English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

EnglishThe present study fits in the general field of Child Studies. It analyses a set of selected texts from school handbooks and textbooks used by the Portuguese Education System (4th grade of elementary school). It aims at revealing the representations that these texts make of children and childhood, through giving voice to children, as well as the way these representations are presented to the reading children, influencing their ways of being, thinking and acting. For that purpose, it grants special importance to linguistic materiality and to enunciation, within the framework of discourse analysis. It also takes contributions from the theories of enunciation, textual analysis, pragmatics, socio-discursive interactionism and sociology of childhood. This study concludes that children represented in these texts are portrayed as deprived of voice and power: they are consumers but not co-producers of culture. The child characters are depicted as submissive to the instituted powers and almost never express their opinion about the matters concerning them. In addition, they simply follow the rules and obey to those who have the power to enforce authority and punishments. These texts are mainly configured as texts of resignation, not of questioning. portuguesO presente estudo inscreve-se no dominio abrangente dos Estudos da Crianca e analisa um conjunto de textos de manuais/livros escolares usados no sistema de ensino portugues (4o ano de escolaridade, do Ensino Basico), pretendendo revelar as representacoes que estes constroem das criancas e da infância, atraves dos mecanismos de atribuicao de voz as criancas, bem como a forma como essas representacoes sao apresentadas as criancas-leitoras, influenciando seus modos de ser, pensar e agir. Para o efeito, confere especial relevo a materialidade linguistica e as questoes enunciativas, no quadro especifico da analise do discurso, recebendo tambem contributos das teorias da enunciacao, da analise textual, da pragmatica, do interacionismo sociodiscursivo e, como nao podia deixar de ser, num estudo ligado as criancas, da sociologia da infância. Conclui que as criancas representadas nos textos sao individuos desprovidos de voz e de poder: consumidores, mas nao coprodutores de cultura. As criancas-personagens surgem submissas aos poderes instituidos e quase nunca apresentam a sua opiniao sobre os assuntos que lhes dizem respeito. Limitam-se a seguir as regras e a obedecer a quem tem o poder de exercer a autoridade e os castigos. Os textos surgem configurados dominantemente como de conformacao e nao de questionamento.

Estereótipos sociais na voz das crianças: uma análise de livros escolares do Ensino Básico português