scholarly journals A literatura infantil na alfabetização: a formação da criança leitora

Perspectiva ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 77
Author(s):  
Lilane Maria De Moura Chagas ◽  
Chirley Domingues
Keyword(s):  
Children's Literature ◽  
School Library ◽  
Children’S Literature ◽  
Reading Practices ◽  
National Program ◽  
De Se ◽  
Literacy Process ◽  
National Pact ◽  
Child Reader ◽  
Educación Primaria

<p>http://dx.doi.org/10.5007/2175-795X.2015v33n1p77</p><p>O presente texto aborda algumas formas de se pensar a literatura infantil no ciclo de alfabetização do Ensino Fundamental. Tem-se, ainda, a pretensão de apresentar algumas possíveis formas de aproximação da literatura nesse nível de ensino. Acredita-se que, ao integrar ativamente a literatura infantil no processo da alfabetização (conhecimentos da oralidade e da escrita, das diversas formas verbais e não verbais de se compreender e descobrir o mundo) e na aquisição e ampliação da linguagem, estaremos contribuindo para a formação literária das crianças. Assim, em um primeiro momento, e sem esgotar o tema, desenvolvem-se algumas questões teóricas em relação à literatura Infantil, à leitura e à criança. No segundo momento, são tecida algumas reflexões sobre as práticas de leitura que as crianças do ciclo de alfabetização estão vivenciando a partir do contato com o Acervo Complementar do Programa Nacional do Livro Didático (PNLD) e do Programa Nacional de Bibliotecas Escolares (PNBE) incluídos no material distribuído pelo Programa Nacional de Alfabetização na Idade Certa (PNAIC) no Brasil. Ressalta-se uma antiga e permanente preocupação quando se trata da relação literatura e educação no que diz respeito a como tem sido trabalhada a literatura produzida para as crianças. Dessa forma, que implicações têm a literatura inserida nos programas de formação de professor? Finaliza-se o texto dando destaque para os programas de incentivo à leitura como uma contribuição significativa para a formação da criança leitora.</p><p> </p><p><strong>Children’s literature in literacy: the formation of the child reader</strong></p><p> <strong>Abstract</strong></p><p>The present text discusses some ways of thinking children’s literature during the fundamental education literacy cycle. It also aims to introduce some forms to approach literature at this educational level. We believe that by integrating children’s literature in both the literacy process (knowledge of orality and writing, of the several verbal and non-verbal forms of understanding and discovering the world) and the acquisition and expansion of language, we are contributing for the children’s literary formation. So, firstly, but not exhaustively, we will develop here some theoretical questions regarding children’s literature, reading and childhood. Our second aim is to reflect on reading practices the children are experiencing in the literacy cycle from their contact with the Complementary Collection of the Didactic Book National Program (Acervo Complementar do Programa Nacional do Livro Didático – PNLD) and the School Library National Program (Programa Nacional de Bibliotecas Escolares – PNBE), included in the handouts distributed by the National Pact for Literacy at the Correct Age (Programa Nacional de Alfabetização na Idade Certa – PNAIC) in Brazil. We emphasize here an old and permanent concern regarding literature and education when it approaches on how the literature produced for children has been handled. What are the implications that literature has on the teacher´s tranining  programs? We conclude by highlighting the programs that motivate children to read as a significant contribution to form the child reader.</p><p><strong>Keywords:</strong> Children Literature. Reader training. Literacy cycle.</p><p> </p><p><strong>La literatura infantil en la alfabetización: la formación de los niños lectores </strong></p><p> <strong>Resumen</strong></p><p>El presente texto aborda algunas formas de pensar la literatura infantil en los primeros años de la educación primaria. Interesa presentar, en este texto, algunas formas posibles de aproximación a la literatura en este nivel de la enseñanza. Creemos que al integrar activamente la literatura infantil en el proceso de alfabetización (conocimiento de la oralidad y de la escrita, de las diversas formas verbales y no verbales de comprender y descubrir el mundo) y en la adquisición y ampliación del lenguaje, estaremos contribuyendo para la formación literaria de los niños y niñas. Así, en un primer momento, y sin agotar el tema, desarrollamos algunas cuestiones teóricas en relación al tema: literatura infantil, lectura y los niños. En un segundo momento, realizamos algunas reflexiones sobre las prácticas de lectura que los niños y niñas del ciclo de alfabetización (primeros años de la educación primaria) están vivenciando a partir del contacto con el Acervo Complementar do Programa Nacional do Libro Didáctico (PNLD) e con el Programa Nacional de Bibliotecas Escolares (PNBE) que están incluidos en el material distribuida por el Programa Nacional de Alfabetización en la Edad Cierta (PNAIC) en Brasil. Resaltamos una antigua y permanente preocupación cuando se trata de la relación de la literatura y educación en relación como ha sido trabajada la literatura producida para los niños. ¿De esta forma, que implicaciones tiene la literatura dentro de los programas de formación de docentes? Finalizamos el texto otorgando destaque para los programas de incentivo a la lectura  como una contribución significativa para la formación de los niños lectores</p><p><strong>Palabras claves:</strong> Literatura infantil. Formación del lector. Ciclo de Alfabetización.</p>

“Who Are You?”: Modernism, Childhood, and Historical Consciousness in Faulkner’s The Wishing Tree

2017 ◽  
pp. 122-134
Author(s):  
Hannah Godwin
Keyword(s):  
Twentieth Century ◽  
Children's Literature ◽  
Children’S Literature ◽  
Historical Consciousness ◽  
Creative Potential ◽  
Young Readers ◽  
Child Reader

This chapter considers an “uneasy yet potentially fruitful confluence” between modernist writing and children's literature in the only Faulkner tale penned specifically for children. Drawing on “the Romantic reverence for the child as transcendent and inspirational,” a reverence qualified to some degree by twentieth-century psychoanalysis and its suspicion of childhood innocence, modernist artists portrayed the child as “a vessel of consciousness” and “instinctual, intense perceptions,” and thus a source of “defamiliarizing perspectives” that fostered artistic experimentation. In The Wishing Tree, writing for young readers may have helped Faulkner awaken his creative potential. The Wishing Tree's rich mix of fantasy and history “works to imbue the child reader with a sense of historical consciousness” while recognizing her as the bearer “of a more hopeful future”.

scholarly journals "You Know Very Well You're Not Real": Victorian Children's Fantasy Literature and the  Problem of Writing the Child

2021 ◽  
Author(s):  
◽  
Beatrice Turner
Keyword(s):  
Children's Literature ◽  
Literary Criticism ◽  
Children’S Literature ◽  
Cultural Construction ◽  
Fantasy Literature ◽  
The Real ◽  
The North ◽  
Innocent Child ◽  
Return Journey ◽  
Child Reader

<p>This thesis examines eight "Golden Age"children's fantasy narratives and uncovers their engagement with the "impossibility" of writing the child. Only recently has children's literature criticism recognised that the child in the text and the implied child reader cannot stand in for the "real" child reader. This is an issue which other literary criticism has been at pains to acknowledge, but which children's literature critics have neglected. I have based my reading on critics such as Karin Lesnik-Oberstein, Jacqueline Rose and Perry Nodelman, all of whom are concerned to expose the term "child" as an adult cultural construction, one which becomes problematic when it is made to stand in for real children. I read the child in the text as an entity which contains and is tainted by the trace of the adult who writes it; it is therefore impossible for a pure, innocent child to exist in language, the province of the adult. Using Derrida's conception of the trace and his famous statement that "there is nothing outside of the text," I demonstrate that the idea of the innocent child, which was central to Rousseau's Emile and the Romantic Child which is supposed to have been authored by Wordsworth and inherited wholesale by his Victorian audience, is possible only as a theory beyond language. The Victorian texts I read, which include Lewis Carroll's Alice texts, George MacDonald's At the Back of the North Wind and the Princess texts, Kingsley's The Water Babies and Mrs. Molesworth's The Cuckoo Clock and The Tapestry Room, all explore different ways in which the child might be successfully articulated: in language, in death, and through the return journey into fantasy. While all the texts attempt to reach the child, all ultimately foreground the failure of this enterprise. When a language is created which is child-authored, it fails as communication and meaning breaks down; when the adult ceases to write the narrative, the child within it ceases to exist.</p>

scholarly journals A educação matemática inclusiva em livros do 1º ano do ensino fundamental no Pnaic

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Katiane Monteiro Freire Oliveira ◽  
Edvonete Souza de Alencar
Keyword(s):  
Children's Literature ◽  
Primary Education ◽  
Children’S Literature ◽  
First Year ◽  
Teaching Mathematics ◽  
Literature Teaching ◽  
Verbal Language ◽  
Palabras Clave ◽  
The Right ◽  
National Pact

<p>Este trabalho tem por objetivo mapear os livros de literatura infantil no ensino da matemática inclusiva do 1º ano do ensino fundamental do Pacto Nacional pela Alfabetização na Idade Certa (Pnaic) de 2013-2015. Realizamos a leitura na íntegra de todos os livros e fizemos fichamentos buscando trazer uma reflexão sobre a prática da literatura infantil como recurso metodológico. Ao realizarmos as leituras das obras, identificamos três categorias: livros com rimas; livros que apresentam linguagem não verbal e livros sobre o meio ambiente. Percebemos a importância da literatura infantil para o ensino-aprendizagem dos alunos e como pode ser utilizada como recurso metodológico.</p><p><strong>Palavras-chaves</strong></p><p>Literatura infantil. Ensino. Matemática e inclusão.</p><p> </p><p><strong>Inclusive Mathematics Education in Books of the First Year of Primary Education in the PNAIC</strong></p><p><strong>Abstract</strong></p><p>This work aims to map the books of children’s literature for the teaching of inclusive mathematics in the first year of primary education that are listed in the National Pact for Literacy at the Right Age (PNAIC) from 2013- 2015. We read all the books listed and took systematic notes on each of them in order to propose a reflection on children’s literature as a methodological resource. By reading the works, we identify three categories: books with rhymes; books which present non-verbal language; and books on the environment. We realized the importance of children’s literature for teachinglearning and how it can be used as a methodological resource.</p><p><strong>Keywords</strong></p><p>Children’s literature. Teaching. Mathematics and inclusion.</p><p> </p><p><strong>La educación matemática inclusiva en libros del 1.er año de la enseñanza básica en el Pnaic </strong></p><p><strong>Resumen</strong></p><p>Este trabajo tiene como objetivo mapear los libros de literatura infantil en la enseñanza de las matemáticas inclusivas del 1.er año de la enseñanza básica del Pacto Nacional por la Alfabetización a la Edad Adecuada (Pnaic) de 2013-2015. Realizamos una lectura completa de todos los libros e hicimos fichas bibliográficas con el fin de suscitar una reflexión sobre la práctica de la literatura infantil como recurso metodológico. Al leer las obras, identificamos tres categorías: libros con rimas, libros que presentan un lenguaje no verbal y libros sobre el medioambiente. Percibimos la importancia de la literatura infantil para la enseñanza-aprendizaje de los alumnos y cómo puede utilizarse como recurso metodológico.</p><p><strong>Palabras clave</strong></p><p>Literatura infantil. Enseñanza. Matemáticas e inclusión.</p>

scholarly journals Librarians’ book talks for children: An opportunity for widening reading practices?

2020 ◽  
pp. 146879842096494
Author(s):  
Catarina Schmidt
Keyword(s):  
Reading Comprehension ◽  
Children's Literature ◽  
Language Use ◽  
Children’S Literature ◽  
Early Years ◽  
The Other ◽  
Reading Engagement ◽  
Growing Up ◽  
Reading Practices ◽  
Printed Books

The importance of supporting children’s reading engagement and reading comprehension from the early years is widely acknowledged, particular for children growing up in areas characterized by socioeconomic challenges. This mission is collectively shared by teachers and librarians, although with differing starting points and responsibilities. This paper draws on a Swedish study of librarians’ book talks with eight-year-old students in Grade 2 and their teachers, and the views these participants express on reading and children’s literature. The methods used were observation and interview. In the analysis, different views appear regarding what reading is and might mean, such as the role that children’s literature plays in this. The results indicate two prominent narratives regarding reading, where one has a clear emphasis on being able to read and where the other stresses the pleasure of reading. Both these discourses display a narrowness regarding genres other than fiction literature, languages other than Swedish, and formats other than printed books. Further, an image of the reading child as an individual reader appears in both discourses. The results highlight the need for a broader approach that integrates functional reading with processes of reflection and active language use, drawing on the content in children’s literature, with an awareness of multilingual considerations. It is argued that children’s literature plays an important role in children developing a view of themselves as readers, and discovering that there are many ways to be a reader.

scholarly journals "You Know Very Well You're Not Real": Victorian Children's Fantasy Literature and the  Problem of Writing the Child

2021 ◽  
Author(s):  
◽  
Beatrice Turner
Keyword(s):  
Children's Literature ◽  
Literary Criticism ◽  
Children’S Literature ◽  
Cultural Construction ◽  
Fantasy Literature ◽  
The Real ◽  
The North ◽  
Innocent Child ◽  
Return Journey ◽  
Child Reader

<p>This thesis examines eight "Golden Age"children's fantasy narratives and uncovers their engagement with the "impossibility" of writing the child. Only recently has children's literature criticism recognised that the child in the text and the implied child reader cannot stand in for the "real" child reader. This is an issue which other literary criticism has been at pains to acknowledge, but which children's literature critics have neglected. I have based my reading on critics such as Karin Lesnik-Oberstein, Jacqueline Rose and Perry Nodelman, all of whom are concerned to expose the term "child" as an adult cultural construction, one which becomes problematic when it is made to stand in for real children. I read the child in the text as an entity which contains and is tainted by the trace of the adult who writes it; it is therefore impossible for a pure, innocent child to exist in language, the province of the adult. Using Derrida's conception of the trace and his famous statement that "there is nothing outside of the text," I demonstrate that the idea of the innocent child, which was central to Rousseau's Emile and the Romantic Child which is supposed to have been authored by Wordsworth and inherited wholesale by his Victorian audience, is possible only as a theory beyond language. The Victorian texts I read, which include Lewis Carroll's Alice texts, George MacDonald's At the Back of the North Wind and the Princess texts, Kingsley's The Water Babies and Mrs. Molesworth's The Cuckoo Clock and The Tapestry Room, all explore different ways in which the child might be successfully articulated: in language, in death, and through the return journey into fantasy. While all the texts attempt to reach the child, all ultimately foreground the failure of this enterprise. When a language is created which is child-authored, it fails as communication and meaning breaks down; when the adult ceases to write the narrative, the child within it ceases to exist.</p>

scholarly journals Transparency and mirroring of literary translations of fairy tales by the English writers

Litera ◽  
2021 ◽  
pp. 1-8
Author(s):  
Anastasiia Valerievna Shmakova
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Children’S Literature ◽  
Russian Language ◽  
Literary Translation ◽  
Modern Theory ◽  
Alice In Wonderland ◽  
Emotional Component ◽  
Child Reader

The subject of this research is the English-Russian translation of fairy tales from the perspective of transparency and mirroring. The goal of this research is to determine the strategy for literary translation of the Englis fairy tales. Linguostylistic and comparative analysis is conducted on B. Zakhoder's translations of such fairy tales as &ldquo;Alice in Wonderland&rdquo; by L. Carroll, &ldquo;Winnie the Pooh and All, All, All&rdquo; by A. Milne, and &ldquo;Mary Poppins&rdquo; by P. Travers. The modern theory of translation largely focuses on the various aspects of equivalence and adequacy of the original and translated texts; describes the requirements for the quality of translation, including literary translation. Russian and foreign researchers show heightened attention to the concepts of transparency and mirroring in translation, namely literary translation of children's literature substantiated by the specificity of the target audience. The scientific novelty consists in application of the modern postulates of the theory of translation to children's literature, which broadens knowledge in this scientific field. The main conclusion lies in following the theory of translation transparency for the child reader in translation of children's literature. As a result of the analysis of B. Zakhader&rsquo;s translations of fairy tales by L. Carroll, A. Milne, and P. Travers into the Russian language, it is noted that they reflect the general patterns of translation children's fiction, take into account psychological characteristics of the audience, text is adapted to be comprehensible for children, considerable attention is given to the emotional component, expressiveness, and humor. Although B. Zakhoder&rsquo;s translations are not the full interpretation, he follows the theory of transparency. Imaginative interpretation of the text demonstrates the specificity of translator&rsquo;s individual style.

‘I shouldn’t even be telling you that I shouldn’t be telling you the story’: Pseudonymous Bosch and the postmodern narrator in children’s literature

2021 ◽  
pp. 096394702110097
Author(s):  
Ella Wydrzynska
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
The Novel ◽  
Adult Readers ◽  
Academic Background ◽  
Theoretical Concepts ◽  
Underdeveloped Area ◽  
World Theory ◽  
Child Reader

This article furthers the somewhat underdeveloped area of research regarding the consideration of complex theoretical concepts such as postmodernism and metafiction in relation to children’s literature by concentrating on a stunningly complex—although by no means rare—experimental text aimed at 8–12 year-olds. Using The Secret Series by Pseudonymous Bosch as example, I examine how children’s literature can use such strategies to engage a child-reader and make them a tangible part of the construction of the novel. Drawing on elements of Text World Theory, diegetic narrative levels and the concept of the internal author, this study primarily explores the role of the interactive, visibly inventing, postmodern narrator, and, by extension, the dramatization of the reader as a part of the story. Framed against an academic background in which children’s literature was deemed unworthy of study or outright dismissed, this article illustrates why children’s literature is not only worthy of rigorous academic study in its own right but also that it often readily displays enough literary, linguistic, and narratological complexities to rival even the most sophisticated literature for adult readers.

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