AS CRIANÇAS DIANTE DA TELA: COMO ASSISTEM, RECONTAM E INTERAGEM COM OS DESENHOS ANIMADOS

Patricia Nery; Teresa Cristina Rego

doi:10.1590/SciELOPreprints.10057

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Patricia Nery Universidade do Estado de Minas Gerais https://orcid.org/0000-0003-0273-297X
Teresa Cristina Rego Universidade de São Paulo https://orcid.org/0000-0002-1164-8094

DOI:

https://doi.org/10.1590/SciELOPreprints.10057

Keywords:

animated series, childhood cultures, children's audience, cartoons, audiovisual products

Abstract

The aim of this article is to present the results of an investigation that sought to understand the ways in which children watch, interact with and give meaning to cartoons broadcast on TV. The research was carried out as part of a qualitative investigation, using a micro-social analysis with the participation of a group of children aged 9 and 10, students in the 4th year of elementary school at a public school in Belo Horizonte, Minas Gerais. The methodological strategies included participant observation, interviews and workshops in which the children were able to watch, retell, talk about and reconstruct the narratives of the animated series. Based on a descriptive and interpretative analysis of the children's productions, it was possible to highlight the complex process of reception, in which mutability and permeability are present due to the socio-cultural context. In this sense, children access the references available in audiovisual narratives and transform them into their own cultural narratives. It is therefore a study that aims to contribute to understanding how children produce culture when interacting with the narratives of animated series.

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Author Biographies

Patricia Nery, Universidade do Estado de Minas Gerais

She is a pedagogue, higher education teacher and education researcher. She completed her doctorate at USP's Faculty of Education, in the field of Sociology of Childhood (2019), with the thesis “Cultures of childhood: the ways in which children watch, interact with and give meaning to the narratives of animated series”. She holds a master's degree in Education from UERJ, in the area of culture, education and ethnography. She carried out ethnographic research investigating successful literacy practices in the Belo Horizonte public school system (2009). She has a specialization in Psychopedagogy from the UEMG Faculty of Education (1997) and a degree in Pedagogy from the UEMG Faculty of Education (1993). She has been a senior lecturer in Portuguese Language Methodology with an emphasis on LITERACY and READING, CHILDREN'S LITERATURE, READING AND TEXT PRODUCTION at the Faculty of Education of the State University of Minas Gerais since 1999. From 2012 to 2015, she worked as the General Coordinator of the Federal Government's Program PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA (NATIONAL PACT FOR READINESS AT THE RIGHT AGE) at UEMG. She is a member of the GEPICE research group (Group of studies and research on childhood, children and education) and teaches at the undergraduate, postgraduate Lato Sensu and Stricto Sensu levels at the Faculty of Education at UEMG.

Teresa Cristina Rego, Universidade de São Paulo

She is a full professor at USP's Faculty of Education (FEUSP), where she has taught Psychology of Education in undergraduate and postgraduate courses (since 1998). She has a degree in Education (PUC-SP), a Master's in History and Philosophy of Education (FEUSP), a PhD in Educational Psychology (FEUSP), a post-doctorate from the Universidad Autónoma de Madrid (2007-2008, with support from FAPESP), a visiting researcher at the Sorbonne Université Paris Descartes (2015-2016, BPE scholarship - FAPESP) and a Full Professor at FEUSP (2012). She was a CNPQ Research Productivity Fellow from 2009 to 2022 and a visiting professor at the Facultad de Pedagogía of the Universidad de Colima, UCOL, Mexico (2018). She has held several research internships, including at the University of Barcelona (2007-CNPQ), the University of Lisbon (2007- FAPESP) and the New University of Lisbon (2023 CNPQ/USP). In the Postgraduate Program, she is part of the areas: Childhood Studies and Education and Social Sciences: Inequalities and Differences. She is the leader of the Research Group: Contemporary Education Issues and the Historical-Cultural Perspective (registered with CNPQ), a member of ANPEPP - National Association for Research and Postgraduate Studies in Psychology, the ISCAR Congress International Society for Cultural and Activity Research and ANPED - National Association of Education Researchers. She was the Head Representative (elected) of the Editors of the Human Sciences Area of the SciELO - Scientific Electronic Library Online Advisory Committee (2012-2014) and Editor-in-Chief of the journal Educação e Pesquisa for three terms (2008 to 2015). She was a full member of the Human Research Ethics Committee of the Institute of Psychology at USP (representing the Humanities area) for two terms (2007-2011). She is an ad hoc consultant for various funding agencies and indexed journals in the areas of Education and Psychology and the author of several publications. She has worked in the field of education for over 30 years. She researches topics related to cultural-historical psychology and its contributions to education, processes of the constitution of subjectivities and the production of quality audiovisual content for children: cartoons, educational and/or entertainment programs, fiction programs and series. She is currently carrying out research into the dialectical relationships that contemporary children establish with the media, digital and audiovisual culture, as well as their effects on the construction of children's imagination.