Art, life and knowledge: diary to a young reader

Autor: Almeida, Luciana Rebousas Cardoso de
Přispěvatelé: Carvalho, Carlos Roberto de, Motta, Flavia Miller Naethe, Queiroz, Cl?udia Alexandre
Jazyk: portugalština
Rok vydání: 2019
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
Popis: Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2022-07-06T16:10:13Z No. of bitstreams: 1 2019 - Luciana Rebousas Cardoso de Almeida.pdf: 524990 bytes, checksum: ccf6a57c334451661de077f347bd8d4b (MD5) Made available in DSpace on 2022-07-06T16:10:13Z (GMT). No. of bitstreams: 1 2019 - Luciana Rebousas Cardoso de Almeida.pdf: 524990 bytes, checksum: ccf6a57c334451661de077f347bd8d4b (MD5) Previous issue date: 2019-12-12 CAPES - Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior Diary to a young reader aims to reflect on the role of literature as a means of humanization and socialization of a listening reader. This will be introduced into the literary universe by the mother, the ledora, from the womb until her twenty-four months. Inspired by the thought of the Brazilian sociologist, literary critic, Antonio C?ndido, the following statement begins to begin the research: ?Literature develops in us the share of humanity as it makes us more understanding and open to nature, society, the like. ?(Candid, 1989). Therefore, it is considered, as an assumption in this paper, that literature may be the way to contribute to the growth of this child. Thus, to promote discussion about cognitive and emotional development through books, Law No. 13.257 / 2016, will give this research the legal support, because it deals with protective policies for children and especially those dealing with early childhood. Forty books of children's history were used, texts narrated to the research subject, verbally and non-verbally. The whole process of insertion of the child in the literature was mediated by an adult, the mother. Many of these books are universal classics, and most of them are current, as classics are not old, but eternal, or rather "always fashionable." It is found in this research that images often speak more than words themselves, and the language used in literary texts, in this case, in children's texts, allows words to appropriate new meanings, other meanings that go far beyond. of the story told. For this work, literature is considered an incomprehensible good (LEBRET, 1972). The lived experiences made a home in this text. Formation, mother and daughter, took place in the mutuality of existence, in the uncertainty of a world that changes at all times, unpredictable, new, ambiguous. ?The first books without pages are written on the skin (...) (REYES, 2010). This research found significant results about the social formation of a baby: the interest of the subject in question, its development and interaction through listening and visuality were observed; his perception came to light with each story, and even before he was born, it was found that he was already receptive to each story heard, each narration presented, and, moreover, the child's physical and sentimental behavior during the stories. And after, also in the participation during the choice of some works. All this experience with the baby, during the research, corroborates, therefore, with the initial thought, by Antonio C?ndido, who teaches ?(...) Literature develops in us the share of humanity (...)?. Di?rio a uma jovem leitora tem por objetivo refletir acerca da fun??o da literatura enquanto meio de humaniza??o e socializa??o de um leitor ouvinte. Este ser? introduzido no universo liter?rio pela m?e, a ledora, desde o ventre at? os seus vinte e quatro meses. Inspirada no pensamento do soci?logo, cr?tico liter?rio, brasileiro, Ant?nio C?ndido, toma-se para iniciar a pesquisa a seguinte afirma??o: ?A literatura desenvolve em n?s a quota de humanidade na medida em que nos torna mais compreensivos e aberto para a natureza, a sociedade, o semelhante. ? (C?NDIDO, 1989). Considera-se, portanto, como pressuposto neste trabalho, que a literatura pode ser o caminho a ser seguido para contribuir com o crescimento dessa crian?a. Sendo assim, para promover a discuss?o sobre o desenvolvimento cognitivo e emocional atrav?s dos livros, a Lei n? 13.257/2016, dar? para esta pesquisa o amparo legal pois, versa sobre pol?ticas protetivas para crian?as e em especial sobre aquelas que tratam da primeira inf?ncia. Utilizou-se quarenta livros de hist?ria infantil, textos esses narrados ao sujeito de pesquisa, de forma verbal e n?o verbal. Todo o processo de inser??o da crian?a na literatura se deu por media??o de um adulto, a m?e. Muitos destes livros s?o cl?ssicos universais e boa parte deles ? atual, pois cl?ssicos n?o s?o obras velhas, mas eternas, ou melhor, ?est?o sempre na moda?. Verifica-se nesta pesquisa que as imagens muitas vezes falam mais do que as pr?prias palavras, e a linguagem utilizada nos textos liter?rios, neste caso, nos textos infantis, permite que as palavras se apropriem de novos significados, de outros sentidos que v?o muito al?m da hist?ria contada. Para este trabalho, a literatura ? considerada um bem incompreens?vel (LEBRET,1972). As experi?ncias vividas fizeram morada nesse texto. A forma??o, m?e e filha, se deu na mutualidade de exist?ncia, na incerteza de um mundo que muda a todo instante, imprevis?vel, novo, amb?guo. ?Os primeiros livros sem p?ginas se escrevem na pele (...) (REYES, 2010). Essa pesquisa encontrou resultados significativos acerca da forma??o social de um beb?: observou-se o interesse do sujeito em quest?o, seu desenvolvimento e intera??o atrav?s da escuta e da visualidade; sua percep??o aflorou a cada hist?ria e, mesmo antes de nascer, constatou-se que j? demostrava receptividade a cada hist?ria ouvida, a cada narra??o apresentada, e, al?m disso, o comportamento f?sico e sentimental da crian?a durante as hist?rias. E, ap?s, tamb?m na participa??o durante a escolha de algumas obras. Toda essa experi?ncia vivenciada com o beb?, no decorrer da pesquisa, corrobora, portanto, com o pensamento inicial, de Ant?nio C?ndido, que ensina ?(...) A literatura desenvolve em n?s a quota de humanidade (...)?.
Databáze: OpenAIRE
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