Navegando por Autor "CALDIN, Clarice Fortkamp"

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    A teoria merleau-pontyana da linguagem e a biblioterapia
    (2011) CALDIN, Clarice Fortkamp
    The article presents the problem of language, with a phenomenological approach, as treated by Husserl and Merleau-Ponty. Husserl considered the language as an object of thought, the essence of a universal grammar. Merleau-Ponty supported the language as a means of communication by excellence, whose signs reflect the culture and that the words have corporeality. The theory of expression Merleau-pontyan admits two languages: the spoken speech and the speaker speech. The spoken language is the set of meanings of a language; the speaker language is the transfiguration of these meanings. It is of the speaker speech, the producer of meanings, that bibliotherapy concerns. We report a Reading Therapy Program developed in a public school within the Brazilian Island of Santa Catarina. This program included reading, storytelling and dramatization of fictional texts. It bet on the involvement of students with the playful and poetic literature and gave credit to the therapeutic possibilities. The dialogue after the story (the experience of others), socialization (relaxation and joy) and the resumption of the text were considered therapeutic exercises. It was concluded that bibliotherapy is an alternative and unpretentious treatment in that speech, reading, storytelling or drama can act as a therapy.
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    O desenvolvimento da Competência Informacional nas crianças a partir da literatura infantil
    (2015) DE LUCCA, Djuli Machado; CALDIN, Clarice Fortkamp; RIGHI, João Primo Ramirez
    The paper aims at talking about the practice of reading children's literature as a way to develop Information Literacy in children, and discussing the role of the librarian and the school’s library in this context. The research is exploratory and bibliographic. Informational Competence is seen as a movement that encourages critical and reflective use of information. Also, the first phase of development of Information Literacy which is understood as information literacy is considered a process. During this stage, the individual develops basic skills related to informational media, usually in childhood. Additionally, the practice of reading children's literature as a way to promote Information Literacy in children is presented. The librarian and the library are pointed out as drivers of development of this set of skills. Furthermore, it states that the social function of children's literature is, in a way, a stimulation of the development of Information Literacy, for the fictional stories as a way of understanding reality. At the end, it infers that the social function of children's literature is the development of Information Literacy in children. It also highlights the library and the librarian as motivators of competence, suggesting that the library should build a new educational paradigm and the librarian must gather the role of manager and information technician with the role of educator. Finally, there are some suggestions of Librarian’s change of behavior - from technician to educator, so that s/he can participate in the information literacy in a dynamic manner encouraging the reading of children's literary texts.
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    O profissional da informação e a dramaturgia infantilestudo sobre a produção científica em periódicos da ciência da informação entre 2000 e 2011
    (2017) CALDIN, Clarice Fortkamp; SOARES, Deyse
    This study deals with the scientific production in journals, on the performance of the information professional in children's dramaturgy in the period between 2000 and 2011. Information Science is a social science. As such, it must focus on society (world of men) and apply all forms of knowledge (among them the artistic). This article aims to investigate, through the bibliographic production in the area of Information Science, the involvement of information professionals, librarians in particular, with children's dramaturgy. The research was exploratory, bibliographical and qualitative. The small number of articles found indicates that the information professional sometimes needs to extrapolate the limits of technique and enter the art field. It is necessary to merge professional/scientific actions with professional/artistic actions. One remembers that art has always been precursor of science, technique and technology. In conclusion, information professionals need to be aware of the impact of dramaturgy in children's imagination.