PRINCESSES IN DISCOURSE: THE DISNEY DOLLS CHARACTERS IN CHILDREN'S VISION

Authors

  • Michelle Brugnera Cruz Cechin
  • Thaise da Silva

DOI:

https://doi.org/10.17058/rea.v23i2.2503

Keywords:

Childhood, Play, Gender relations, Discourse analysis, Culture of Pairs

Abstract

This study describes a qualitative research held in a school in the public school system of Porto Alegre, Rio Grande do Sul, focusing on the speeches of children about the Disney princesses dolls. The goal is to understand how this group of children addressed the gender identity and cultural differences represented by these characters. The princesses present a model of gender identity and behavior to be followed by children in films, games, books and dolls. When children played around with these dolls, they confirmed, challenged and transformed gender pedagogy taught by these characters, who have taken leadership roles in banter between peers in the classroom. The opportunity to play and reflect on these toys allowed new possibilities of thinking distinct modes of subjectivation.

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Author Biographies

Michelle Brugnera Cruz Cechin

Especialista em Psicopedagogia Institucional e Clínica (FAPA). Graduada em Pedagogia (FAPA). Possui experiência como professora na educação infantil. Foi brinquedista no Programa de Extensão Universitária “Quem quer Brincar?” (UFRGS). Professora de anos iniciais da rede municipal de ensino de Porto Alegre. Endereço para correspondência: Avenida Polônia, 1055/202. Bairro São Geraldo. Porto Alegre (RS). CEP: 90230-110. Endereço Eletrônico: mibrugnera@gmail.com.

Thaise da Silva

Doutoranda em Educação (UFRGS). Mestre em Educação (UFRGS). Especialista em Alfabetização (FAPA). Professora do curso de pós-graduação no Instituto Educacional do Rio Grande do Sul (IERGS) e da rede municipal de ensino de Porto Alegre. Endereço Eletrônico: thaiseds@ibest.com.br

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Published

2015-10-16

How to Cite

Cechin, M. B. C., & Silva, T. da. (2015). PRINCESSES IN DISCOURSE: THE DISNEY DOLLS CHARACTERS IN CHILDREN’S VISION. Reflexão E Ação, 23(2), 250-268. https://doi.org/10.17058/rea.v23i2.2503

Issue

Vol. 23 No. 2 (2015): Ditadura(s), Educação e Memória

Section

Artigos

License

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