culture, there are no specific teaching mechanisms for reader s visual education at schools. Acknowledging that most literature books for children and young people find a conducive environment for poetry and fiction fruition in the verbal-visual relationship, this research aims to stablish a connection between Design, present in literature books for children and young people sealed by public policies, and the process of reader s visual education. For that, we conducted a graphic analysis of literary books selected by Programa Nacional Biblioteca da Escola (PNBE) and organized an overview of their graphic complexity progression, relating the graphic aspects they present to reader s school development in pre-, elementary, middle and high school. In this process, we were able to perceive that, although the collections comprised books whose projects were consisted with the concept of Design in Reading, they did not present a progression of visual complexity. On the contrary, as young readers advanced on their schooling and understanding of textual content, graphic and image content tended to reduce in number and to become simpler. Thus, this research proposes interventions for changing this scenario based on actions targeted at reading mediators, among them, designers themselves. This would enable children and young people to become empowered readers in verbal-visual meaning-making and reach the condition of critical individuals and transformation agents in the ideological social systems that surround them.
Lara, Jennifer Miller. "Parents supporting literacy at home K-6." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1067.
Full textBerry, Mary Ann. "The personal reading interests of third, fourth, and fifth grade children in selected Arkansas public schools." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332624/.
Full textJurf, Dima R. M. "Utilisation of digital media in improving children's reading habits." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6299.
Full textApplied Science University
Fisher, Francene Marie. "Does California's scripted curriculum affect students' motivation to read." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2797.
Full textJurf, Dima Rafat Mohammad. "Utilisation of digital media in improving children's reading habits." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/6299.
Full textCramer, Kerry John. "The effects of various televised adaptations of children's books on the long term reading interests and recall of fifth grade students /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749569.
Full textYu, Xinyu. "Visual perception in relation to levels of meaning for children: An exploratory study." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3896/.
Full textDaniel, Kelsey R. "CONTENT ANALYSIS OF PICTURE BOOKS ABOUT BULLYING." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394114907.
Full textKajinga, Gilford. "Teacher's beliefs regarding the role of extensive reading in English language learning : a case study." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/291/.
Full textEng, Karen. "The relationship between short-term memory and reading in learning disabled and average learners." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30551.
Full textEducation, Faculty of
Graduate
Lewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.
Full textKeramidas, Cathy Galyon, Kimberly Hale, and Angie Dugan. "The High Stakes Literacy Game: Improving Literacy of Children with Disabilities through Squishy Books." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/525.
Full textLe, Roux Adrie. "The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20177.
Full textENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.
AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.
Botes, Geary. "Grade six learners' supplementary reading practices : a case study." Thesis, Peninsula Technikon, 2002. http://hdl.handle.net/20.500.11838/1941.
Full textIn this thesis it is argued that attempts by teachers to 'simulate' middle class home based reading practices in working class schools is not effective in building a reading culture among young learners. The "mismatch' between learners' home and school cultures inhibits this. Instead, an understanding of the different ways in which learners construct their view of literacy through their interactions at school should be sought. This can be achieved through an analysis of a range of literate actions and interactions in the school context. As reading is associated with academic success more generally" it is proposed that integrating supplementary reading into mainstream academic subjects, particularly ,,"here those subjects are interesting to learners, is more effective in the promotion of reading practices than the traditional provision of supplementary reading material. Thus, it is proposed that supplementary reading should be introduced to support mainstream academic work, particularly in those subjects which are of interest to learners at this level. But offering learners a variety of reading situations in this research project. it was found that learners felt more "empowered' to make reading choices and to become intrinsically motivated to read. What has emerged from this research is that children's reading is very complex - and if it is to be adequately supported, it is likely to need a "multipronged' approach, By this it is meant that it not sufficient to offer supplementary reading texts and activities at school when these are not consistent with practices in the home.
Tseng, Hui Te Li. "The Effects of Family Cultural Capital on Reading Motivation and Reading Behavior in Elementary School Students with New Immigrant Background: A Structural Equation Model." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248472/.
Full textCole, Lorna. "An examination of the suitability of some contemporary South African fiction for readers in the post-developmental reading stage." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003412.
Full textBagnasco, Daniela Gaspar Pedrazzoli 1986. "Leitura de histórias na educação infantil : como se desenvolve?" [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319158.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: As atividades desenvolvidas no segmento de Educação Infantil têm grande importância na construção de fundamentos de trabalho para toda a escolaridade. A vivência da prática de leitura se constitui como uma dessas atividades que possibilita a apropriação da língua pela criança pequena. Tendo isso em vista, este estudo propôs-se a investigar a prática de leitura de histórias de quatro professoras de Educação Infantil da rede pública de Campinas junto às suas turmas, analisando o papel da materialidade do livro no processo de construção de sentido de cada história para as professoras e para os pequenos leitores. Tomou-se como referência teórico-metodológica os princípios da História Cultural, dos estudos do letramento, da abordagem etnográfica e alguns pressupostos da História Oral. Os estudos de Vygotsky (2007) sobre o papel da mediação do outro, bem como as pesquisas de Bosco (2005), Kleiman (1995; 2009) e de Lajolo (2005), referentes ao campo de literatura em entrelaçamento com as práticas escolares de leitura, também trouxeram contribuições relevantes. Entendendo que o professor desempenha um papel fundamental na promoção da prática de leitura de histórias junto às crianças com quem trabalha, a referida pesquisa pontuou alguns indícios da influência da materialidade do livro: as imagens dos livros utilizadas pelas professoras para dar significado às histórias, atreladas ou não ao texto escrito; a imitação dos gestos e fazeres das professoras pelas crianças ao desenvolverem suas próprias práticas de leitura, da mesma forma, apropriam-se de forma inventiva das histórias e dos suportes, atribuindo a estes outros usos
Abstract: The activities developed in the children¿s education segment ¿ next to the public school of Campinas, São Paulo, Brazil ¿ has a very important role in building up the fundaments of the entire education itself. The reading practices are part of these activities, which facilitate the appropriation of language by the child. Considering that, the present study investigates the reading practices from children stories lead by four teachers of the public education net of Campinas. We analyse the importance of the book itself in the process of building a solid meaning to the teachers and the children. We adopted, as theoretical and methodological reference, the principles of the Cultural History, the literacy studies with an ethnographic approach and some of the Oral History precepts. The studies made by Vygotsky (2007) about the mediation of the other participant, as well as the researchers of Bosco (2005), Kleiman (1995; 2009) and Lajolo (2005) focusing literature together with reading practices in the school, also came with relevant contributions. Considering that the teacher plays a vital role promoting the reading practices of children stories, the present study found some indications of the importance of the book itself as a material tool: the images of the books adopted to give significance to the stories, connected or not to the text; the students imitates the gestures and the behaviour of the teachers when developing their own reading practices, as well as they appropriate the imaginative feeling of the stories, related to these other uses
Mestrado
Ensino e Práticas Culturais
Mestra em Educação
Belsky, Stella. "The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5481/.
Full textLarimore, Della Mae. "Writing activities for first grade students using California Young Reader medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1768.
Full textKolström, Tina. "Barnens bibliotek : Barn och bibliotekarier tipsar om böcker på Internet." Thesis, Uppsala University, Department of ALM, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-125928.
Full textThe aim of this two years master’s thesis in library and information science is to study how children and librarians recommend books through the website Barnens bibliotek. In the scope of this aim it also tries to answer the following questions: What qualities in books do children and librarians respectively emphasize when they write book recommendations? How do they formulate the recommendations? And finally, how do their respective recommendations differ?
To examine these aspects a total of 50 book recommendations were chosen and analysed through an hermeneutic approach. Out of these 50, 30 were written by children and 20 were written by librarians. The recommendations were analysed through Louise Rosenblatt's theoretical framework concerning literary responses combined with Alan C. Purves' och Victoria Rippere's model of literary elements. The theoretical workings of Aidan Chambers were also used for drawing conclusions about how to connect the results of literary responses to everyday library work whether it is in a library or on the Internet.
The main results were that children turn inwards referring to themselves and their personal feelings when communicating a literary experience, while librarians turn outward communicating a literary content. Both parts do seem clearly aware that they are mediating a literary experience to a third part, which of course is expected of the librarians but a bit unexpected in the case of the children. Both parts refer basically to the same qualities when recommending books, even though they do it in different ways. And finally regarding the formula of writing a book recommendation, librarians tend to keep to a set structure of literary responses while children are more likely to mix the set of literary responses. The results also point to how important it is for library workers to understand the readers to better develop collections and programs that adress and respond to reader’s interests.
Flood, Daniel. "Läsning i omedelbarhetens tidsålder. Diskurser om läsning och litteratur i mediariktad till barn och ungdomar." Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-179214.
Full textTozzi, Juliana Bernardes. "Livro infantil no Brasil (2007-2008) = marcas em circulação, catálogos de divulgação e infâncias anunciadas." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251123.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O trabalho focaliza as marcas de editoras e a divulgação dos livros infantis no Brasil contemporâneo. Ocupa-se em traçar um mapeamento sobre os agentes editoriais ativos nesta produção, entre 2007 e 2008, e investigar os ideários e as representações de infância que os catálogos impressos de divulgação destas empresas editoriais, as principais fontes da pesquisa da investigação realizada, colocam em circulação. Para isto, a pesquisa observa e discute as estratégias que as editoras incorporam e/ou inventam para garantir seu reconhecimento e distinção neste campo de comércio de bens simbólicos para a infância e identifica como a leitura dos dispositivos encontrados nos catálogos de divulgação pode informar sobre os imaginários que definem e atualizam infâncias, seus públicos e objetos, e a concorrência de produtos. O trabalho tem sua problematização e procedimento metodológico-analítico fundamentados em contribuições trazidas pela Sociologia da Cultura (com Norbert Elias e Pierre Bourdieu), explorando as noções de campo e da teoria da ação social; pela História Cultural (com Roger Chartier e Robert Darnton) e as ideias de mediação editorial e ciclo de vida dos livros; e pela Teoria da Enunciação (de Mikhail Bakhtin), com sua inspiração para a discussão discursiva dos materiais de linguagem.
Abstract: This paper focus on publishing brands and the dissemination of children's books in contemporary Brazil. It tries to delineate a map of the active publishing agents in the 2007-2008 production and to investigate the ideals and representations of childhood that the printed catalogs of those publishing companies, taken as the main research sources of the investigation, make circulate. To carry this out, we observe and discuss the strategies that the publishing companies incorporate and/or invent in order to warrant its recognition and distinction in the field of commerce of symbolical goods for childhood and identifies how the reading of the mechanisms found in catalogues can inform the ideas that define and actualize childhoods, their audiences and objects, and the competition of products. The works has its problematization and methodological-analytical procedure founded on contributions brought about by the Sociology of Culture (N. Elias and P. Bourdier), exploring the notions of field and the social action theory; by Cultural History (R. Chartier and R. Darnton) and the ideas of editorial mediation and cycle of life of books; and by the Theory of Enunciation (M. Bakhtin) with his inspiration for discourse discussion of language materials.
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação