O livro dentro do livro: reflexões sobre a literatura infantil em obras do PNLD literário de 2018
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Data
2023-04-28
Autores
Moura, Beatriz Alves
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo está vinculado à linha de Pesquisa "Processos Formativos, Ensino e Aprendizagem" do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP, campus de Presidente Prudente. Ele aborda a temática do livro de literatura infantil a partir de uma perspectiva simbólica e material. Metodologicamente, insere- se no campo das pesquisas qualitativas em Educação, realizado mediante um estudo bibliográfico e documental. A questão problema que guia a pesquisa é: Considerando os critérios de avaliação do PNLD Literário 2018 e todo o seu contexto, qual papel o livro pode desempenhar em obras em que o livro está dentro do livro literário? Neste sentido, o objetivo geral é compreender como o livro é representado, ora como personagem, ora como objeto de leitura, nas narrativas de obras de literatura infantil do referido Programa. Como objetivos específicos, visamos: a) Contextualizar as políticas de programas de livro e leitura no Brasil; b) Contextualizar a finalidade do PNLD Literário 2018; c) Descrever os objetivos, as diretrizes, as categorias e as dimensões estabelecidas no programa para a avaliação e aprovação das obras; d) Identificar o perfil do professor previsto pelo programa, a partir dos encaminhamentos disponíveis aos docentes; e) Correlacionar os critérios de avaliação estabelecidos pelo PNLD Literário 2018 aos postulados teóricos para a seleção do livro de literatura infantil na análise de 4 livros literários do acervo aprovado. Como principais referenciais teóricos, baseamo-nos em Linden (2011), Nikolajeva e Scott (2011), Melot (2012) e Colomer (2003, 2017). Os resultados apontam que o livro dentro do livro literário pode exercer diferentes papéis: representação humana através da metáfora, suporte de leitura, objeto com grande valoração, meio para transmissão de informações e conhecimentos, e permite diversas discussões sobre a representação e concepções ligadas à mediação de leitura, do livro e da própria literatura. Ao mesmo tempo, notou-se que há uma correlação entre a ideia difundida pela referida política com o conceito paradidático, refletindo a impassibilidade e instrumentalização da materialidade do livro físico direcionado às crianças.
This study is part of the thematic "Formative Processes, Teaching, and Learning" of the Graduate Program in Education at the Faculty of Sciences and Technology of UNESP, Presidente Prudente Campus. It addresses the theme of children's literature books from a symbolic and material perspective. Methodologically, it is part of qualitative research in Education, carried out through a bibliographic and documentary study. The research question is: Considering the evaluation criteria of the Literary National Program for Libraries (PNLD Literário) in 2018 and its entire context, what role can the book play in works where the book is inside the literary book? In this sense, the overall objective is to understand how the book is represented, sometimes as a character and other times as an object of reading, within the narratives of children's literature works from the mentioned Program. The specific objectives are: a) To contextualize the policies of book and reading programs in Brazil; b) To contextualize the purpose of the Literary National Program for Libraries (PNLD Literário) in 2018; c) To describe the objectives, guidelines, categories, and dimensions established in the program for the evaluation and approval of works; d) To identify the profile of the teacher foreseen by the program, based on the guidelines available to teachers; e) To correlate the evaluation criteria established by the Literary National Program for Libraries (PNLD Literário) in 2018 with the theoretical postulates for the selection of children's literature books in the analysis of 4 approved literary books from the collection. The main theoretical references are based on Linden (2011), Nikolajeva and Scott (2011), Melot (2012), and Colomer (2003, 2017). The results indicate that the book within the literary book can play different roles: human representation through metaphor, a support for reading, something highly valued, a means for transmitting information and knowledge, and it allows for various discussions about the representation and concepts related to the mediation of reading, the book, and literature itself. At the same time, it was noted that there is a correlation between the idea spread by the mentioned policy and the paradidactic concept, reflecting the impassivity and instrumentalization of the materiality of physical books directed at children.
This study is part of the thematic "Formative Processes, Teaching, and Learning" of the Graduate Program in Education at the Faculty of Sciences and Technology of UNESP, Presidente Prudente Campus. It addresses the theme of children's literature books from a symbolic and material perspective. Methodologically, it is part of qualitative research in Education, carried out through a bibliographic and documentary study. The research question is: Considering the evaluation criteria of the Literary National Program for Libraries (PNLD Literário) in 2018 and its entire context, what role can the book play in works where the book is inside the literary book? In this sense, the overall objective is to understand how the book is represented, sometimes as a character and other times as an object of reading, within the narratives of children's literature works from the mentioned Program. The specific objectives are: a) To contextualize the policies of book and reading programs in Brazil; b) To contextualize the purpose of the Literary National Program for Libraries (PNLD Literário) in 2018; c) To describe the objectives, guidelines, categories, and dimensions established in the program for the evaluation and approval of works; d) To identify the profile of the teacher foreseen by the program, based on the guidelines available to teachers; e) To correlate the evaluation criteria established by the Literary National Program for Libraries (PNLD Literário) in 2018 with the theoretical postulates for the selection of children's literature books in the analysis of 4 approved literary books from the collection. The main theoretical references are based on Linden (2011), Nikolajeva and Scott (2011), Melot (2012), and Colomer (2003, 2017). The results indicate that the book within the literary book can play different roles: human representation through metaphor, a support for reading, something highly valued, a means for transmitting information and knowledge, and it allows for various discussions about the representation and concepts related to the mediation of reading, the book, and literature itself. At the same time, it was noted that there is a correlation between the idea spread by the mentioned policy and the paradidactic concept, reflecting the impassivity and instrumentalization of the materiality of physical books directed at children.
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Palavras-chave
Livro de literatura infantil, Literatura infantil, Políticas públicas de leitura, PNLD literário 2018, Children's literature book, Children's literature, Public reading policies, Literary National Program for Libraries (PNLD Literário) 2018