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Promoting ecoliteracy:
challenges of children’s literature
in the new millennium
R. RAMOS* & A. M. RAMOS** *University of Minho**University of Aveiro
Centre of Child StudiesPortugal
in the new millennium
Introduction (1)
� Research project "Environment and ecoliteracy
in recent literature for children” (1/9/2009 – 31/12/2011)
� (Centre for Child Studies, University of Minho, Braga,
Portugal)
� www.ecoliteracia.iec.uminho.pt
2
Introduction (2)
� Aim of this study:
� to identify the lines of intersection between the � to identify the lines of intersection between the
aesthetic and recreational dimensions of children’s
literature and its pedagogical possibilities,
specifically concerning ecoliteracy
3
Theoretical framework
� Linguistic and literary approach
� children’s literature theory� (Hunt, 1991; Colomer, 1999; Gomes, 1998)
� discourse analysis / linguistic constructivism� (Lakoff & Johnson, 1980; Halliday, 2001)
� ecoliteracy and environmental education� (Drouin & Astolfi 1986; Borges 2002; Capra 2002)
4
� For this paper, two distinct collections of literary texts
by Portuguese authors published during the last
decade were selected, which are therefore accessible
to current readers.
Object of study (1)
to current readers.
� “Pintar o Verde com Letras” [Colouring Green with Letters],
published by Gailivro, in partnership with the Regional
Cultural Division of the North, by various authors and
illustrators (8 volumes)
� “Biblioteca Infantil” [Children’s Library], published by
Edições Nelson de Matos, written by Francisco Alegre
Duarte and illustrated by Cláudia Mariz (5 volumes)
5
� “Colouring Green with Letters” collection
Object of study (corpus A)
6
Findings (1)
� The secret of bell rock� elects as a backdrop the Mirandela Plateau
� interaction among multiple natural elements, one of which
being humans
� the text builds an image of the natural surroundings which
7
� the text builds an image of the natural surroundings which
are common to different species
� a balanced network of
individuals and whose survival
is interdependent
Findings (2)
� The Immigrant Goat� a story which is set in the Peneda-Gerês National Park
� recover and preserve natural heritage and its diversity
� draws the readers’ attention to other species which are also
at risk
8
at risk
� the listing of animal and vegetable species focuses the
readers’ attention
� biodiversity is clearly evoked in
this text, as well as the need to
adopt ways of life which respect
and maintain it
� direct plea to the virtual reader
Findings (3)
� Foz Côa between sky and river � action is set in the Côa Valley Archaeological Park
� diachronic human experience, associated with the area of
the Côa Valley
� harmonious relationship between humans and the
9
� harmonious relationship between humans and the
environment
� some notion of
interaction and
interdependence
Findings (4)
� Grass-word� landscape of the International
Douro Natural Park
� combines different text types, in the shape of a collection of
multifaceted fragments
10
� discourse hybridism
� nature elements are personified
� texts collate the natural and human
landscapes in an original and
sensitive way, validating other
perspectives of what surrounds us
� dynamics of nature and the discovery of its equilibrium in
permanent motion
� “Children’s Library” collection
Object of study (corpus B)
11
Findings (5)
� Paws and Carapace � tells of the adventures of two crabs who after being
captured, remain in the control of two brothers, confined to
a bucket, upon which is depicted as a violence against
nature and which prevents them from making full use of
their basic rights.
12
their basic rights.
� the heroes, personified in such a
way that the readers can identify
with them, are able to recover
their freedom
Findings (6)
� Shark Bite � tells the story of a shark who whilst still young, is captured to
be exhibited in the Lisbon Oceanarium, and about its return
to its natural ecosystem.
� a holistic understanding of the ecosystem
13
a holistic understanding of the ecosystem
Findings (7)
� Saw and Graze. A story of love and music � the adventures of a couple of crickets in love are narrated,
who after being captured, are removed from their natural
environment and transported to the city
� they miss the countryside from where they came
14
� a certain feeling of nostalgia in relation to a rural context
Findings (8)
� Mary Web, the spider in the family � the spider shares the house with a family
� the spider, of her own volition, takes on the role of defender
of the humans
� strongly euphoric evaluative modalisation of the character
15
� strongly euphoric evaluative modalisation of the character
of the spider
� some interaction among the
various elements which make
up a restricted ecosystem
Findings (9)
� Coiled Joana � going against the stereotype of the snake, the character is
described as inoffensive and a victim and not as dangerous
and aggressive
� an attempt to rescue the image
of the snake, which is generally
16
of the snake, which is generally
seen as a symbol of negativity
and danger, inverting the
polarity of that evaluation
Conclusions (1) – corpus A
• the pedagogical intentionality is obvious and explicit
• the attempt to bring together that dimension with the ludic
and aesthetic one
• no depiction of human superiority to nature or the power of
man against nature, or the evocation of the potential risk that
that depiction could contain
• the pedagogical intentionality is obvious and explicit
• the attempt to bring together that dimension with the ludic
and aesthetic one
• no depiction of human superiority to nature or the power of
man against nature, or the evocation of the potential risk that
that depiction could contain
17
that depiction could contain
• the frames created are predominantly harmonious
• the power of nature is not in its threat to humanity
• ecosystems are presented in their complexity and a result of
a historical origin
• idea of interaction and interdependence among the
elements
• some perception of the need to safeguard balance
that depiction could contain
• the frames created are predominantly harmonious
• the power of nature is not in its threat to humanity
• ecosystems are presented in their complexity and a result of
a historical origin
• idea of interaction and interdependence among the
elements
• some perception of the need to safeguard balance
Conclusions (2) – corpus B
• anthropocentric view of nature
• seeks to question some preconceived, naïve or superficial
ideas, which are in effect deeply anthropocentric, cataloguing
animals, plants and natural elements according to utilitarian
and stereotypical criteria
• anthropocentric view of nature
• seeks to question some preconceived, naïve or superficial
ideas, which are in effect deeply anthropocentric, cataloguing
animals, plants and natural elements according to utilitarian
and stereotypical criteria
18
and stereotypical criteria
• accessible to very young children
• explicitly directive perspective which is characteristic of
environmental discourse, in an attempt to change discourses,
mentalities and the actions of the readers and of those who
the readers can influence
• “exemplify your values and rouse emotions”
and stereotypical criteria
• accessible to very young children
• explicitly directive perspective which is characteristic of
environmental discourse, in an attempt to change discourses,
mentalities and the actions of the readers and of those who
the readers can influence
• “exemplify your values and rouse emotions”
Conclusions (3)
• specific strategy: children’s literature “gives Nature a voice
that children recognize not as the voice of society (…) but that
they recognize as ‘Nature itself’ speaking”
• specific strategy: children’s literature “gives Nature a voice
that children recognize not as the voice of society (…) but that
they recognize as ‘Nature itself’ speaking”
19
• literature which has the child as the preferred readership
• responsibility toward their own environment
• the power of voice
• literature which has the child as the preferred readership
• responsibility toward their own environment
• the power of voice
Promoting ecoliteracy:
challenges of children’s literature
in the new millennium
R. RAMOS* & A. M. RAMOS** *University of Minho**University of Aveiro
Centre of Child StudiesPortugal
in the new millennium