scholarly journals Narrando la Dictadura a la Infancia. Imágenes que trafican significados

2018 ◽  
Vol 5 (9) ◽  
pp. 84-108 ◽  
Author(s):  
Macarena García-González
Keyword(s):  
Latin America ◽  
Children's Literature ◽  
Political Violence ◽  
Primary Education ◽  
Children’S Literature ◽  
Short Film ◽  
Reader Responses ◽  
Santiago De Chile ◽  
Social Discourses ◽  
Image Modality

Children’s literature and media presents a privileged field to explore the reproduction of social discourses and consensus. In this article, we approach four works recommended by critics and mediators: the picturebooks La composición, Camino a casa and Un diamante en el fondo de la tierra, and the short film “Bear Story”. In these four texts, the interplay of the verbal and the visual makes references to political violence in Latin America. Assisted by visual theories —and by the category of image modality introduced by Gunther Kress and Theo van Leeuwen—, I analyze how these texts narrate dictatorship avoiding the remembrance of violence. The ideological analysis is complemented with reflections elaborated upon reader responses of primary education teachers as well as children obtained in reading workshops organized in Santiago de Chile.

scholarly journals Using Rich Narratives to Engage Students in Worthwhile Mathematics: Children’s Literature, Movies and Short Films

2021 ◽  
Vol 11 (10) ◽  
pp. 588
Author(s):  
James Russo ◽  
Toby Russo ◽  
Anne Roche
Keyword(s):  
Children's Literature ◽  
Mathematics Instruction ◽  
Children’S Literature ◽  
Short Film ◽  
Mathematical Work ◽  
Mathematical Ideas ◽  
Dynamic Representation ◽  
Movie Clip ◽  
Short Films ◽  
Picture Story

Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 11 year olds). These tasks were developed from various narratives, each portrayed through a different medium (movie clip, short film, picture story book). Post lesson interviews were undertaken with 24 students inviting them to compare and contrast this lesson sequence with their usual mathematics instruction. Drawing on a self-determination theory lens, our analysis revealed that these lessons were experienced by students as both highly enjoyable and mathematically challenging. More specifically, it was found that presenting mathematics tasks based on rich and familiar contexts and providing meaningful choices about how to approach their mathematical work supported student autonomy. In addition, there was evidence that the narrative presentation supported student understanding of the mathematics through making the tasks clearer and more accessible, whilst the audiovisual mediums (movie clip, short film) in particular provided a dynamic representation of key mathematical ideas (e.g., transformation and scale). Students indicated an eclectic range of preferences in terms of their preferred narrative mediums for exploring mathematical ideas. Our findings support the conclusion that educators and researchers focused on the benefits of teaching mathematics through picture story books consider extending their definition of narrative to encompass other mediums, such as movie clips and short films.

scholarly journals A educação matemática inclusiva em livros do 1º ano do ensino fundamental no Pnaic

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Katiane Monteiro Freire Oliveira ◽  
Edvonete Souza de Alencar
Keyword(s):  
Children's Literature ◽  
Primary Education ◽  
Children’S Literature ◽  
First Year ◽  
Teaching Mathematics ◽  
Literature Teaching ◽  
Verbal Language ◽  
Palabras Clave ◽  
The Right ◽  
National Pact

<p>Este trabalho tem por objetivo mapear os livros de literatura infantil no ensino da matemática inclusiva do 1º ano do ensino fundamental do Pacto Nacional pela Alfabetização na Idade Certa (Pnaic) de 2013-2015. Realizamos a leitura na íntegra de todos os livros e fizemos fichamentos buscando trazer uma reflexão sobre a prática da literatura infantil como recurso metodológico. Ao realizarmos as leituras das obras, identificamos três categorias: livros com rimas; livros que apresentam linguagem não verbal e livros sobre o meio ambiente. Percebemos a importância da literatura infantil para o ensino-aprendizagem dos alunos e como pode ser utilizada como recurso metodológico.</p><p><strong>Palavras-chaves</strong></p><p>Literatura infantil. Ensino. Matemática e inclusão.</p><p> </p><p><strong>Inclusive Mathematics Education in Books of the First Year of Primary Education in the PNAIC</strong></p><p><strong>Abstract</strong></p><p>This work aims to map the books of children’s literature for the teaching of inclusive mathematics in the first year of primary education that are listed in the National Pact for Literacy at the Right Age (PNAIC) from 2013- 2015. We read all the books listed and took systematic notes on each of them in order to propose a reflection on children’s literature as a methodological resource. By reading the works, we identify three categories: books with rhymes; books which present non-verbal language; and books on the environment. We realized the importance of children’s literature for teachinglearning and how it can be used as a methodological resource.</p><p><strong>Keywords</strong></p><p>Children’s literature. Teaching. Mathematics and inclusion.</p><p> </p><p><strong>La educación matemática inclusiva en libros del 1.er año de la enseñanza básica en el Pnaic </strong></p><p><strong>Resumen</strong></p><p>Este trabajo tiene como objetivo mapear los libros de literatura infantil en la enseñanza de las matemáticas inclusivas del 1.er año de la enseñanza básica del Pacto Nacional por la Alfabetización a la Edad Adecuada (Pnaic) de 2013-2015. Realizamos una lectura completa de todos los libros e hicimos fichas bibliográficas con el fin de suscitar una reflexión sobre la práctica de la literatura infantil como recurso metodológico. Al leer las obras, identificamos tres categorías: libros con rimas, libros que presentan un lenguaje no verbal y libros sobre el medioambiente. Percibimos la importancia de la literatura infantil para la enseñanza-aprendizaje de los alumnos y cómo puede utilizarse como recurso metodológico.</p><p><strong>Palabras clave</strong></p><p>Literatura infantil. Enseñanza. Matemáticas e inclusión.</p>

Children's literature

2020 ◽  
Author(s):  
GALINA PERVOVA
Keyword(s):  
Children's Literature ◽  
Primary Education ◽  
Children’S Literature ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
History Of ◽  
Higher Educational ◽  
Children's Reading ◽  
Children’S Reading

The textbook presents the theory of children's literature, describes the history of interaction between children's reading and literature in Russia, and raises the problems of including works of mythology, folklore, and various genres of literature in the circle of children's reading. The materials are intended for teachers of children's literature, students of higher educational institutions, teachers of primary education.

scholarly journals Children's literature as a means of teaching and upbringing of pre-schoolers and primary school students: historical and pedagogical aspects

2020 ◽  
Author(s):  
Р.С. Мардашова ◽  
Л.В. Рахматуллина
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Primary Education ◽  
Children’S Literature ◽  
School Education ◽  
School Students ◽  
Pedagogical Tool ◽  
Primary Schoolchildren ◽  
Primary School Age ◽  
Pedagogical Goals

Актуальность статьи обусловлена наличием проблемы использования детской литературы в качестве педагогического средства в воспитании и обучении детей дошкольного и младшего школьного возраста. Произведённый анализ историко-педагогических источников позволил выявить и описать особенности использования детской литературы в дошкольном воспитании и начальном обучении в 20 – 30 гг. прошлого столетия в России. В этой связи представляют интерес представленные в статье дискуссии педагогов, писателей и поэтов о допустимых жанрах, содержании и выразительных средствах литературы для дошкольников и младших школьников. В статье описаны формы ознакомления с произведениями детской литературы, методические приёмы её использования в дошкольном воспитании и начальном обучении в указанные годы. Авторы статьи утверждают, что смена идеологической парадигмы в государстве порождает новые требования к содержанию и отбору методических приемов в системе образования, отвечающих совершенно определённым (политическим, социально-экономическим, педагогическим) целям на конкретном историческом этапе жизни общества. The relevance of the article is due to the presence of the problem of using children's literature as a pedagogical tool in the upbringing and teaching of children of pre-school and primary school age. The analysis of historical and pedagogical sources made it possible to identify and describe the features of the use of children's literature in pre-school education and primary education in the 20-3s. last century in Russia. In this respect, the discussion of teachers, writers and poets about acceptable genres, content and expressive means of literature for pre-schoolers and primary schoolchildren presented in the article is of interest. At the same time, the article describes the forms of acquaintance with the works of children's literature, methodological methods of its use in pre-school education and primary education in the indicated years. The authors of the article argue that the change in the ideological paradigm in the state gives rise to new requirements for the content and selection of means in the education system that meet completely specific (political, socio-economic, pedagogical) goals at a specific historical stage in the life of society.

Eso le pasó a un amigo en un reino lejano: ¿Por qué y para qué datos incómodos y polémicos en los libros para niños?

2020 ◽  
Vol 20 (2) ◽  
pp. 45-55
Author(s):  
Lillyam Rosalba González Espinosa
Keyword(s):  
Latin America ◽  
Children's Literature ◽  
21St Century ◽  
Children’S Literature ◽  
General Information ◽  
Young Reader ◽  
Complex Information ◽  
The Way

Realistic children’s literature published in Latin America in the last thirty years allows us to see how the author transfers sensitive and complex information to the young reader. This article aims to present some of the reasons of this issue and the way the author approaches a potential reader. The first two parts provide general information about current children’s literature and the last one introduces some specific examples related to this topic in Colombian books published in the 21st century

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