Protagonismo feminino na literatura infantil: implicações pedagógicas
The master’s dissertation addresses the representation of the feminine in the configuration of characters in the literature intended for childhood. It is assumed that the reflection on gender equality favors the constitution of a fairer and more equal society, and that the literature, while a “langu...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/45781 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The master’s dissertation addresses the representation of the feminine in the configuration
of characters in the literature intended for childhood. It is assumed that the reflection on
gender equality favors the constitution of a fairer and more equal society, and that the
literature, while a “language that writes the history of our human condition with creativity”
(AMARILHA, FREITAS, 2016), can favor the discussion about the feminine in the
language and, by extension, in life, in a critical way. The relevance of this work consists in
presenting the literature as an alternative to favor the understanding of children and
adolescents about the subject in discussion.The study was based on the works of Zolin
(2009; 2009), who considers the feminist criticism aspolitical; Beauvoir (2016), who
criticizes the patriarchal system and the devaluation of women; Bourdieu (1989, 2002,
2001), who highlights the social relations between the sexes; Hollanda (1994), who
proposes the deconstruction of stereotypes and false dichotomies; Louro (2003), whose
research deals with gender as a category of analysis; Perrot (1998), who addresses the active
role of women in various areas; among others dealing with the feminist perspective. In the
studieson the literature, we were mainly supported by Amarilla (2004, 2013, 2016), whose
reflections converge on the study of the literature in the school context, highlighting it as a
transdisciplinary discourse; Yunes (2003), who relates reading as an experience,
highlighting the literature; and Coelho (1987), Held (1980) and Zilberman (1982; 1989),
who emphasize the reading of the literature from the aesthetic reception perspective. From
these studies, we aimed to highlight the literature as a unique alternative to the discussion,
in the classroom, about the representation of the feminine in language and society.
Specifically, we intend to describe how the construction ofthe female character occurs in
literary narratives from the physical, psychological and behavioralpoints of view, based on
the stereotypes built about the feminine; explain how the identity construction may suggest
data on the condition of women in the narratives analyzed; and relate the implications of
the study on the pedagogical mediation in the school context. Methodologically, it is a
qualitative research comprising a bibliographic and documentary review, adopting the
perspective of the inferential data analysis. The analysis performed showed that the
characteristics inherent to the literature allow the construction of new looks and reflections
about the representation of the feminine. Thus, the discussion on the theme contributesto the
formation of children and adolescents, aiming to rethink the daily actions marked by
inequality, prejudice, and exclusion of women. This alternative is possible, mainly because
of theinvolvement promoted by reading literary texts, which allows students to see, from
the fiction, possibilities for change, thus favoring intellectual and social ventilation. |
|---|