Tag Archives: literature

Youthful Literature

In the infancy that the individual initiates its independence and interaction through the word, and is in this period of the life that the children start if to interest for the reading. In Brazil, few children have contact with the reading before entering the school, since the habit to read is not in the priorities of the population. When entering in contact with literature in the school, the child many times finishes if seeing obliged to read books that are very beyond its capacity lingustica, or still, finds professors who do not like or they do not possess experience enough to use literature as instrument for the production of knowledge and formation of new readers.

In this way, this work questions why Infanto-Youthful Literature is treated as mere pastime in the pertaining to school institutions, and not as an ideal instrument in the educative process? Thus being, this academic production presents its importance in the fact to notice that the pertaining to school institution is perceived, currently, as the great space of initiation to the life that to each one fulfills to live in its social environment. It fits, however, to stand out that this initiation depends, determinatively, of the conviviality of educating with the book. In this way, the importance in if arguing regarding the relevance of Infanto-Youthful Literature in the initial series in the public schools if must to the fact recognize in the pertaining to school institution a space that privileges (or it would have to privilege) the reading and the access of workmanships. The true illiterate is that one that learned to read and not l.’ ‘ (Mrio Quintana). To have the privilege to know to read and simply not to use to advantage it to discover the world that if hides for detrs of books is as to have wing and not to fly to know the world..

Youthful Literature

Many studious authors and try to arrive at a consensus, however this are a question that is far from being decided. For Wedge, Infanto-Youthful Literature is strict playful, not being necessary its pedagogical character, therefore many books of literature for children do not present this characteristic. For Ceclia Meireles, the sprouting of a new conception of infancy brings obtains a new concern, the necessity of moralizar the children. Thus being, Infanto-Youthful Literature appears with this intention, has then, a literature that if it destines to the children with the educational purpose. In this way, Infanto-Youthful Literature leaves of being a pastime and starts to occupy an important place in the education, being assumed a pedagogical character.

According to Killer, the literary compositions possess one meaning educative, that is, have a pedagogical definition, since the sprouting of literature is intrinsically on to the pedagogia. The educative meanings are not necessarily in didactic books, with broken up texts, them can be in a music, a part, a teatral romance, in an infantile book. Ahead of this ample quarrel concerning literature infantile is Rabbit (2000) that it defends that Infanto-Youthful Literature belongs in such a way to the literary art how much the pedagogical art, therefore if analyzed the old infantile texts, it perceives that: As object that provokes emotions, of the pleasure or it amuses e, above all, modifies the conscience of its reader, infanto-youthful literature is art. Under another aspect, as instrument manipulated for one educative intention, it if inscribes in the pedagogical area. (Rabbit, 2000. P. 46) In this context an enormous variety of types of literatures exists. It has some books that do not possess the pedagogical intention, however, when they are inserted in the classroom acquire two functions, to amuse and to teach. However, some books that possess only the pedagogical intention, with information, teachings and data, to if inserting in the pertaining to school environment finish not fulfilling the paper that was attributed to it, that it is to teach.

Romantic Society

Analyzing cited apersonagem, it is intended to establish a standard of the behavior femininona workmanship, showing the consequences of the Victorian society in the literriafeminina production, as well as establishing the bases for a comparative analysis between estae other personages of the same workmanship. The study he is being carried through to break daleitura and analysis of theoretical texts on feminism and literature, behavior and society in century XIX (was Victorian) and theory of literature (mainly Antonio Cndido and Alfredo Bosi) in general. Nelly Dean is the voice of the people in Wuthering Heights. Of it emanatoda the force, the wisdom and the advice who the layer simplest dapopulao, doubtlessly, knows. It is the council member, the scholar, acompanheira, that one that everything it makes to keep the order of the things. With a weighed visolgica and, tempered for touchs, however subtle, however inflamed, of paixoe belief, it leads the reader for the real and magical world of a love that atravessaas rays of the reason and finishes for becoming an obsession and a desire incontrolvelde revenge. Since the beginning of the narrative, it is presented under aura of realism (even so the text is Romantic).

Its function is to send to the other personages auma physical reality, pautada in the belief in the spiritual, showing ocomportamento of the society of century XIX. As one of the narrators of history (dividing this postocom Lockwood), Nelly tells the life: of Catherine, of Heathcliff and same itself. Eager and the conflicts of the diverse layers of the society, with its superstitions, doubts and certezas.

Youthful Literature

In these two sources, have an enormous variety of types of literature, where the two intentions are always gifts, even so in different doses. The heading infantile literature engloba well distinct modalities of texts: since stories of fairies, fbulas, wonderful stories, legends, histories of the daily one Until romanceadas biographies, historical romances, informative documentary literature or. It can be said that Infanto-Youthful Literature is the result of the interaction between pedagogical intention of the ficcional text? which stimulates the learning? its playful intention? that, in turn, it stimulates the creativity of a general form, everything, evidently, mediated for the aesthetic nature of the literature, that, on the limit, bases the proper conception of what it is the art: the aesthetic one finishes being, in this direction, the principle and end of all artistic activity. For didactic effect, we can divide in three the aspects in which this literature happens, contributing for the formation/development of child and of the adolescent and allowing, providencialmente, a frank interaction between playful and the pedagogical one. The first aspect that we stand out is the psicofsico, in the direction of that Infanto-Youthful Literature acts as stimulaton to the motor and intellectual functions of the children, beyond to contribute with the formation of its personality, the imaginary development of the infantile one and of its critical spirit. As the aspect on which Infanto-Youthful Literature acts is of social nature, since, by means of it, the child acquires better conditions to form its social identity, to perfect its process of sociability and to establish on categories of value to the ethics. The third aspect, the one that we can call linguistic, leagues the capacity to it, promoted for Infanto-Youthful Literature, to contribute for the development of the vocabulary, for the acquisition of linguistic structures, the distinction of discursivos registers and development of the writing and the narratividade.

Youth Reading

The reading is of basic importance for the human development, being responsible for making possible the learning and the transmission of knowledge between the men. In addition, hodiernamente, with the modern life, the necessary individual each time more to raise its level of knowledge with intention to develop itself inside of the society and, is through the reading, that ways are opened to reach such end, therefore, for being the act to read exclusively human, this, individualiza it the measure that occupies definitive position in the society, being distinguished, in result of its capacity acquired cultural technique and, first, with the reading. Not obstante the reading, according to its gnese, to restrict it interpretation of a message codified for visual signs, the act to read exceeds the simple decoding of graphical signals a time that exist diverse languages that can be presented by intermediary of the reality. However, the true reading appears, initially, when the children start to play, to explore the environment, to carry through creations, to participate of daily tasks, at last, when they start to become related with interlocutors (adult/children), collating points of view and desires, changing emotions, affection and information. Thus, the citizen goes extending its references, conquering its autonomy, learning to share, to coexist, etc., that is, the child interacts actively with its half one, constructing its proper categories of thought, at the same time where it organizes the world. When the language is analyzed under the approach of education/learning, must in such a way be considered as communicative activity, be used when we act on our fellow creatures, how much representative and cognitiva activity through which we read/we represent the world. Understanding it reading in this feeling, can be affirmed, therefore, that it is about the world knowledge where the child if communicates and if express for diverse ways, still more, when many children do not obtain to delimit what it is a word, nor they know that all the said words can be written.