Tematização da Deficiência na Literatura Infantil — Olhares Sobre as Personagens

Renata Junqueira de Souza; Sílvia de Fátima Pilegi Rodrigues

doi:10.21814/rlec.3477

Authors

Renata Junqueira de Souza Programa de Pós-Graduação em Educação, Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, São Paulo, Brazil https://orcid.org/0000-0003-2227-2544
Sílvia de Fátima Pilegi Rodrigues Programa de Pós-Graduação em Educação, Instituto de Ciências Humanas e Sociais, Universidade Federal de Rondonópolis, Rondonópolis, Brazil http://orcid.org/0000-0002-0109-4593

DOI:

https://doi.org/10.21814/rlec.3477

Keywords:

physical disability, children’s literature, inclusion, text comprehension

Abstract

This study aims to discuss characters with physical disabilities in children’s literature. The discussion is relevant once the theme has been placed in books produced for children in Brazil, especially since 2008, with the National Policy for Special Education in the Inclusive Perspective (Decreto nº 6.571, 2008). Although the issue had already appeared in some literary works in earlier periods, usually with a stereotyped approach. Children’s literature publishers, faced with various institutional policies and programs, found a lode in the topic of special needs. Undoubtedly, social and political pressures for inclusion interfere in literary productions and their insertion in the school context. In this sense, analysing works that do not reinforce stereotypes or refer to disability as heroic overcoming, resignation and acceptance of fate, placing the characters in conditions of subordination and/or that inspire pity or divine will, can collaborate to broaden perspectives on what it is stigmatised as a disability as well as the limits and possibilities of the human being in different conditions and potential. Comparing children’s books that bring these two aspects — overcoming and accepting the real versus resignation and heroic overcoming — may help readers and children to understand the disability as part of normality and open good perspectives for discussion on the subject with these readers under training.

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Author Biographies

Renata Junqueira de Souza, Programa de Pós-Graduação em Educação, Faculdade de Ciências e Tecnologia, Universidade Estadual Paulista, São Paulo, Brazil

Renata Junqueira de Souza is a Portuguese language lecturer teaching methodology and practice. She is a Portuguese language and children’s literature professor in the pedagogy course at the Faculty of Science and Technology, São Paulo State University (UNESP), Presidente Prudente campus. She is a professor of the postgraduate program in education at UNESP and collaborator of the postgraduate program in letters at the Federal University of Paraíba. She has postdoctoral studies in the field of literature and teaching. Renata founded the Center for Studies in Reading and Children’s and Young Adult Literature Maria Betty Coelho Silva at UNESP — where she coordinates the research group Teacher Training and Educational Practices in Reading, Literature and Evaluation of the Literary Text (National Council for Scientific and Technological Development). Her investigations are in education and the following themes: reading, reader formation, children’s literature, literature and teacher education, reading strategies.

Sílvia de Fátima Pilegi Rodrigues, Programa de Pós-Graduação em Educação, Instituto de Ciências Humanas e Sociais, Universidade Federal de Rondonópolis, Rondonópolis, Brazil

Sílvia de Fátima Pilegi Rodrigues has degrees in Portuguese language and pedagogy from the Federal University of Mato Grosso, a master’s in education from the same university, and a PhD in education: history, politics, society, from the Pontifical Catholic University of São Paulo. She completed her postdoctoral studies at UNESP — Faculty of Science and Technology, Presidente Prudente Campus. She is also a professor at the Federal University of Rondonópolis (UFR) and a member of the UFR postgraduate education program. Sílvia has experience in education, with an emphasis on teaching and learning, working mainly on the following topics: teacher training, reading practices and strategies, children’s literature and literacy. She is a member of both Literacy and School Literacy and Teacher Training and Educational Practices in Reading, Literature and Literary Text Assessment research groups. Sílvia is also a member of the Brazilian Literacy Association and the National Association of Graduate Studies and Research in Education.

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