Literatura infantil em contexto bilíngue: mediação e experiência estética na primeiríssima infância

• Ano de defesa: 2025
• Autor(a) principal: Ichiama, Gillian Taveira Moraes
• Orientador(a): Bastazin, Vera
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Literatura e Crítica Literária
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Literatura e infância; Bilinguismo na literatura; Mediação literária; Experiência estética; Formação de leitor
• Palavras-chave em Inglês: Literature and childhood; Bilingualism in literature; Literary mediation; Aesthetic experience; Reader formation
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/46527

This work investigates the role of literature in a bilingual (Portuguese-English) early childhood education setting, focusing on the aesthetic, cognitive, and emotional experiences of babies and toddlers. Literature here understood as means – and a right – for toddlers to access fantasy and art, enabling them to develop emotionally, linguistically and culturally from a very young age. Based on the works of authors such as Maria Teresa Andruetto, Yolanda Reyes, María Emília López, Lev Vygotsky, and Ofelia Garcia, this research explores literary mediation in bilingual contexts as a way to foster emotional bonds with both language and books in children. Rooted on a hypothetical-deductive analysis of Eric Carle, Renato Moriconi, and Katsumi Komagata books – which were selected for their multimodal nature and aesthetic value – the result of this investigation is qualitative, exploratory and descriptive. The dissertation is structured in two chapters. The first one, entitled “Bilingual setting and children’s literature”, aims to situate literature within a bilingual education context for very young children, and is dedicated to discussing the specificities and challenges of this scenario. The second chapter, “Children’s literature, mediation, and aesthetic experiences for babies and toddlers”, further analyses children’s literature as a type of cultural expression and aesthetic experience for kids since their very first years. The findings suggest that exposure to bilingual narratives– when mediated by adults who are attentive listeners and considerate to the particularities of early childhood – contributes to the expansion of the child’s symbolic repertoire, fostering the development of plural identities and promoting a holistic growth