Banca de DEFESA: POLENA VALESCA DE MACHADO E SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : POLENA VALESCA DE MACHADO E SILVA
DATA : 28/02/2018
HORA: 14:00
LOCAL: Multimeios I
TÍTULO:

Em elaboração

PALAVRAS-CHAVES:

Children’s Identities. Genre. Cultural Studies in Education. Children’s Literature.

PÁGINAS: 134
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The aim of this paper is to analyze the role that the children’s literature plays to the (con)formation of the children’s genre identities. In this regard, it uses a hand of investigative purposes available in the post-structural and Foucauldian Culture Studies in Education to assess and problematize the way some literatures add to the construction of children’s genre identities. It is understood that the child becomes a social subject throughout a social-historical and cultural construction which interacts with the society it which it lives in, and detains biological and physical dependencies which undergoes constant development. Our understand is that the child learns and develops itself producing cultures in and out the school areas. Aside that, it is known that in the post-modern society stereotypes are produced and fixed to determine ways of living and being a child, based on the children’s literature. To go deeper in the discussion of this identity formation we resorted to some theoretic-methodological strategies based on ethnographicled qualitative research on researched children from a Child Education Municipal Center, located at Natal Southern Zone – Rio Grande do Norte/Brazil, with the aid of the registers available in a field journal and photographs highlighting the moments of reading mediation provided by the school. The analysis focused six school working books pointing boys’ and girls’ stereotypes, as well as other
materials, like sites and other three current activity books/booklets which refer to stereotypes of children’s genre identities. These analyses occurred between October 2005 and June 2006. The results present interesting findings, like the fact that the children’s literature is not neutral in their tales; they determine ways of speaking, behaving and seeing the other. Children’s literatures, in general, classical or not, reinforce somehow an identity idea, in majority homogeneous, to children and a definitive and well-formed idea about the other’s identity. It is
worth-mentioning that these literatures reveal features linked to their own (con)formed identity, as for example their teaching about esthetics, princessing and super-specificity when, besides becoming a hero, a princess or a heroine, some children used accessories that distinguished them esthetically, and at the same time “prevented” the other children playing, using and relating themselves in view of what they considered determinant to their identity. This work also suggested future researches connected to the Foucault-based discourse concept and the children’s discursive formation about the concepts of power relation in an archeological level. It is probable that this work contributes to the discussion around the formation of the individual entities, purposing dialogism with children on more profound terms. Observing the social bonds so disseminated in the literatures in general, and their influence on the children’s attitudes and omissions, almost unconsciously we are called to reflect about the role that literatures play and should improve the children’s formation. One may ask: to what extent this (con)formation of identities should be contrasted and/or encouraged? Imbued orientations and patterns from the children’s literature on the children’s identities will be therefore the mirror of the society’s future.

MEMBROS DA BANCA:
Externo à Instituição - ADELAIDE ALVES DIAS - UFPB
Interno - 1801922 - ALESSANDRA CARDOZO DE FREITAS
Interno - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externo à Instituição - MARIA EULINA PESSOA DE CARVALHO - UFPB
Presidente - 1672888 - MARIANGELA MOMO