A literatura, a criança e a infância: uma análise dos livros literários do Programa Nacional do Livro e do Material Didático (PNLD 2018 – literário)

Abstract

In this dissertation, our general objective was to analyze the books in the PNLD 2018-Literary collection aimed at the “Discovery of Self” field, in order to discuss the discourses constructed about being a child and childhood. To this end, we have the following specific objectives: discuss children’s literature as a place for the construction of a child’s identity and as a human right; debate the literary PNLD as a public policy for training readers with an impact on the literature that reaches schools; analyze the construction of discourses about children and childhood in the selected books. Thus, we sought to answer our research question: What discourses about being a child and childhood permeate the books of PNDL 2018 - Literary for Early Childhood Education? Therefore, among the books that make up the PNLD Literary 2018 collection, we initially selected those that were intended for Early Childhood Education and met the theme indicated in the “Discovering Yourself” notice. Among the 34 pre- selected works, 26 covered the selected theme and another theme indicated by the notice and eight covered exclusively this theme. Therefore, we present a brief overview of all the works and we propose to analyze five of the eight works that focus only on the theme “Discovery of oneself”; this last selection was made considering only the works whose protagonists were children. Thus, we began this dissertation by discussing the concepts and perspectives of children's literature. We point out questions about the need for literature and its relevance, the relationships between literature and human formation and how literature constitutes an instance of identity formation. We also analyzed the Literary PNLD, in order to problematize the impact of public policies on the materials that reach schools. For the analysis of the books, we based ourselves theoretically and methodologically on the conceptions of Mikhail Bakhtin (1992, 1997, 2008, 2017), especially what corresponds to the conceptions of what language and language are and the relationships of the subject and literature with these concepts, that help us understand literature as a discourse that is constructed from the production of meaning in concrete statements. Thus, we consider illustrations as the production of meaning in literary work and discuss the historical construction of the discourse about what it means to be a child and what childhood is. We present the 34 works that meet the theme “Discovery of Self” as specified in the PNLD 2018 Notice and Guide, taking a panoramic look at the books considering the categories and subcategories listed by the researchers. In the last chapter, we analyzed the discourse on childhood and children in literary works: Amarra meu cadarço?; Curumimzice; O jardim de cada um; Se eu fosse muito forte; and Zero Zero Alpiste. We understand that, although the meanings about childhood and children are constructed in different ways in each work, almost all of them (with the exception of Curumimzice) come close to the ideal of the bourgeois child, without further problematization of the heterogeneity of social, economic and cultural conditions. involving these categories. As theoretical references, we used studies by: Bajour (2019), Bakhtin (1992, 1997, 2008, 2017), Candau (2008), Hall (2003, 2006) Kuhlmann Jr. (2015), Lima (2012), Segala (2014), Silva (2018), Soares (1987, 2006), Sousa (2015), Zilberman (2017), Cosson (2009, 2014, 2020) and Britto (2012).