Dissertations / Theses on the topic 'Children protagonist'

This research aimed to respond to the recent shifts in thinking around children and young people’s participation by exploring participatory practice in three community-based NGOs in São Paulo, Brazil. There is profound confusion within children and young people’s participation both in theory and in practice. A credible and coherent body of theory to inform practice is lacking and consequently wide variations in the quality of practice have been identified. Current theoretical frameworks for children and young people’s participation within Northern literature rely upon sequential and hierarchical models of participation and largely fail to incorporate the fluidity of participatory practice. This has led to calls to shift attention towards the relational dimension of participation resulting in the re-emergence of the role of the adult in the participatory process. However, as yet theoretical frameworks for children and young people’s participation have failed to incorporate this perspective. By working in three small community-based NGOs in São Paulo, Brazil, I set out to respond to these shifts. Adopting a participatory action research approach, I worked alongside staff members to develop, plan, facilitate and reflect upon a range of participatory methods to unravel current attitudes to and understandings of children and young people’s participation amongst adults involved in the participatory process. The findings of the research are founded on two key points. First, that participation should be viewed as a process rather than an event. Second, that participation should be viewed as a relational process between all involved. I propose a new framework for participatory practice that recognises the fluidity of the participatory process and the continual learning of all involved through conceptualising participation as a scale that is directly related to the notion of ‘consciousness’. I explore ‘consciousness’, focusing on the role of the adult, and argue that increasing of levels of ‘consciousness’ is based upon increasing coherence between emotional and intellectual levels of understanding; that the ‘adult’ needs to move beyond the intellectual decision to ‘do’ participation and actively include themselves in the process of transforming subjectivities. I then explore the role that participatory methods can play in the process of increasing ‘consciousness’ and propose that whilst participatory methods can facilitate the dialogical relationships between the emotional and the intellectual, there needs to be a more realistic vision of their potential.

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Esta pesquisa é fruto de inquietações em relação à forma de se lidar com crianças migrantes dentro da rede municipal da cidade de Itaboraí é um pensar sobre a relação da criança migrante com o espaço que lhe é ofertado. Esta pesquisa se desenvolveu em uma escola pública de Educação Infantil da cidade de Itaboraí, região metropolitana fluminense, que recebeu um grande contingente de migrantes por conta do COMPERJ (Complexo Petroquímico do Rio de Janeiro), cuja implantação fez parte do Programa de Aceleração do Crescimento (PAC) do Governo Federal e foi apresentado pelo governo federal, em junho de 2006, como um eldorado de oportunidades. Isso significou que a demanda nas escolas públicas da rede municipal sofreu um considerável aumento no número de crianças migrantes e, no encontro entre professores e crianças, em especial com as crianças migrantes, necessário se fez entender de que forma estas estabeleciam relações entre si e com os espaços que ocupam. Com a Operação Lava Jato deflagrada em março de 2014, a cidade no início do ano de 2015, sofreu um decréscimo no número de migrantes, tendo muitos deles retornado às suas regiões de origem, precisando assim, redesenhar a pesquisa até então em andamento. Desta forma, me apareceu Shirley, uma criança baiana de nascimento, com algumas andanças pelo nosso país, tornando-se a atriz principal destas páginas. A pesquisa pretendeu dialogar com os Estudos da Infância: Sociologia da Infância e Geografia da Infância e com questões referente aos estudos de Identidade e Diferenças, para a partir da autoria e da vivência de Shirley no espaço ofertado, a pesquisa ‘com’ se efetivasse. Apesar do avanço conquistado através da existência de práticas pedagógicas que trabalharam com o protagonismo de Shirley, muito ainda há de ser feito para que a inserção real de crianças, migrantes ou não, no espaço escolar seja realizado. O olhar folclorizado ou romantizado para com as infâncias que se fazem presentes no seio da escola necessita de um ajuste para romper com o adultocentrismo ainda presentes nas práticas pedagógicas e o olhar unilateral sobre a cultura das infâncias.
This research is the result of concerns about the way to deal with migrant children whitin the municipal network of the city of Itaboraí is to think about the relation of the migrant child whit the space that is offered to him. This research was carried out in a public school of Early Childhood Education in the city of Itaboraí, metropolitan region of Rio de Janeiro, which received a large contingent of migrants from COMPERJ ( Rio de Janeiro Petrochemical Complex), whose implementation was part of the Growth Acceleration Program (PAC) and was presented by the federal government in June 2006 as an eldorado of opportunites. This meant that the demand in the public schools of the municipal network suffered a considerable increase in the number of migrant children and, in the meeting between teachers and children, especially with the migrant children, it was necessary to understand how they established relations among themselves and with the spaces they ocuppy. Whit Operation Lava Jato started in March 2014, the city at the beginning of the tear 2015, suffered a decrease in the number of migrants, many of them returning to their regions of origin, in order to redesign the research that has been under way, I appeared to Shirley, a bahian chid by birth, with some wandering around our country, becoming the main actress of these pages. The research sougth to dialogue with the Childhood Studies: Sociology of Childhood and Geografy of Childhood and with questions recarding the studies of Identity and Differences, from the authorship and the experience of Shirley in the space offered, the ‘with” research was effective. Despite the progress achieved through the existence of pedagogical practices that have worked with Shirley´s protagonism, a lot still has to be done so that the real insertion of children, migrants or not, in the school space is realized. The folklorizes or romanticized look at the childhoods that are present whitin the school needs an adjustment to brezk with the adultcentrism still present in the pedagogical pratices and the unilateral look on the culture of the childhoods.

This study evaluated moral dilemmas and Lawrence Kohlberg's (1975) stages of moral reasoning of protagonists in a sample of children's translated European war novels. The sample, consisting of fourteen books, was defined as all children's European war novels published between 1950 and 1984. The content analysis first determined the moral dilemmas in each of the novels by identifying those story situations where two or more moral issues were in conflict. A second procedure evaluated the protagonists' response to the dilemma, making possible the assignment of a Kohlberg level and stage of moral judgement. The collected data were evaluated following two steps. First, the Issues, Levels and Stages were quantitatively analyzed for representation, number, and frequency. In addition, the Issues and Stages were evaluated for those moral issues most frequently paired with each moral stage. The second procedure examined the relationship between the data and selected variables: Era (Era I 1952-1962, Era II 1963-1973, Era III 1974-1984), Sex of author and Sex of protagonist. The findings revealed that moral dilemmas in the European war novels were most often related to issues of Affiliation Roles, Morality and Mores, and Truth. No dilemma situations arose out of conflicts of the moral issues of Sex or Law. All other Kohlberg moral issues were represented at least once in the sample. The predominant stage of moral reasoning in the sample was Stage 2 (serving one's own needs), closely followed by Stage 1 (blind obedience to authority) and Stage 3 (playing the good role). Significantly, these stages reflect the general moral reasoning capabilities of the intended reading audience, ages 8 12 years. While higher stages were represented, they accounted for substantially fewer protagonist resolutions to dilemma situations. With regard to sex of the protagonist, the findings revealed that male characters more frequently resolved their dilemma situations with sophisticated levels of moral reasoning than did female, a factor which may be linked to the type of story. The relationships between moral development and Era appeared to reflect the transition from traditional realism to modern realism in children's fiction. Books written in Era I (1952-1962) contained few or no moral dilemmas. As with other traditional realistic fiction, child protagonists in that era were insulated from the world around them and thus remained relatively unaffected by World War II. Books written in Era II (1963-1973) and Era III (1974-1984), however, showed evidence of portraying children in the modern mode of realism. Unlike Era I, protagonists of these periods encountered large numbers of moral dilemmas and were highly involved in and affected by the war.
Arts, Faculty of
English, Department of
Graduate

The purpose of this study has been to determine prevalent images of Native American female protagonists in Children's Literature from 1928-88, and to note trends in images during the past 60 years. A content analysis of 60 picture books and chapter books has been completed and presented in a descriptive and interpretative format. The most prevalent image of Native American female protagonists in children's literature is a traditional one. This image is consistent throughout the literature from 1928-88, and appears to be represented by both Native American and non-Native American authors and illustrators. Traditional-transitional images appeared between 1957 and 1967, while contemporary images first appeared in the 1970s. In general, the Native American female protagonists in this population of books are presented as strong and positive characters expressing a wide range of emotions. They are named, identified by tribe, and depicted as having multiple skills and interests. They are active and most often appear in rural and outdoor settings within the context of the extended family. Many protagonists are of Southwestern heritage, often depicted as Navajo or Pueblo girls of ages 4-13. Although female protagonists in this population of books are generally characterized as strong and positive, there are still too few books representing strong female Native American images in the whole of children's literature. This research confirms previous findings that Native American male protagonists outnumber female protagonists approximately 10 to 1. Native American authors and illustrators have created approximately one-third of the books in this population. There are 19 Native American authors and 21 Native American illustrators. The earliest books were published by large press; Native press has increased publication since 1975. This research confirms the need for more books featuring Native American female protagonists; more books depicting protagonists from diverse tribal backgrounds, in contemporary settings, urban environments and literate contexts; more books building on the oral tradition and legends of the Southwestern tribes; more involvement of Native American authors, illustrators and publishers in children's literature; and more mentoring of Native American developing authors.

A história da infância em Santarém compreende os vários contextos, desde a vivência de celebridades que fazem a história de nossa gente, até apanhados escritos de autores que se dedicaram e se dedicam em defesa aos direitos da criança. O olhar de Philippe Ariès, em sua obra Historia social da criança e da família, fez-nos aprofundar nos relatos medievais e modernos da população infantil, nas várias formas do ser criança, no desrespeito e preconceito que a cercava. Maria Luiza Marcílio, em sua obra História das crianças no Brasil, apresenta-nos as causas do abandono de crianças no século XlX, dentre elas a questão da pobreza, morte ou descaso dos pais, doenças, defesa da honra de mulheres nobres, elitizadas, a honra de família. No século XX, fatores como a urbanização, imigrações da zona rural para a zona urbana, a imigração europeia e a isenção da mulher no mercado de trabalho foram, e têm sido, as muitas causas do abandono de crianças. Os relatos de Mary Del Priori, em sua obra História das crianças no Brasil, serviram de suporte para o entendimento da figura infantil no período do Brasil Colônia, Império e República. O menosprezo educacional, emocional e ético a esta classe é perceptível desde os primeiros fundamentos de nossas políticas; somente a classe dominante gozava de privilégios, a partir de uma filosofia exclusivista e excludente. No passado, mercaram as famosas Santas Casas de Misericórdia, as Rodas dos Expostos, hoje a nomenclatura mudou para pastorais da criança, creches, abrigos, lares, ONGs para crianças. Os relatos obtidos nas atas das instituições que militam pelos direitos da criança nos serviram de base para averiguação histórica do antes, durante e depois de sua implantação. A criança santarena não tinha seus direitos assistidos por falta de conhecimento, ações políticas que a salvasse ou guardasse, a classe política que deveriam fomentar os projetos não tomavam atitude, até que a sociedade civil se organizou e iniciou os primeiros fomentos em prol dos direitos da criança, iniciando o Conselho de Direitos, o Fundo e o Conselho Tutelar. Atualmente, inúmeras instituições, especialmente a sociedade civil e religiosa, têm seus projetos articulados e registrados em parceria com o Conselho Municipal dos Direitos da Criança e do Adolescente, órgão de grande importância no desenvolvimento de políticas públicas em defesa dos interesses das crianças pequenas.
The history of childhood in Santarém includes several contexts, from the celebrities existence, which build our peoples history, to résumé of writings of authors who were and are dedicated in defense of childs rights. Philippe Ariès glance, on his work Social history of child and family, has brought us near to medieval and modern reports on childish population, to many ways of being a child, to the disrespect and prejudice that surround children. Maria Luiza Marcílio, on her work History of children in Brazil, presents us the causes of childrens abandonment in 19th century, among them, the subject of poverty, death or parents disregard, diseases, defense of noble womens honor, elitized, the family honor. In the 20th century, factors as urbanization, emigrations from rural area to urban area, the European immigration and womans exemption on job market were and have been one of many causes of childrens abandonment. Mary Del Prioris reports, on her work History of the children in Brazil, have been served as support to understand the childish illustration in the periods of Brazil Cologne, Empire and Republic. The educational emotional and ethical contempt to this group is perceptible since the first foundations of our politics; only the dominant group has enjoyed privilege because of an exclusionist and excluding philosophy. In the past, the famous Saint Houses of Mercy, the Wheels of the Exposed Ones were remarkable. Today the nomenclature has been changed for childs pastorals, day cares, shelters, homes, NGOs for children. The obtained reports at the records of the institutions that militate for childs rights have served us as base for historical verification before, during and after their implantation. The child of Santarém had not its rights warranted because of the lack of knowledge and political actions that could warrant or protect it. The political group, which should foment projects, didnt take an attitude, until the civil society was organized and has began the first fomentations on behalf of childs rights, starting the Council of Rights, Fund and Guardian Council. Now, countless institutions, especially the civil and religious society, have articulated and registered their projects in partnership with Municipal Council of Child's and Teenagers Rights, an agency of great importance on the development of public politics in defense of the tiny childrens interests.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este estudo ocorrido no período de 2009 a 2011 aborda o contexto do cotidiano escolar que se apresenta nos dois primeiros níveis da educação escolar pública à luz das orientações legais brasileiras que alteram a duração do ensino fundamental de oito para nove anos, transformando o último ano da Educação Infantil no primeiro ano do Ensino Fundamental. Em consonância com os pressupostos de Licínio Lima de que pesquisar o universo complexo e multifacetado da educação exige uma abordagem intermediária, capaz de articular os subsídios analíticos do tipo macroestruturais e do tipo microestruturais, denominada pelo autor como “mesoabordagem”, os principais objetivos foram verificar quais são as correlações entre as prescrições legais, as orientações organizacionais e as práticas pedagógicas existentes nas escolas de Educação Infantil e de Ensino Fundamental diante da ampliação do Ensino Fundamental para nove anos e, contrapor essas fontes com o olhar de crianças e de adultos/profissionais que as frequentam e vivenciam diariamente. A trajetória metodológica foi disposta em três momentos distintos, porém, paralelos e dialéticos. O primeiro visou analisar as concepções e os ideários propostos pelas escolas, tentando identificar sua relação com as políticas públicas vigentes. O segundo teve o caráter de promover e captar diferentes olhares de alguns profissionais que nelas circundam. O terceiro buscou promover e captar os olhares e as percepções infantis sobre as escolas, permitindo a escuta e a expressão das crianças envolvidas no estudo. Diante dos apontamentos levantados e discutidos teoricamente, pode-se perceber que apesar das intenções por parte das escolas de Educação Infantil e do Ensino Fundamental em adequar seus pressupostos organizacionais e suas práticas pedagógicas...
This study occurred in the period 2009 to 2011 addresses the context of the school routine that presents the first two levels of public school education in light of the Brazilian legal guidelines that change the duration of Elementary Teaching from eight to nine years, becoming the last year of Children Education in the first year of Elementary Teaching. In line with the assumptions that Licinius Lima search the universe of complex and multifaceted education requires an intermediate approach, able to articulate the benefits of the analytical type macro and microstructural type, called by the author as mesoabordagem, the main objectives were to ascertain what are the correlations between the legal requirements, organizational assumptions and pedagogical practices in existing preschools and elementary schools before the expansion of elementary education to nine years and, to counter these sources with the eyes of children and adults/professionals who attend and experience daily. The methodological approach was laid out in three distinct stages, but parallel and dialectical ones. The first aimed to analyze the conceptions and ideals proposed by the schools, trying to identify their relationship with the current public policies. The second was to promote the character and capture different views of some professionals who surround them. The third sought to promote and capture the views and perceptions about children's schools, allowing the listener and the expression of the children involved in the study. Faced with points raised and discussed theoretically can be seen that despite the intentions on the part of preschools and elementary school to tailor their organizational assumptions and their teaching practices at national and local legal requirements against the expansion of elementary teaching to... (Complete abstract click electronic access below)

Orientador: Carlota Boto
Banca: Maristela Angotti
Banca: Maria Angela Barbato Carneiro
Banca: Ingrid Hötte Ambrogi
Banca: José Vaidergorn
Resumo: Este estudo ocorrido no período de 2009 a 2011 aborda o contexto do cotidiano escolar que se apresenta nos dois primeiros níveis da educação escolar pública à luz das orientações legais brasileiras que alteram a duração do ensino fundamental de oito para nove anos, transformando o último ano da Educação Infantil no primeiro ano do Ensino Fundamental. Em consonância com os pressupostos de Licínio Lima de que pesquisar o universo complexo e multifacetado da educação exige uma abordagem intermediária, capaz de articular os subsídios analíticos do tipo macroestruturais e do tipo microestruturais, denominada pelo autor como "mesoabordagem", os principais objetivos foram verificar quais são as correlações entre as prescrições legais, as orientações organizacionais e as práticas pedagógicas existentes nas escolas de Educação Infantil e de Ensino Fundamental diante da ampliação do Ensino Fundamental para nove anos e, contrapor essas fontes com o olhar de crianças e de adultos/profissionais que as frequentam e vivenciam diariamente. A trajetória metodológica foi disposta em três momentos distintos, porém, paralelos e dialéticos. O primeiro visou analisar as concepções e os ideários propostos pelas escolas, tentando identificar sua relação com as políticas públicas vigentes. O segundo teve o caráter de promover e captar diferentes olhares de alguns profissionais que nelas circundam. O terceiro buscou promover e captar os olhares e as percepções infantis sobre as escolas, permitindo a escuta e a expressão das crianças envolvidas no estudo. Diante dos apontamentos levantados e discutidos teoricamente, pode-se perceber que apesar das intenções por parte das escolas de Educação Infantil e do Ensino Fundamental em adequar seus pressupostos organizacionais e suas práticas pedagógicas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study occurred in the period 2009 to 2011 addresses the context of the school routine that presents the first two levels of public school education in light of the Brazilian legal guidelines that change the duration of Elementary Teaching from eight to nine years, becoming the last year of Children Education in the first year of Elementary Teaching. In line with the assumptions that Licinius Lima search the universe of complex and multifaceted education requires an intermediate approach, able to articulate the benefits of the analytical type macro and microstructural type, called by the author as "mesoabordagem", the main objectives were to ascertain what are the correlations between the legal requirements, organizational assumptions and pedagogical practices in existing preschools and elementary schools before the expansion of elementary education to nine years and, to counter these sources with the eyes of children and adults/professionals who attend and experience daily. The methodological approach was laid out in three distinct stages, but parallel and dialectical ones. The first aimed to analyze the conceptions and ideals proposed by the schools, trying to identify their relationship with the current public policies. The second was to promote the character and capture different views of some professionals who surround them. The third sought to promote and capture the views and perceptions about children's schools, allowing the listener and the expression of the children involved in the study. Faced with points raised and discussed theoretically can be seen that despite the intentions on the part of preschools and elementary school to tailor their organizational assumptions and their teaching practices at national and local legal requirements against the expansion of elementary teaching to... (Complete abstract click electronic access below)
Doutor

Contesting international strategies for combatting child labour that derive from modern, Western conceptions of childhood, several developing country organizations have embraced the principle of child protagonism by declaring that working children can become the leading agents in struggles to advance their interests when they are mentored in forming their own independent organizations. This thesis first explores how an African NGO, informed by its urban animation experiences, developed its own specific discourse of child protagonism and employed it as the basis for establishing an African working children’s organization designed to provide compensatory literacy and skills training and to empower members to improve their own and other children’s working conditions. The thesis considers this foundational child protagonism discourse in light of data collected in Senegal by means of participant observation and interviews in grassroots groups and associations of working children, as well as in the offices of both the local NGO and its international NGO donor. Fieldwork revealed limitations of the specific child protagonism practice pursued over the past two decades. Specifically, redirecting resources from direct pedagogical accompaniment of grassroots working child groups towards bureaucratic capacity building for the “autonomization” of higher hierarchical levels of the organization, as well as towards international meetings, has resulted in the organization’s diminished impact for vulnerable groups in Dakar, particularly migrant girl domestic workers. Deepening implication with international donors has forced shifts in the priorities of the local NGO and the working children’s organization it facilitates, yet the two have been largely successful in buffering donor probes precisely into the ground level effectiveness of their child protagonism strategy. No previous independent research has sought to confront the discourse of child protagonism with a comprehensive examination of a working children’s organization’s practice, from its most local processes to its international dimensions and donor relations.

This thesis looks at the connection between female adolescent protagonists and their respective landscapes in the children's verse novels Out of the Dust and Aleutian Sparrow, both by Karen Hesse, and Ann and Seamus by Kevin Major. In each of these texts the protagonists must choose between life at home and a new life elsewhere. Drawing on ecofeminist philosophy, specifically the works of Ynestra King, Carolyn Merchant, Annette Kolodny and Judith Plant, this thesis explores the factors that led to all three protagonists choosing to stay or return home.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate

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Can the practice of reading children's literature texts that positively mobilize the question of black identity contribute to the perception of identity and the questioning of racism in school? This is an issue raised in front of the following problem: What is the role of the school when faced to a black child that does not recognize his/her ethnic and racial attributes? Despite the speech entangled by common sense, a black child does not recognize his/her skin color, hair or other of their ethnic features for being born racist. For Bakhtin (2003), the identity is constituted in the otherness, so a person always reflects the other and his or her enunciation carries echoes of other people's speeches. The literature, because of its aesthetic and humanizing function, can mobilize the process of recognition and appreciation of the black identity, by putting in evidence the ethnic and racial conflicts in school and enabling the redefinition of the subjectivity of black children. The present dissertation focus on the reading and questioning of four works of children's literature that considered the role of the black identity and ethnic-racial issues in its aesthetic design. To give theoretical support to the reflections proposed in this research, scholars are invited to dialogue in the work, especially Candido (1995), in his defense of the humanizing function of the literature; Bakhtin (2003), with the conception of language as a social practice; Silva (2000), Hall (2000) and Goffman (2008), in their approach and discussions on the construction of identity; and Chevalier (2010) and Gomes (2001), with their studies on ethnic-racial relations. For supporting the hypothesis motivated in the research, this work also contains a reading project developed for children in primary education. The project is organized in didactic sequences and involves literary works that feature black actors, valuing, consequently, the African-Brazilian history and culture. The overall aim of this work is to reaffirm the school's role in the questioning of ethnic and racial conflicts.
A prática da leitura de textos da literatura infantil que mobilizem positivamente a questão da identidade negra pode contribuir para a percepção dessa identidade e para a problematização do racismo na escola? Essa é uma questão levantada diante do seguinte problema: Qual o papel da escola frente a uma criança negra que não reconhece seus atributos étnico-raciais? Apesar do discurso enredado pelo senso comum, uma criança negra não reconhece sua cor, seu cabelo ou outros de seus traços étnicos, por ter nascido racista. Para Bakhtin (2003), o ser se constitui na alteridade, por isso sempre reflete o outro, e sua enunciação carrega os ecos dos discursos alheios. A literatura, em razão de sua função estética e humanizadora, pode mobilizar o processo de reconhecimento e valorização do sujeito negro, uma vez que põe em evidência os conflitos étnico-raciais na escola e possibilita a ressignificação da subjetividade da criança negra. Esta pesquisa contempla a leitura e a problematização de quatro obras da literatura infantil que trazem o protagonismo do negro e as questões étnico-raciais em seu projeto estético. Para dar sustentação teórica às reflexões propostas na presente pesquisa, são convidados ao diálogo principalmente os estudiosos Candido (1995), em sua defesa da função humanizadora da literatura; Bakhtin (2003), com a concepção de linguagem como prática social; Silva (2000), Hall (2000) e Goffman (2008), em sua abordagem e discussões sobre as construções identitárias; Cavalleiro (2010) e Gomes (2001), com seus estudos sobre as relações étnico-raciais. Para a comprovação da hipótese motivadora da pesquisa, compõe este trabalho um projeto de leitura desenvolvido com crianças no ensino básico, concretizado em sequências didáticas e envolvendo obras literárias que apresentam protagonistas negros, valorizando, consequentemente, a história e a cultura africana e afro-brasileira. O objetivo geral deste trabalho é reafirmar o papel da escola na problematização dos conflitos étnicoraciais.

Esta dissertação é um estudo exploratório sobre o conceito de mediação cultural dialógica realizado a partir de oficinas de leitura comprometidas com o protagonismo cultural de crianças e adolescentes (00 a 18 anos) em situação de abrigo numa cidade do interior paulista a cerca de 80 kilômetros da capital. A metodologia utilizada foi a da pesquisa colaborativa e os dados foram analisados por meio das seguintes categorias: ambientes, ações, tempos, protagonistas e polifonia. Os resultados indicam que as mediações culturais realizadas no abrigo, centradas na singularização de crianças e jovens, foram capazes de romper com a impessoalidade, a frieza e a monotonia que marcam diversos aspectos da vida nos abrigos. Resistentes no início, à medida que as oficinas de leitura se desenvolviam e ganhavam corpo na dialogia todos os protagonistas (crianças, adolescentes, monitores e o próprio pesquisador) se reconheciam como parte destas ações, apropriando-se delas segundo suas expectativas e interesses específicos, criando vínculos com o mediador e com os livros, relacionando as leituras com outras atividades e práticas culturais, mostrando-se aptos a ressignificar o ato de ler. A mediação cultural dialógica, ao propiciar a singularização dessas crianças e jovens, permitiu a emergência de valores e significados para textos e contextos, para leitores e mediadores que se apresentaram como protagonistas culturais, categoria centrada no encontro e na vinculação com o outro.
This dissertation is an exploratory study of the concept of dialogical cultural mediation focused on reading skills workshops for the cultural protagonism of children and teenagers (0 to 18) at a shelter (in a city 80 kilometers from São Paulo). A collaborative research methodology was used so that data could be analyzed framed by the following categories: environments, actions, time, actors and polyphony. Results indicate that cultural mediations rooted in the singularization of children and teenagers empower them to break away from impersonal, cold and monotonous disciplinary practices. Resistant at first, all actors then engaged and enthused as the workshops were developed and reading became part of a dialogue among children, teenagers, instructors and the researcher herself. Actions could then be adapted to their expectations and specific interests, creating links with the mediator so as to connect elements in the books and readings with other cultural practices and activities. The act of reading was infused with new meanings as dialogical cultural mediation facilitated the singularization of children and teenagers. Readers and mediators became cultural protagonists a category founded on the encounter with the other.

Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Jan C. Susina (chair), C. Anita Tarr, Cynthia A. Huff. Includes bibliographical references (leaves 171-184) and abstract. Also available in print.

Orientador: Dagoberto Buim Arena
Banca: Lazara Nanci de Barros Amancio
Banca: Cynthia Graziella Guizelim Simões Girotto
Resumo: Entre os materiais largamente utilizados pela escola destacam-se os livros de literatura infantil, muitos dos quais recomendados pelo Programa Nacionais Biblioteca da Escola (PNBE), que reproduzem geralmente o padrão eurocêntrico contemplando apenas as crianças brancas de forma positiva. Por essa razão, esta pesquisa teve como objetivo analisar a presença dos personagens negros nos livros de literatura infantil recomendados pelo Programa Nacional Biblioteca Escolar (PNBE) no ano de 2010, para compreender como as crianças do primeiro e do quinto ano do ensino fundamental I vêem a presença do personagem negro na literatura infantil. A escolha pela série inicial e pela série final do ensino fundamental I deu-se a fim de investigar se as percepções acerca dos personagens negros são diferentes ao decorrer do processo escolar, ou seja, analisar se as crianças pequenas possuem representações diferentes das desenvolvidas pelas crianças maiores; observar a construção da identidade étnico-racial no interior da escola. Por tratar-se da proposição de uma pesquisa de tipo etnográfico, foram realizados os seguintes procedimentos metodológicos: observações para analisar e interpretar aspectos da literatura infantil veiculada na escola; entrevistas semiestruturadas para compreender como as crianças vêem a presença do personagem negro na literatura infantil; revisão bibliográfica e análise dos livros de literatura infantil recomendados pelo Programa Nacional Biblioteca Escolar (PNBE) de 2010. Foi escolhido o último ano do programa com o intuito de analisar as obras que estão em circulação atualmente
Abstract: Among the materials widely used by the school stand out books of children's literature, many of which are recommended by the National School Library Program (PNBE), which reproduce the standard Eurocentric usually comprising only white children positively. Therefore, this study aimed to analyze the presence of the black characters in children's literature books recommended by the National School Library Program (PNBE) in 2010, to understand how children's first and fifth year of elementary school I see the presence of black characters in children's literature. The choice for the initial series and the final series of elementary school I gave up in order to investigate the perceptions of the black characters are different over the course of the school process, to analyze whether the children have different representations of the children developed higher; observe the construction of ethnic and racial identity within the school. As this is the proposition of ethnographic research, the following procedures were performed methodological: observations to analyze and interpret aspects of children's literature conveyed in school; semi-structured interviews to understand how children see the presence of the black character in literature child; literature review and analysis of children's literature books recommended by the National School Library program (PNBE) 2010. He was chosen the last year of the program in order to analyze the works that are currently in circulation
Mestre

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Entre os materiais largamente utilizados pela escola destacam-se os livros de literatura infantil, muitos dos quais recomendados pelo Programa Nacionais Biblioteca da Escola (PNBE), que reproduzem geralmente o padrão eurocêntrico contemplando apenas as crianças brancas de forma positiva. Por essa razão, esta pesquisa teve como objetivo analisar a presença dos personagens negros nos livros de literatura infantil recomendados pelo Programa Nacional Biblioteca Escolar (PNBE) no ano de 2010, para compreender como as crianças do primeiro e do quinto ano do ensino fundamental I vêem a presença do personagem negro na literatura infantil. A escolha pela série inicial e pela série final do ensino fundamental I deu-se a fim de investigar se as percepções acerca dos personagens negros são diferentes ao decorrer do processo escolar, ou seja, analisar se as crianças pequenas possuem representações diferentes das desenvolvidas pelas crianças maiores; observar a construção da identidade étnico-racial no interior da escola. Por tratar-se da proposição de uma pesquisa de tipo etnográfico, foram realizados os seguintes procedimentos metodológicos: observações para analisar e interpretar aspectos da literatura infantil veiculada na escola; entrevistas semiestruturadas para compreender como as crianças vêem a presença do personagem negro na literatura infantil; revisão bibliográfica e análise dos livros de literatura infantil recomendados pelo Programa Nacional Biblioteca Escolar (PNBE) de 2010. Foi escolhido o último ano do programa com o intuito de analisar as obras que estão em circulação atualmente
Among the materials widely used by the school stand out books of children's literature, many of which are recommended by the National School Library Program (PNBE), which reproduce the standard Eurocentric usually comprising only white children positively. Therefore, this study aimed to analyze the presence of the black characters in children's literature books recommended by the National School Library Program (PNBE) in 2010, to understand how children's first and fifth year of elementary school I see the presence of black characters in children's literature. The choice for the initial series and the final series of elementary school I gave up in order to investigate the perceptions of the black characters are different over the course of the school process, to analyze whether the children have different representations of the children developed higher; observe the construction of ethnic and racial identity within the school. As this is the proposition of ethnographic research, the following procedures were performed methodological: observations to analyze and interpret aspects of children's literature conveyed in school; semi-structured interviews to understand how children see the presence of the black character in literature child; literature review and analysis of children's literature books recommended by the National School Library program (PNBE) 2010. He was chosen the last year of the program in order to analyze the works that are currently in circulation

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This intervention-research analyses how teachers and staff comprehend the participation, belonging and leadership of employees in the preparation and monitoring processes of the Children's day care center Political and Educational Project – PPP*, during the years of 2013, 2014 and 2015, stressing that the researcher is the principal condition of the school unit. The universe of this research is a Children's day care center with children aged zero to three years old in Santo André – SP. The participants of this research are members of the management, teachers and staff from different areas working at the school: cleaning staff, cooking staff, office clerks and child development agents. The qualitative methodology (LÜDKE & ANDRÉ, 1986; FRANCO & PIMENTA, 2008; FREIRE, 2014); suggested the collection of data via analytical reading of the PPPs from 2013, 2014 and 2015, participatory observation and organization of eleven conversation circles. Several categories were identified and interpreted throughout this work from the school’s documents, observation records and audio-recorded transcriptions of conversation circles content analysis (BARDIN, 2011). This study bases itself from fieldwork research on democratic management and PPP at the school (FREIRE, 1967; 1982; 1997; 2002; 2014), (PARO, 2001; 2007), (GADOTTI, 2007; 2014); and from childhood and childhood education (CAMPOS, 1993; 1994; 2009), (KUHLMANN JR., 2011), (OLIVEIRA-FORMOSINHO & KISHIMOTO, 2007; 2013), amongst others. The results indicate contradictions in what concerns the views about crèches, childhood education, school management, continued education while at the workplace and professional development. Even in face of the contradictions pointed out by the participants, it is noted that as the staff member participates of the formulation, progress and evaluation of the PPP and feels valued and recognized by his or her participation, this person gains a sense of belonging and becomes a leading figure of such process. In conclusion, the leadership in the formulation and progress of the PPP is linked to the democratic management experienced at the crèche, aware of its relative autonomy, which aims to promote participation through the creation of formative spaces instituted by the management team in order to collectively discuss the administrative, political and educational areas of the work by the crèche professionals in a permanent dialog. In this journey, which is by no means linear, the contradictions are found in several circumstances: in public policy, which invests in professional development but at the same time does not create conditions to avoid the constant turnover of professional staff; and at the crèche, where by investing in dialog spaces has to prepare itself for the conflicts that emerge from the relations between people, which are revealing, including contradictions present in public policy itself. All this experience generates the mode by which each and everyone attributes a sense of belonging and meaning to his or her leading role and participation in the crèche’s PPP.
Esta investigación-intervención analiza cómo profesores (as) y empleados (as) comprenden la participación, la pertenencia y el protagonismo de empleados en el proceso de preparación y seguimiento del Proyecto Político-Pedagógico (PPP) de la guardería durante el año 2013, 2014 y 2015, haciendo hincapié en que el investigador es la condición principal de la unidad escolar. El tema de la investigación es una guardería de niños de cero a tres años, ubicada en Santo André-SP, y los participantes de la investigación son miembros del equipo directivo, profesores (as) y empleados (as) de distintos segmentos: equipo de limpieza, de cocina, de oficina, agentes de desarrollo infantil. La metodología del tipo cualitativo (LÜDKE Y ANDRÉ 1986; FRANCO Y PIMIENTA, 2008; FREIRE, 2014) orientó el levantamiento de los datos de la encuesta a través de la lectura y análisis del PPP de los años 2013, 2014 y 2015, de la observación de los participantes, y de la realización de once ruedas de conversación. Del análisis de contenido (BARDIN, 2011) de los documentos escolares, de los registros de observación y de las transcripciones de grabaciones de audio de los ruedas de conversación, fueron identificadas las categorías interpretadas a lo largo de la obra. La investigación se basa en estudios en el campo de la gestión democrática y PPP en la escuela (FREIRE, 1967; 1982; 1997; 2002; 2014), (PARO, 2001; 2007), (GADOTTI, 2007; 2014); y de la infancia y Educación Infantil (CAMPOS, 1993; 1994; 2009), (KUHLMANN JR, 2011.) (OLIVEIRA-FORMOSINHO Y KISHIMOTO, 2007; 2013), entre otros. Los resultados indican contradicciones con respecto a las concepciones de guardería, la Educación Infantil, la gestión escolar, la educación continuada y el desarrollo profesional. No obstante las contradicciones señaladas por los (as) participantes de la encuesta, se observa que, en la medida en que el (la) empleado (a) participa en el desarrollo, en el progreso y en la evaluación del PPP, y se sienta valorado y reconocido por su participación, va sintiendo que pertenece y es protagonista en ese proceso. Concluyendo que el papel principal en la preparación y seguimiento del PPP está vinculado con el ejercicio de la gestión democrática con experiencia en guardería, y la claridad de su relativa autonomía, que busca promover la participación a través de la creación de áreas de entrenamiento, establecidos por el equipo directivo, de forma que las dimensiones de naturaleza administrativa, política y pedagógica de la guardería podrán ser discutidas colectivamente por los profesionales del cuidado de niños, en un diálogo permanente. En ese camino, que es lineal, de alguna forma, las contradicciones son en varios niveles: en la política publica que invierte en capacitación en servicio, al mismo tiempo que no genera las condiciones para que se evite el constante remplazo del personal profesional y; en la guardería, que al invertir en espacios de diálogo, tiene que prepararse para los conflictos que emergen de las relaciones que se dan entre las personas y que revelan, incluso, las contradicciones presentes en la propia política pública. Toda esta experiencia genera el modo cómo todos y cada uno, dan sentido de pertenencia y significado a su papel y la participación en el PPP de la guardería.
Esta pesquisa-intervenção analisa como professoras e funcionárias(os) compreendem a participação, o pertencimento e o protagonismo das(os) funcionárias(os) no processo de elaboração e acompanhamento do Projeto Político-Pedagógico (PPP) da creche no decorrer dos anos 2013, 2014 e 2015, ressaltando que a própria pesquisadora encontra-se na condição de diretora da unidade escolar. O universo da pesquisa é uma creche com crianças de zero a três anos de idade, localizada na cidade de Santo André-SP, e os participantes da pesquisa são integrantes da equipe gestora, professoras e funcionárias(os) de diferentes segmentos: equipe da limpeza, da cozinha, da secretaria, agentes de desenvolvimento infantil (ADI). A metodologia do tipo qualitativa (LÜDKE; ANDRÉ, 1986; FRANCO; PIMENTA, 2008; FREIRE, 2014) orientou o levantamento dos dados por meio da leitura e análise do PPP dos anos de 2013, 2014 e 2015, da observação participante e da realização de 11 rodas de conversa. Da análise de conteúdo (BARDIN, 2011) dos documentos da escola, dos registros de observação e das transcrições das audiogravações das rodas de conversa, foram identificadas categorias interpretadas ao longo do trabalho. A pesquisa fundamenta-se em estudos no campo da gestão democrática e PPP na escola (FREIRE, 1967; 1982; 1997; 2002; 2014), (PARO, 2001; 2007), (GADOTTI, 2007; 2014); e da infância e Educação Infantil (CAMPOS,1993; 1994; 2009), (KUHLMANN JR., 2011), (OLIVEIRA-FORMOSINHO; KISHIMOTO, 2007; 2013) dentre outros. Os resultados indicam contradições no que se refere às concepções de creche, Educação Infantil, gestão escolar, formação continuada em serviço e valorização profissional. Mesmo diante das contradições evidenciadas pelos participantes da pesquisa, constata-se que, na medida em que a(o) funcionária(o) participa da elaboração, andamento e avaliação do PPP e se sente valorizado e reconhecido pela sua participação, vai se tornando pertencente e protagonista desse processo. Conclui-se que, o protagonismo na elaboração e acompanhamento do PPP está vinculado ao exercício da gestão democrática vivenciado na creche, tendo clareza de sua relativa autonomia, o qual busca promover a participação por meio da criação de espaços formativos instituídos pela equipe gestora para que as dimensões de caráter administrativa, política e pedagógica do trabalho da creche possam ser discutidas coletivamente pelas(os) profissionais da creche em diálogo permanente. Nesse percurso, que de modo algum é linear, as contradições se põem em diversas instâncias: na política pública, que investe na formação em serviço e, ao mesmo tempo, não cria condições para evitar a constante rotatividade do quadro de profissionais e; na creche que, ao se investir nos espaços de diálogo tem de se preparar para os conflitos que emergem das relações que se dão entre as pessoas e que são reveladoras, inclusive, das contradições presentes na própria política pública. Toda essa vivência gera o modo como cada um e cada uma atribui sentido de pertencimento e significado ao seu protagonismo e à sua participação no PPP da creche.

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Fundação de Amparo a Pesquisa do Estado de São Paulo
"Wicked Inclusion: child labor of students in the city of São Paulo" discusses the matter of the wicked insertion that characterizes the child labor in the nowadays society in big cities, such as São Paulo. In this way, the research that has been made came from the idea that what characterizes the children and teenagers submitted to the dynamics of child labor is their precarious urban insertion. For this purpose, it has been tried to find how that happens in the neighborhoods of the periphery of the city. The universe that has been researched, Paraisopólis and Cidade Tiradentes, are located in places marked by the precarious conditions of life and housing and/or irregular and disordered settlements of its population. The study proposed aimed to analyze the portion of the population that works and study, evaluating the situation of the families involved in the phenomenon of the child labor. It has been tried to characterize the situation of the children and teenagers - aged between 7 and 14 years old - paying attention for the involvement of the families: in productive activities and in their strategies. In particular, it has been a special concern to verify how the universe of children and teenagers articulate itself with the representations about the work and their meanings. In order to obtain a more deepened and wide-ranging discussion of the problems related with the object of study, it has been introduced the technique of the focal groups. This doctoral thesis presented here, aimed , therefore, to discuss the articulation that exists between the factors of socio-spatial segregation , that express the inequalities presents in the structuration of the city with the processes of wicked social inclusion that create the growth of the child labor in the city of São Paulo.
"Inclusão perversa: trabalho infantil de estudantes na cidade de São Paulo" discute a questão da inserção perversa que caracteriza o trabalho infantil na sociedade contemporânea em grandes cidades, como São Paulo. Nesse sentido a pesquisa realizada partiu da idéia de que as características das crianças e adolescentes submetidos à dinâmica do trabalho infantil prendeu-se a sua inserção urbana precária. Para isso, tentou-se descobrir como acontece isso nos bairros da periferia da cidade. O universo que foi pesquisado radicou-se em dois bairros. Paraisópolis e Cidade Tiradentes, se localizam, justamente, em lugares marcados pela precária condição de vida e habitação e/ou pelo assentamento irregular e desordenado de suas populações. O estudo proposto visou analisar o contingente de 7 a 14 anos da população que trabalha e estuda avaliando a situação das famílias envolvidas no fenômeno do trabalho infantil. Tentou-se caracterizar a situação das crianças e adolescentes atentando para o método envolvendo as famílias em atividades produtivas e para suas estratégias. Em particular, procurou-se também verificar de que modo o universo infanto-juvenil se articula com as representações sobre o trabalho e seus significados. Para uma discussão mais aprofundada e abrangente dos problemas relacionados com o objeto de estudo, foi introduzida a técnica do grupo focal. A tese de doutorado, apresentada aqui, buscou, pois, discutir a articulação existente entre os fatores de segregação sócio-espacial, que exprimem as desigualdades presentes na estruturação da cidade, com os processos de inclusão social perversa que geram o crescimento do trabalho infantil na cidade São Paulo.

Simple content analysis methods, such as the Bechdel test and measuring percentage of female talk time or characters, have seen a surge of attention from mainstream media and in social media the last couple of years. Underlying assumptions are generally shared with the gender role socialization model and consequently, an importance is stated, due to a high degree to which impressions from media shape in particular young children’s identification processes. For young girls, the Disney Princesses franchise (with Frozen included) stands out as the number one player commercially as well as in customer awareness. The vertical lineup of Disney princesses spans from the passive and domestic working Snow White in 1937 to independent and super-power wielding princess Elsa in 2013, which makes the line of films an optimal test subject in evaluating above-mentioned simple content analysis methods. As a control, a meta-study has been conducted on previous academic studies on the same range of films. The sampled research, within fields spanning from qualitative content analysis and semiotics to coded content analysis, all come to the same conclusions regarding the general changes over time in representations of female characters. The objective of this thesis is to answer whether or not there is a correlation between these changes and those indicated by the simple content analysis methods, i.e. whether or not the simple popular methods are in general coherence with the more intricate academic methods.

Betyg VG (skala IG-VG)

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...

This thesis is focused on an animal protagonist in literary texts which could be used in education because of their didactic potential. The aim of this thesis is to describe the form of representation of an animal protagonist (and nature in general) in chosen literary texts and to design the possible ways how to use these texts in education. The first part is dedicated to a theme of animal in the cultural context, especially in the literature with a short ethology-digression. The second part deals with a literary-theoretical analysis of texts from Rudyard Kipling, Jack London, Vitaly Bianki and Ceridwen Dovey. The third part of this thesis is focused on the didactic potential of analyzed texts aiming to econarratology. In the last chapter are described possibilities of the didactic work with all the formerly analyzed texts. Keywords animal protagonist, anthropomorphism, literature for children and youth, Rudyard Kipling, Jack London, Vitaly Bianki, Ceridwen Dovey, education, econarratology, didactic potential

Petrusová, Kateřina (2011): The Characters of Children at the Work of Adalbert Stifter. Prague: Institute of Germanic Studies, Faculty of Arts of Charles University in Prague. This thesis deals with the role of children at the work of Adalbert Stifter, an Austrian author of the first half of the 19th century, born in Horni Plana (Oberplan) in Southern Bohemia. Adalbert Stifter was not just a writer and a painter but also a pedagogue (he worked as a supervisor of elementary schools for Upper Austria). All these activities, in association with his life experience and personal problems, were reflected in his literary work. I mainly focus on his three works: collections Studies (Studien), Colored Stones (Bunte Steine) and the novel (Bildungsroman) Indian Summer (Der Nachsommer). Childhood already appears in his early work, considered as a period of human development (Menschenwerdung). In Stifter's later stories, for example in his collection Bunte Steine, the characters of children are at the forefront: they are always confronted with the adult world and especially with the powerful laws of nature. This relationship is formulated in the foreword to this collection in the form of Stifter's gentle law (das sanfte Gesetz). The whole concept of the child is completed in the novel Der Nachsommer, where a...