The writers of this study are the Countess de Ségur, Louisa May Alcott and Maria Clarice Marinho Villac, from France, the United States and Brazil, respectively. It's possible to identify a connection in their life trajectories-aristocratic and bourgeois families-and the ability to write their books. These publications address a specific audience, composed of children and young people, especially females.The representation of femininity in the narratives is related to the representation of family and religiosity, since it is up to the family to guide the girls in moral terms and this question is quite highlighted by religion. Analyzing the representation of femininity is due to the fact that the main books of female writers bring female protagonists, who exhibit a rebellious and mischievous behavior, which is observed and guided by adults.The representations of femininity is still valued and legitimized. For this reason, the narratives continue to be published and adapted to other languages, bringing to light these representations that remain until the 21st century in new clothing and updated vocabulary. Some adaptations for the Portuguese will also be analyzed, trying to identify longevity the works of these writers and their meaning in some epochs. Initial Considerations At a time when women have their rights questioned, although there is still much to be achieved, representations of femininity permeate different spaces and can be defended or rejected. Analyzing the representations of femininity in children's books is one of the objectives of this work. Femininity is present not only in the text, but also in the images of girls and young women, who complement the narrative. Illustrations and narratives bring out the aspects of femininity. How are these girls and young women? What are the scenarios in which the stories take place? What is expected of these girls and young women? These questions will be addressed throughout the text. Connected Life StoriesThe representations of femininity continue to be valued and legitimized until our times. For this reason, the narratives continue to be published and adapted to other languages, bringing to light these representations that remain until the 21st century in new clothing and updated vocabulary.The writers analyzed here have their life histories connected not only by the longevity of their works, but also by familiar factors and social circulation. There are circumstances that allowed them to enter the
<span style="font-size: 10pt; color: #000000;"><span style="font-size: 10pt; color: #000000;"><span style="font-size: 10pt; color: #000000;"><span style="font-size: 10pt; color: #000000;"><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 7.5pt; color: black; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: PT-BR;">O presente trabalho fornece um panorama da pesquisa de mestrado, que procura compreender o ensino religioso no Colégio Progresso da cidade de Campinas (SP) no período de 1900 a 1937. O ensino religioso se mostra uma particularidade deste colégio, posto que, quando de sua fundação em 1900, pretendia-se oferecer um estabelecimento laico para o sexo feminino. O Colégio Progresso foi fundado pela iniciativa de cinco campineiros influentes na cidade e teria uma proposta diferente das demais escolas femininas, todas fora da cidade e de caráter confessional. O caráter religioso da escola, de cunho católico, ganhou força sob a direção de Dona Emília de Paiva Meira, a segunda diretora da escola, que ocupou o cargo de 1902 a 1937, quando faleceu.</span></p><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 7.5pt; color: black; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: PT-BR;">Além de investigar o espírito religioso da diretora, a qual procurava inspirar professoras e alunas com seu exemplo, esta pesquisa procura compreender o ensino religioso como elemento da cultura desta escola (JULIA, 2001), tanto como um corpo disciplinar, quanto como um conjunto de práticas e crenças.</span></p><p class="MsoBodyText" style="margin: 0cm 0cm 0pt;"> </p></span></span></span></span>
IMAGENS DE MENINA: LIVROS DE LITERATURA INFANTOJUVENIL DE TRÊS ESCRITORAS
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