Article
Portuguese
ID: <
oai:doaj.org/article:dd461379c8184c7fbce65cbd95f09fec>
·
DOI: <
10.5007/2175-7917.2008v13n2p56>
Abstract
In view of the proliferation in Brazil of books aimed at children’s audiences in recent years, the main subject of which is the issue of difference, this article proposes a reflection on how differences linked to minority groups and peers are represented in children’s books. The analyses focus on the roles played by the individual teacher when confronted with the difference and are carried out from 10 books published in Brazil between 2004 and 2008 by different authors and publishers. The main argument put forward is that the growing interest in this topic in children’s books in recent decades is due, on the one hand, to various government social inclusion policies implemented in recent years and, on the other hand, to the work of international criticism and literary production, which since the 70s have denounced stereotypes towards minority groups.