« Children as readers of the world »: Diversity, class, gender, and participation

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Référence

Gonçalves C, Tomás C, Almeida A. (2024). "Children as readers of the world": Diversity, class, gender, and participation. Revista Educação & Realidade, 49(e135537).

Résumé

The strategic utilization of postmodern illustrated literature has emerged as a crucial tool in facilitating a profound understanding of how children construct their comprehension of diverse perspectives within the realm of social dynamics. This article rigorously scrutinizes children’s conceptualizations pertaining to a wide array of subjects, encompassing diversity, socioeconomic disparities, gender dynamics, and active participation. This examination was conducted within the comprehensive framework of the RED_SMOOTH Project (Horizon 2020, European Union), which involved a qualitative investigation involving a cohort of 22 second-grade primary education students situated in the city of Lisbon. This initiative entailed the deliberate implementation of a read-aloud intervention program, primarily designed to explore the intricate themes under consideration.

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