Imagens da infância em eu devia estar na escola

Abstract

This research, titled Discursivity on Childhood in the book Eu devia estar na escola (I should be at school), sought to investigate, from the perspective of French Discourse Analysis, how children's literature can serve as a space for organizing a discursivity regarding childhood through what is materialized in the utterances of a literary text. Thus, the primary objective of this work was to analyze how, through discourses, an image of childhood can be produced in the relationship between verbal and non-verbal texts in the book: Eu devia estar na escola. This is bibliographic research, qualitative and exploratory in nature, which sought to answer the following research questions: Can children's literature be a space of discursive organization for a form of childhood? How does the investigated book constitute a materialization of a vision of childhood? To conduct this study, theoretical and methodological tools from French Discourse Analysis were employed to help understand the historical dimension of the literary object and of childhood itself, as well as the discursive organization that constitutes the investigated book, both in its linguistic and visual materiality. Accordingly, the contributions of Eni Orlandi (2008), Marisa Lajolo and Regina Zilberman (1984), Sophie Van der Linden (2018), and Philippe Ariès (2022) were fundamental to this work. The study is structured into three parts: first, a note aimed at situating the reader within the context of discursive analysis, alongside an introductory passage about the work itself. Subsequently, a historical trajectory was traced to understand the literary object intended for children and its discursive crossings. Finally, a closer examination was conducted on the conditions of production of the studied book and the discursive bonds that allowed us to interpret, among several possibilities, a way of experiencing childhood.