ResumenEn este escrito presentamos los principales resultados de un trabajo de investigación que tuvo como uno de sus objetivos centrales analizar cómo aparecen representadas las normas de género en películas animadas dirigidas al público infantil. Trabajamos con tres populares largometrajes que representan contextos históricos diferentes entre 1950 y 2001; La Cenicienta (1950), La Bella y la Bestia (1991) y Shrek (2001). Creemos que es fundamental incorporar la mirada de género en el abordaje de contenidos mediáticos ampliamente difundidos en las sociedades contemporáneas. Enfatizamos la necesidad de analizar productos mediáticos dirigidos al público infantil, por su enorme potencial de inculcar regulaciones sociales desde los primeros años de la vida.Palabras clave: Representaciones, normas de género, cine infantil, estereotipos.
AbstractIn this article we present the main results of a research work in which the objective was to analyze how representations of gender norms appear in animated movies for children. We worked with three popular films that represent different historical contexts between 1950 and 2001; Cinderella (1950), Beauty and the Beast (1991) and Shrek (2001. We believe it's very important to incorporate the gender point of view to the analysis of popular media contents in contemporary societies. We emphasize the need to analyze mediatic products created for very young audiences, for their huge potential to inculcate social regulations since the early days of people's lives.
In this article, we use collaborative autoethnography to reflect on the different perceptions that can exist about the same event. We narrate our shared experience during a violent episode in which issues of race, class, and inequality of opportunities were present, involving not only our minds but also our bodies and emotions. We reflect on the impossibility to remain objective and neutral when observing reality.
Understanding that cultural products for children transmit social representations and reproduce specific outlines of attitudes and behaviours, this paper focuses on the gender construction based on specific messages in children´s films. We analyze here, the 1991 Disney´s Company cartoon film «The Beauty and the best».
Entendiendo que los productos culturales dirigidos a los niños son transmisores de representaciones sociales y reproducen esquemas específicos de actitudes y comportamientos, este artículo aborda la temática de la construcción de los géneros a partir de mensajes específicos en producciones cinematográficas infantiles. Se analiza aquí, en torno al tema planteado, el film animado de 1991 de la compañía Disney «La bella y la bestia»
In this article, I present an autoethnographic reflection on my experience as a traveler in a commercial flight. I describe my mixed feelings as an accidental first-class traveler and as an economy-class traveler. I compare the two situations while reflecting on the reproduction of social differences in a social space such as a plane. In addition, the voices of some characters are brought to the text.
In this autoethnographical essay, I focus on the difficulties related to improper use of a second language. I show how such misuse contributes to the attribution of personality qualities to the speaker and, consequently, how the identity of the speaker gets lost and replaced by a new (acoustic) identity. Such acoustic identity is given by pragmatic failures that emerge when people speak a second language.
In this paper we present a model of qualitative data analysis developed through an example from an empirical study that focused on analyzing the causes of why people obey or disobey traffic rules. Specifically, we focus on the study of the arguments that people use to justify their behaviors regarding such rules. The study was developed from in-depth interviews with men and women between the ages of 18 and60, who drive cars or motorcycles. The model is organized into three stages that are applied to the empirical study. In the first stage we form the research question and objectives. In the second stage argumentative statements are studied for later access to the systems of beliefs that support those statements and to the mental models which form the basis of the systems of beliefs. Finally, we build typologies of individuals based on how arguments, systems of beliefs, and mental models are combined in such individuals.
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