Table Of ContentMirceBar eaz
LITERATURA
PENTRU
COPII
!
Repetreeo rceet
şmie todologice
Ediadţ oiuaa
DescrieCrIePaa B ibliotNeacţiiio naalR eo mâniei
BREAZ, MIRCEA
Literaturpae ntru copi:ri e pertee oretişcime e todologi/c e
MircBereaa -zE.da.2 --aO.uj-Nap:Eo dciatASCuraR ,2 013
Bibliogr.
ISB9N� 2 44-66-2
371.3:82.09-93-34:373.3
Refereşntti in!ţpir fiocf .Mdirr.c eBao rcilă
Redactor!BDrieaazn a
CopertajCaroBlanicn a
Edito�DiBarneaaz
Copyri©g 2h0t1E 3d ituArSaC R
Toatder epturreizleerv aRteep.r oducienrteeag rsaalupă a rţiaal tăe xtulşuisi t ocarea
sai ntr-ob azl ded atfărăe, acordpurle alainb siclr ailsE dituriAiS CR,s unitn terzise
şis ep edepsceosncf olrme gii.
Cuprins
Summary
Introducere 13
1. Lectucruir ricuin]ar sef erlai teratpuernitrui c opii 17
2. Literatpuernat rcuo pii",u n efecdtet ex"t puţinp redictibil 39
2.1.T reie fecdteet exta"c :i tia,in terpreatas ,c rie 39
"
2.2. CazulR obinsounn "a,p rfs-pceoruppet uu 74
"
2.3.E stetilciat eraa ardăm iess tetiicdae ntiţitiă 83
3. Dinn oud esprlei teraritlaitteear atpuernitriuc opii 94
3.1.D el as tilistiinctae nţiolnasa tliăl isatitcean ţională 94
3.2.L iteratpuernatr uc opioili ,t erahl11rali nceputdueld uriu m" 105
3.3.A delRao gojinşaimr oud eludli dacatilc, .lectpuernitriu
înţelegepreen'tr'uo: a ngajatirmep uriaec ompetenţelor 109
lectorfuanlceţi onale
4. De lal iteraptouprual arlăa l iteraptouprual arpăe ntrcuo pii. 120
Folclocroupli ilor
4.1.C ultuşriăc ultuproăp ulafroăl,c lşoilr i teraptoupruăl ară 120
4.2. Literatură pofpoullcalrlioătr,e rasra uli teratufroăl clori1c2ă3.
Caracterşisitip ceir spectatixvoe nomice
4.3.C reaţipeo pulaşrăic reaţciuel tCăr.e aţipao pularăs,u rsdăe 127
inspiraţipee ntrul iterartoumrănaă cultă
4.4.O s inteză uitată: Emilşiifa o lCcolmocişroeupllii lor 132
45. Imaginleuam icio piludliunpi r overbreolmeân eştiş im aghiar1e 45
tradusdee V ooI stvân
5. De Ial iteraSt.uFrl aal iteraSt.uFrp.ae ntrcuo pii. 153
I.CV.i ssariocrne,a torbuals muluSi. Fr.o mânesc
5.1.F lorMinan olescşuic ondiţilai teraStu..:rFu iin r epeorb ligator1iu5 3
inis torgiean ului
5.2.I .CV.i ssaricorne,a tobrauslmu luSi .rFo.m ânesc 182
Bibliografie 195
Tabloef c ontents
Summary 9
Introduction 13
1. Curricularr eadinignst hef ielodfc hildrseI ni't erature 17
2. Childresnl 'i teratuarl ee,sp sr edicta"btextl ee ffect" 39
2.1.T hr"etee exftf "e:tc otsr eatdoin, t erptrowe rti,t e 39
2.2."T heR obinsCoans" ,e pae rpeatpura!e s-caup 74
2.3.L iteareasrtyh etiacdsmi thastt ehdae e sthoefiti dcesn tity 83
3. Returnintgo c hildrsel ni't eratluirtee rarity 94
3.1.F roimn tentiona!t oas tttyelnitissotytinlcaisls tics 94
3.2.C hildrleint'esr aatu lriet,e roaftt uhre"be egin ning oft he
jour"n ey 105
3.3.A delRao gojianndar tuh dei damcotidc eolf" c omprehension
orienrteeadd" :i nginfa vooufar n e arlsyt afrotfr u nctio1n0a9l
readcinogm petence
4. Fromf ollki terattouc rhei ldrenf'osl lki teratCuhriel.dr enf'osl klor1e 20
4..1 Cultaunrdpe o puclualrt ure,an dfp oolkpluollriaetr e ratu1r2e0
4.2.P opuclualrt luirtee,fr oalkrlyoo rfr oell ki terature
123
Charactaenrdtis atixcosn poemires pectives
4.3.P opucluarl tanudr hei gchu ltPuorpeu.cl uarl taus roeu,ro cfe
127
inspiraftioRoron m anhiiagnlh i terature
4.4.A f orgostytnetnh esiCso:m iEanşmdeic llh iial sdf roelnk'l o1re3 2
45. Thec hilwdo'rsl rde fleicntiR oonm aniaanndH ungarian
145
provetrransblsa tbeyd Vlostvoân
5. FromS Fl iteratturoec hildresnS 'F l iterature. 153
I.CV.i ssaritohnecr, e atoorf R omanian SFt ale
5.1.F lorManino lescaun dthe staotfeS Fl iteraa truerfee:re 1n5c3e
poiinnthet histoorfty h gee nre
5.2.I .VCi.s sacrrieoanot,fRo orm aniSanF t ale 182
References 195
Summary
Thisv olumes taratsea sd e lecotifco onu rnsoet wehsi c!ha ter
shapeindt oa morec omprehenesnisveem bolfe t heoretical
observatioornm se thodolorgeifclaelco tinoc nhsi ldsr lietnet'ru ar e.
Thes ectioansn dt hceh aptoeftr hsbe o oaksa w holael terngaetnee ral
perspec(tiCvhesi ldlrietne'raastu lree,sp sr edic"tteaxebtffel c"eot r
Returnitnocg h ildlreint'eslr aitterurairetw yi)ths pecific oarcs aspeesc ts
-namelThey RobinCasso"e,n p ae rpetuaap!r es-Thec cohuipl,d 's world
rejlcetiionRn o manaiannHd u ngarian provebrybV siiI â'str taovnrtis nlated
I.CV.i ssacrrieoanot,fRo orma niSaFnt alOeu.to fali thea bove
mentiotnheleda ,st wto r epresspeenctana!ifi ycti caalp proacthheeys ;
releyi theornt hgee neral perspecttihvveea rrieadgbialsretd ainncge
betwefeonlli kt etruara en dc hildrsef no'l kloonrth ee,o neh ando,r
fromt haotfa m ovablinlee b etween fantasatissc u clianhtd e rature
SF,o nt heo thehran d.Th e abovmee ntionsepde cifiacs pecatrse
accompabniyei dn tercuelxtaumrpalsleu sca,hs W asAlsb erts'tso ries
ort haep horilisttiecr attruarnsel abtyVe Md I stvân.
Havining min d then eefdo ars ystemaaptipcr oraecqhu ired
byt hed idacaticca demiucs ea,s w ella sa theoretiafcfainilt yo r
methodoloafgfiliaiticoanlw, e trieda,c corditon grleytr,i etvoe ,
reevaluoartt eor einstmaatjeoc ro ntributtioothis n sfi eld, assu ch
thosoefE miliaC omişelA,d elRao gojionraF rul orMiann ole-scu
someo fw hicwhe,r rea thqeuro tthane d reaodth,e rbse,i nrga ther
assumtehda qnu oteHde.n cteh,er estituotifov na satn a!yansde s
synthedseedsi ctaotc ehidl drsfe onlk'l o(Emilirae Comişedle)d,i cated
tot hlei teroafcr hilidtryes nli 't etruar( eA deRloag ojionrat ruot) h SeF
phenome(nFolno Mrainno lescu).
The unitarcyh aracotfee arc chh aptienrth e papehra s
contribtuoti etsod v eruanliltt yh;e reefaocrcheh ,a pctane bre r eaads
ana rticlieni tseWlef m.u satl smoe ntiotnh agti,v etnh em ultiple
perspecotinsv eevse irmap!o rtantth eoreatiscpaeclrt esq uibrythise d
typoefa pproascohm,re e iteraartiueol nstim ateilnye vitLaebutls e .
agreuep otnh enire cessraerdunyd ancWye. m usatl smoe ntiothna t
9
ppuabtslir ohsredch inapt etrfhsre mro ethisiv esbw ooakndc anob clleeftic voneud." in o �plmrveeisos uvesel� reilcoytin vse
mentionem.d thneo taetth ee nodf t ihisn otrductJOn·
The exntteo ft het heetiocalr dominas and oft he
methodololag siepccsatt hawteh aveap praochveadr iaecsc ortdoi ng
publishsipneag,cc urriculxartn eteo ft het opiacc,c essiobrili ty
intereansdt a,c rcindog too ur intenn ttoie oithreer�s eu the
discounos nss ipieficscubj etsc,o rt oap protahceham ta ! attimeer.A li
oft haeb ohvaev oeri enttheecd o nnttoe fthi sf irsatn a!ystieclaeclti on,
mirrrointghc eu rriennttse trasen nde eddisa gnwoisthiendthis field.
We sha!lp ursouuerw orbky i vnestigaotintgh tehre oreatincda l
metdhoologairceanaadls, a ts omoet htimeer, w es hap!rle saen netw
seltiecoonr r evioeftw h mea terials.
Thseo -ca"lcluerrdi cruelaadrinfr gosm"t hfeir scth apIteeard
tot hceo ncluthsaitbo ontd hi daocrtis cc holiotle ra-tcuarneo nically
conceais"v aeddd retsots heteda "r aguedti eanndc per oposing norms
regardtinhgde i dactic c-oanndd tihtilieot nineturgre a , c"h osbeyn "
ther eadaesra s l igshutp, plemeonrot patiroyn raela dwinhgi ch
proposes inmtoedreclsuo,lf tfuealrrta,el rn ativoerl iny a
complememnatanrnyeth rec, o nsecgrroautinodfnso c rh ildren's and
yousthl 'i tteurrwaeh ,i cahr eeq uaI!elgiyti msautcec ewsasyfosuf l
"Iearnintgh"ae c otfr eading.
FoMro niScpair idtohnse,t uodfly i tteurrwaei ththiegn e neric
framewoorkfI anguagper ovefrdo,m ther eseaprrcahc tice
perspecotinveoe f,t hmeo sptr ofiwtaaybsbl,ee c asuhsbeee nefited
froams ignificant traditioonnt :ho en hea nthde,r ecepttihoeno ries
and onth eo thheanrd th,e g roupf aocftt ohrawsta rrafrnotmth, e
canonpiecra!s pefcotitrvh ele,i teqruaarliyot fy m ae ssa-gteh ese
factaroer ssc holiotle,r carriyti coirts hme a cadeamciticv iInt y.
agreewmietnthisht poinotfv iewwe,o utlinedi,nt hsee cocnhda pter
oft heb ookth,e factth acthil drse nl'i tteurrcaea ni ndebeed
undersatsoo noeod f t hfeu nctiwoanyalos f li tetruars we o'r kiansg
literiant etrmuosrf pe e rformaaswn ecllae sp, r oducaticvtieva intdy ,
asan encodfinogrf mop re rcepatnirdve ec epetixvpee rireonoctiensg,
from ali the "teexftf ecttysp"i tcoahi ls toripcrae!l-yw ritten
behaviionaus rosc,i o-culoturria dle ologgiivocerand! e r.
Thethir d chapitdsee rd ictaoct heildd rlietne'rsa Ftirusrwtee,.
poinotuettdh nee etdoc aasr te latipveirsstp eucptiotvnhe ee x cessive
polarizati-oinnt entioonraa t!t enti-oonfath le a nalyosftis h e
10
literoafcr hiiltdyr sel ni't eraIn tkuereep.iw nigtA hd elRao gojisnaru '
definitioofnt hpeh enomeansao p nr imagrye neraftiunvcet iownaayl
off unctionoifnl gi tteurrpaee rformancweep- lweiasdefe,oand r early
starfto furn ctionraela dincgo mpeteBnacsee.od n t hec onceopft
"emergreenatd incgh"il,d re(na'nysdo uthl'ist)e rwaatsdu erfinee ads
literaotf"u trhebe egin ning oft hej ourney"i,n volvbionthgt he
rational knanodw tlheeedm goeti ondaelv elopomfye onutn sgc hool
childreWne. a lspor esenthtee ddi dacmtiocd eolf" comprehension
orienrteeadd inags"a resourcperfouglr amwmieth c onsiderable
perspecctiavpeasob,fld ee veloapsai c nogm plemeonrta alrtye rnative
methodology.
Thel asttw oc haptaree rdse dicattofoe lkd li teraatnudrt eo
childrse fno'lkl orwee; a lsaot temtpotan alysteh eS Fl iterature
phenomenaosrn e.v eailnean d importawnotr ks,i nguinl arth e
histoorfty h gee nrien o ur counEtrmiliay .C omişessl y'n thpelsaicse s
childresn f'o lklaosrp ea rotf t hen ationsapli rictuulatlua rned
analysietas s a specigfiecn rwei,th p articucloarn teanntda rtistic
devicFelso.rM ianno lesscin uv'e stigaotinoS nFli tetruari eso utlined
asa basriecf erpeoninctei nth e histoofrth ye genrep,r oposing.
amonogth erre markaasbplecett shr,ee stitoufanti oorni ginapli oneer
ofo uSrF I:. VCi.s sarciroena,ot fto hrse o;: a:lleRdo manian SF" t ale".
In conclucshiiolnds,rl eintt'eu rriaesa lwaryestr ievina tbhlee
genefireallod fl iteraasta su preec ciaasolef a rchi-texhtauvaliintagy ,
generartievlea tiwointth he t ypoesfv irtudails cotuhrasrtee present
threo ootfsi tsc oncrpertees feonrtm Ins th.e f ieolftd h eesmee rging
textthse, m oste asilnyo ticeatbylpeoe f l iterinar icthilyd resn '
liteturraer esiind eistc so nstanta ttempttso r endtehrpe h enomenal
(thep rofanweo rlhdi,s tohruym,an c onditieotncin . )an unusual
mannerin, itpsr opentsoitr tanys cenidn diviedxupaelr iebnyc es
allegoalrliyrc elatincgo mmon aspteoct thsee xemplaoriftt yh e
fundamenteaxli stegnetialn,e rhaullmany events.
