Relevant bibliographies by topics / Little Red Riding Hood (Tale)

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Academic literature on the topic 'Little Red Riding Hood (Tale)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Little Red Riding Hood (Tale)"

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Stroganov, Mikhail V. "What has Little Red Riding Hood Done to You? Cartoon Story." ТЕАТР. ЖИВОПИСЬ. КИНО. МУЗЫКА, no. 3 (2023): 37–61. http://dx.doi.org/10.35852/2588-0144-2023-3-37-61.

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The fairy tale Little Red Riding Hood is one of the most popular in modern culture. Its archaic sense (a warning about the danger of a werewolf) had long ago lost its relevance, and the fairy tale plot turns out to be just a form. But this form requires new ideas and constantly generates new meanings. Meanwhile, the cartoon interpretations of the Little Red Riding Hood plot, along with all the others, claim to be the embodiment of the “true” content of the story. However, none of them conveys the “originality” of the tale, which it has in the very beginning. The fairy tale Little Red Riding Hood has inspired its adaptation in more than fifteen Russian animated films. In the first adaptations made by V. and Z. Brumberg (1937) and B. Stepantsev (1958), the innovation of the plot was based on a helper hero (the Cat and pioneer Petya, respectively), who actively participated in the action and much changed it. Moreover, Petya was initially a hero from the fairy-tale suite by Sergey Prokofiev Petya and the Wolf (1936). In film adaptations, starting with the film by Gary Bardin (1990), the plot is innovative via cumulation IncRedible Riding Hood, 2017–2019), The True Story of the Red Riding Hood (2005) and The Red Riding Hood Against Evil (2011). Another way is the assistant characters Little Red Riding Hood (1995). This increases the length of films, but reduces the dynamics necessary for cartoons. A long series of anonymous animated works of recent times about Little Red Riding Hood speculates on the undemanding requests of the viewer, who is a child.
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Fogarty, Anne. "‘The Key Thing’: Fairy Tale Lore and Intertexts in Little Red and Other Stories." Irish University Review 54, no. 1 (2024): 29–36. http://dx.doi.org/10.3366/iur.2024.0642.

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‘Little Red Riding Hood’ is not only an intertext for the first story in Little Red and Other Stories but for the entire volume. An iconic fairy tale, known primarily in the version by the brothers Grimm, it is also one of the most commented on and reworked stories. While most retellings give precedent either to Little Red Riding Hood or the wolf, Ní Dhuibhne’s revisiting of the tale accords importance too to the role of the grandmother. She counters the tendency to appropriate fairy tales and sideline their enticement and wisdom by excavating their deep content especially the affects and primal predicaments that they depict. Fairy tale motifs in her short story collection allow the articulation of emotions that could not otherwise be voiced, provide a means of parsing everyday experience, and open a portal onto the magical and the numinous.
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Babić, Danijela. "Forming and examining the reading experience of a preschool child by reading versions of the fairy tale Little Red Riding Hood." Metodicka praksa 26, m. br. (2023): 121–34. http://dx.doi.org/10.5937/metpra2300121b.

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The stimulus for the development of the project was the formation and examination of preschool aged child's reading experience, using the example of the fairy tale "Little Red Riding Hood". The backbone of the project is represented by four literary works. "Little Red Riding Hood", by the Brothers Grimm, as a reference text, and three other texts that are in intertextual dialogue with it: "Wrong telling of the fairy tale" by Gianni Rodari, "Nibbles: The Book Monster" by Emma Yarlett, " Wolf and the Other Little Red Riding Hood" by George Fisher. The aim of this research is to form and examine child's reading experience and encouraging children to notice the places that are deconstructed, and thus see the way in which they understand it. Based on the results obtained, we will determine how children understand the intertextual dialogue between the fairy tale and the texts that rely on it.
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Abele, Elizabeth. "Visions of Red Riding Hood: Transformative Bodies in Contemporary Adaptations." Humanities 12, no. 3 (2023): 48. http://dx.doi.org/10.3390/h12030048.

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Gothic and sexual elements are embedded within both Charles Perrault’s and the Brothers Grimm’s tellings of “Little Red Riding Hood”. When popular culture turned to fairy tales from the late 20th century forward, reimagining them as gothic tales for adults, “Little Red Riding Hood” provided a particularly rich setting. In particular, these adaptations exploited the false binaries within these tales while making more visible the sexual abuse and recovery encoded in the narratives. This essay will first explore the particular gothic qualities within this tale, as well as the shapeshifting nature of the four characters. After establishing how the figure of Red, as well as her motifs, are key to ensemble fairy-tale narratives, I will examine adaptations that directly explore the sexuality and agency of a young woman, as she resists both predators and her family legacy. However, the last section will note that monstrosity, like victimization, can be resisted. Overall, this essay interrogates contemporary film and television adaptations of this tale, with a particular interest in the messages of recovery and agency in these new versions.
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Smoljanović, Goran. "Dugovječne predstave u Kazalištu lutaka Zadar." Magistra Iadertina 14, no. 1 (2020): 9–18. http://dx.doi.org/10.15291/magistra.2955.

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The author applies the aesthetics of reception (Hans Robert Jauss), which refers to literary texts, to puppet shows. This paper examines performances from Zadar Puppet Theater, which have long been held in repertoire. The plays Little Red Riding Hood (1952) and How Long is a Tale (1996) were selected. Little Red Riding Hood was produced at a time when puppet theater was an imitation of acting theater, and the play How Long is a Tale arouse during the era of postmodern puppetry when the screen disappeared and the puppet could be created from any material.
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Wide, Carola Maria. "Wooing Werewolves: Girls’ Genius, Feminine, and Initiation in Angela Carter’s and Märta Tikkanen’s Versions of “Little Red Riding Hood”." Folklore: Electronic Journal of Folklore 92 (April 2024): 99–120. http://dx.doi.org/10.7592/fejf2024.92.wide.

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Girls’ initiation contributes to cultural representations in Western folk fairy tales. This study examines girls’ initiation in three contemporary versions of “Little Red Riding Hood”, Angela Carter’s “The Company of Wolves” and “Wolf-Alice” (1979), and Märta Tikkanen’s Rödluvan (Little Red Riding Hood, 1986), in relation to “The Story of Grandmother”, popularized by Paul Delarue (1956). Combining fairy-tale research with Kristevan theories on subjectivity, the feminine, and the genius, it examines how initiation assigns to the girl in Delarue’s tale a social identity and role as a woman and how the contemporary tales negotiate this through the heroines’ wooing of werewolves. The findings, presented in both written and visual forms, show the reach of the heroines’ feminine psychosexual maturity, here called the girl genius, in Carter’s and Tikkanen’s versions, representing an alternative to traditional assumptions of girls’ psychosexuality within normative heterosexuality.
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Sousa, Denise Dias de Carvalho. "Chapeuzinho Vermelho: caminhos percorridos." Navegações 10, no. 1 (2017): 59. http://dx.doi.org/10.15448/1983-4276.2017.1.23442.

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Este ensaio tem o objetivo de analisar a estrutura do conto de fadas com base no caminho percorrido por Chapeuzinho Vermelho em três versões: a de Perrault, a dos irmãos Grimm e a de Chico Buarque, tendo como focos principais as ações de Chapeuzinho e a presença do lobo. As versões serão retomadas numa perspectiva intertextual, levando em consideração a “ordem” e a “partida” associada a uma “busca”, elementos dos contos maravilhosos, classificados por Propp (2006) como invariantes. Além disso, servirão como ponto de partida para a discussão o contexto histórico-social no qual os autores estavam inseridos quando publicaram sua versão e possíveis motivos que os levaram a decidir por inclusão ou exclusão de personagens, elementos, ações e desfechos.********************************************************************Little Red Riding Hood: paths takenAbstract: This paper aims to analyze the structure of the fairy tale based on the path taken by Little Red Riding Hood in three versions: the Perrault, the Grimm brothers and Chico Buarque, the main focus of the actions and Hood the presence of the wolf. The versions will be taken over in a intertextual perspective, taking into account the “order” and “start” associated with “search”, elements of the wonderful tales, ranked by Propp (2006) as invariant. In addition, they serve as a starting point for discussion the historical and social context in which the authors were entered when published its version and possible reasons that led them to decide for inclusion or exclusion of characters, elements, actions and outcomes.Keywords: Fairy Tale; Little Red Riding Hood; Perrault; Brothers Grimm; Chico Buarque
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Waugh, J. "Review: The Arresting Development of Little Red Riding Hood * Catherine Orenstein: Little Red Riding Hood Uncloaked: Sex, Morality and the Evolution of a Fairy Tale." Cambridge Quarterly 33, no. 1 (2004): 59–62. http://dx.doi.org/10.1093/camqtly/33.1.59.

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Ismael, Zaid Ibrahim, and Prof Sabah Atallah Kahlifa Ali. "Sarah Orne Jewett As a Precursor of Ecoconscious Children Fiction: “A White heron” As an Example." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 12, no. 02 (2022): 413–23. http://dx.doi.org/10.37648/ijrssh.v12i02.027.

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Nearly a century and a half has passed since Sarah Orne Jewett published her much anthologized short story “A White Heron” (1886), but commentators on the tale missed one of the most important points in the text. It is the story’s similarity to the traditional Euro-centric fairy tale of “Little Red Riding Hood”. As an author, writing at the end of the ninetieth century, a time that witnessed the demise of the Romantic movement in America and the beginning of the age of Realism, Jewett did not romanticize her characters, despite the idyllic landscape in which “A White Heron” is set. Her story can be analyzed as a text that aims at disseminating ecological awareness among her young readers. This study focuses on Jewett’s ecological theme through the adventure of her young heroine. It explores the author’s ecofeminist subtext in her revision of the fairy tale of “Little Red Riding Hood”.
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Greenhill, Pauline, and Steven Kohm. "Little Red Riding Hood and the Pedophile in Film: Freeway, Hard Candy and The Woodsman." Jeunesse: Young People, Texts, Cultures 1, no. 2 (2009): 35–65. http://dx.doi.org/10.3138/jeunesse.1.2.35.

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“Little Red Riding Hood” is one of very few well-known fairy tales that have not come under what Jack Zipes calls “the Disney spell,” which has ossified and Americanized so many others. Creators using various artistic genres have thus felt free to rewrite and reconceptualize it. The three “Little Red Riding Hood” films that we discuss explore, as a significant theme, adult-child sexual relationships. We argue that the “Little Red Riding Hood” story offers filmmakers and viewers a metaphorical tool for understanding relations between pedophiles and their victims in novel ways, opening up the possibility of a shift in perspective on this issue.
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Dissertations / Theses on the topic "Little Red Riding Hood (Tale)"

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Chalou, Barbara Smith. "A postmodern analysis of the Little red riding hood tale /." Lewiston (N. Y.) ; Queenston (Ont.) ; Lampeter : E. Mellen press, 2002. http://catalogue.bnf.fr/ark:/12148/cb38990612j.

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Hayton, Natalie. "'Little Red Riding Hood' in the 21st Century : adaptation, archetypes, and the appropriation of a fairy tale." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/11077.

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This interdisciplinary, archetypal study considers the numerous adaptation processes and techniques involved in the transposition of the fairy tale from one medium to another, exploring post-2000 adult adaptations and appropriations of ‘Little Red Riding Hood’ across a variety of high-art and popular media, such as advertising, video gaming, and fine art, with a focus on literature and film. As well as examining explicit re-tellings of the tale such as Catherine Hardwicke’s 'Red Riding Hood' (2011), more implicit and intertextual references are discussed, with the intention of acknowledging the pervasive, and at times, unconscious nature of the adaptation process. This can be seen in films like 'The Village' (2004), 'Hard Candy' (2005) and the television series 'Merlin' (2008 - ). As a means of analysing the material I adopt a feminist-Jungian theoretical model which enables the consideration of the mythological and ideological concepts inherent to the works. Specifically, this establishes how Red Riding Hood can be understood as a shifting archetype when compared to her fairy tale sisters such as Snow White, Cinderella, Sleeping Beauty et al, thus allowing for so many diverse portrayals of her character: as the child, the innocent victim, the femme-fatale, and the monstrous feminine. The rationale behind the thesis is threefold; firstly, ‘Little Red Riding Hood’ is typically understood as a cautionary tale, rather than a female quest narrative, therefore, I will explore how the tale is often used as a vehicle for post/feminist issues and/or gender anxieties, providing a commentary on the construction and perception of girls’ and women’s roles in contemporary Western society. Secondly, the work creates a space for the acknowledgement and discussion of unconscious appropriation which has so far remained on the margins of adaptation studies. And thirdly, to establish fairy tales, using ‘Little Red Riding Hood’ as an example, as the ultimate intertext(s), demonstrating how characters, themes and plots are continually (re)appropriated.
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Worley, Cassie. "Many are the deceivers /." Online version of the thesis, 2006. https://ritdml.rit.edu/dspace/handle/1850/3334.

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Radujkovic, Tatiana. "The Better To Eat You With: Examining The Importance of Feminism and Matrilineal Relationships for Young Girls Across YA Adaptations of Little Red Riding Hood and "Wolfskinned"." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors155594390271163.

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Wilhelmsson, Cornelia. "Feminist Fairy Tales : Blurred Boundaries in Angela Carter’s Rewritings of Classical Fairy Tales." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119063.

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This essay examines Angela Carter’s feminist rewritings of classical fairy tales. By examining the original fairy tales and comparing them to what Angela Carter published I aim to highlight a feminism that is subtle and non-binary. In the analysis I draw on ideas presented by Hélène Cixous as well as Simone de Beauvoir. Furthermore, a pedagogical reflection is included to show ways in which these stories could be incorporated in the upper- secondary school.
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Swart, Andrea Nicole. "Fairy Tales Reimagined in VR." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1534513157316142.

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Boules, Sophia. "L’évolution du Petit Chaperon rouge." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6683.

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Creating and writing fairy tales is a literary exercise that was introduced in the salons of the XVII century. Madame d'Aulnoy and Charles Perrault began to write the fairy tales that became fashionable at the court of King Louis XIV. Despite the simplicity of their narrative patterns, the tales carry messages that affect all readers. First addressed to adults, fairy tales dealt with anxieties, fears and desires of the human being. Little Red Riding Hood is one of the most famous tales in the world. Universally loved, this cautionary tale has experienced much evolution through the centuries. There are some differences between the very bloody oral version and the version of Perrault. A century later, the version of the two German brothers, the brothers Grimm, became the best-known version. But the story’s main rudiments have not changed: the little girl, the wolf, the mother, the grandmother and the forest, these elements have not ceased to inspire the authors up to the present day. Today the rewriting of fairy tales has become an art in its own right. If we look at the market of youth literature, we will find hundreds of tales rewritten and modernized. Writers take advantage of the popularity of these tales that fascinate adults as well as children. Little Red Riding Hood has turned into a story about a little girl with a Little Hood of all colors: navy blue or green. Among a long list of rewritten tales we have chosen to study five. The first tale is taken from the collection entitled Contes à l'envers by Dumas and Moissard: Le Petit Chaperon bleu marine (Little Navy Blue Riding Hood) This tale written in 2009 represents a clear illustration of the transfigured tale. The other four tales we have chosen are written by Geoffroy de Pennart. Through the study of these tales, we shall see how the character of the wolf has changed from the wretched wolf of Perrault. Le loup est revenue (The Wolf Has Returned) published in 1994 presents all the animals of the traditional tales that are afraid of the return of the wolf. Le loup sentimental (The Sentimental Wolf) released in 1998, features several famous characters from the classical tales and creates unexpected links between all these characters. The third tale is Chapeau rond rouge (Red Round Hat) published in 2004; this tale is a parody of the classic tale. Finally Le retour de Chapeau rond rouge (The Return of Red Round Hat) released in 2011 is a contemporary tale that refers to three previous tales: The Little Red Riding Hood, Goldilocks and the Three Bears and Red Round Hat. Through the reading of these five modern tales we can follow the course of the evolution of the tale. This study examines the evolution of the classic tale, its rewriting and intertextual correlations in the tale of Little Red Riding Hood. By analyzing adapted and rewritten modern tales, this research attempts to demonstrate that a rewritten tale is read only in light of the knowledge of the original tale. Inverted, transfigured or mixed, these tales offer the reader a great pleasure. The audience enjoys reading these texts full of humor and references winks compared to the classic tale. The role of heroes is often reversed in modern tales and morality does not remain the same. Thanks to this reading of the second degree of the rewritten tale, children discover and deepen their gaze in regards to the modern world.
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FERREIRA, CAROLINA MAGALHAES DE PINHO. "TELLING AND RETELLING THE LITTLE RED RIDING HOOD FAIRY TALE: HOW SPEECH THERAPY CAN MEDIATE DEAF CHILDREN`S CO-CONSTRUCTION OF THE NARRATIVE IN A SECOND LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12123@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>O estudo volta-se para o contexto de desenvolvimento do discurso narrativo de crianças surdas, no ambulatório de surdez do curso de fonoaudiologia da UFRJ. Os objetivos consistem em mostrar, em atividades de co-construção interacional, como as crianças revelam esquemas de conhecimento sobre a narrativa, na contagem e recontagem do conto Chapeuzinho Vermelho, e como a fonoaudióloga, no papel de mediadora, procura ampliar os esquemas de conhecimento dessas crianças sobre a narrativa. A metodologia é a micro análise etnográfica, de natureza qualitativa e interpretativa, e baseia-se em análise lingüística de interações face-a-face transcritas bem como em anotações de trabalho de campo. O arcabouço teórico articula-se entre a sociolingüística interacional e teorias sobre a análise da narrativa, desenvolvimento do discurso narrativo infantil e mediação na abordagem sócio-interacional. A análise revela, sobre as crianças, que elas apresentam diferenciações no conhecimento dos esquemas narrativos relacionados ao conto; necessitam, em graus muito variados, da mediação do interlocutor, com relações de menor ou maior dependência. Em relação à atividade de mediação da fonoaudióloga, as estratégias identificadas foram: perguntas eliciadoras e de clarificação, reformulações, fornecimento de informações, que funcionam como formas de incentivo e de regulação de tarefas à ZDP. As estratégias foram diferenciadas com cada criança, de acordo com os esquemas de conhecimento revelados. A colaboração da mediadora permitiu que as crianças em fases iniciais do desenvolvimento da narrativa recontassem com um desempenho melhor do que o fariam de forma autônoma. O trabalho contribui para a reflexividade no ambulatório de surdez, auxiliando na compreensão dessa prática profissional.<br>The study analyzes the development of deaf children`s narrative competence in the Clinic for the Hearing Impaired of the Federal University of Rio de Janeiro. It aims at demonstrating how deaf children reveal narrative knowledge schemas in interaction with a speech therapist while telling and retelling the - Little Red Riding Hood - fairy tale. It further shows how the speech therapist can amplify such knowledge schemas while mediating the coconstruction of the narrative interactionally. To do it, the study takes a qualitative and interpretative approach, within the framework of Ethnographic microanalysis, linguistically examining transcribed face-to-face interactions and field notes. This theoretical framework articulates knowledge from Interactional Sociolinguistics, the Theory of Narratives, narrative development in childhood and mediation strategies. The analysis reveals that children show different narrative knowledge schemas while narrating. To accomplish the task, they required different degrees and types of mediation by the interlocutor, varying from greater to lower levels of dependency. Furthermore, the study reveals that the speech therapist draws on the following mediating strategies: elicitation and clarification questions, reformulations, and information-giving utterances. These strategies motivate and regulate the level of difficulty of the task in relation to the children`s ZPD. Consequently, they differed from child to child according to the schemas of knowledge each one demonstrated to have while telling and retelling the tale. The collaboration of the mediator allowed those in initial stages of narrative development to retell, achieving a better performance than they would have, had they done it autonomously. The results of this study have contributed to advance and reinforce reflexive practices in the Clinic for the Hear ing Impaired, enhancing the understanding of professional practices in the educational audiology.
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Santos, Ana Laura Garro dos [UNESP]. "As várias Chapeuzinhos Vermelhos: contos e recontos a partir de um 4º ano do ensino fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/141466.

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Submitted by Ana Laura Garro dos Santos null (analaura.garros@hotmail.com) on 2016-07-07T14:47:06Z No. of bitstreams: 1 ANA LAURA - DISSERTAÇÃO.pdf: 5189721 bytes, checksum: e04aec45b6143c501db176fdd5837d92 (MD5)<br>Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-11T14:31:18Z (GMT) No. of bitstreams: 1 santos_alg_me_prud.pdf: 5189721 bytes, checksum: e04aec45b6143c501db176fdd5837d92 (MD5)<br>Made available in DSpace on 2016-07-11T14:31:18Z (GMT). No. of bitstreams: 1 santos_alg_me_prud.pdf: 5189721 bytes, checksum: e04aec45b6143c501db176fdd5837d92 (MD5) Previous issue date: 2016-05-24<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Este estudo apresenta os resultados da pesquisa As várias Chapeuzinhos Vermelhos: contos e recontos a partir das preferências de um 4º ano do Ensino Fundamental, desenvolvida no programa de Pós-Graduação – Mestrado em Educação – da Faculdade de Ciências e Tecnologia, FCT-UNESP, na cidade de Presidente Prudente. Tal estudo, que está vinculado à linha de pesquisa “Processos formativos, ensino e aprendizagem” e ao Centro de Estudos em Leitura e Literatura Infantil e Juvenil (CELLIJ), é decorrente da inquietação e preocupação da pesquisadora quanto à maneira como os alunos compreendem suas leituras. Por isso, teve como principal objetivo analisar os contos de fadas sugeridos pelas crianças de um 4º ano do Ensino Fundamental e as relações entre paratextos, texto verbal, não verbal e estratégias de leitura. Assim, analisam-se três versões do conto de fadas Chapeuzinho Vermelho: Chapeuzinho Vermelho, na versão de Perrault, o que chamamos de clássico, Chapeuzinho Vermelho – uma aventura borbulhante, identificada como reconto, e Chapeuzinho Vermelho em uma versão resumida, a qual nomeamos de simplificado. Nesse sentido, os objetivos específicos foram: averiguar como os procedimentos para a escolha do livro implicam na compreensão; analisar se e como o texto verbal permite amplo envolvimento do leitor; verificar a função do texto não verbal nos títulos examinados e, por fim, verificar se e como os contos de fadas escolhidos possibilitam relações com estratégias de leitura. Para tanto, a pesquisa foi desenvolvida em uma escola municipal de Presidente Prudente. Os procedimentos metodológicos ocorreram em dois momentos: no primeiro, utilizou-se como instrumento um questionário para conhecer o perfil e o interesse leitor em relação aos contos de fadas, quando se percebeu que os alunos se interessam pela leitura do gênero, porém, muitos desconhecem a estrutura do texto narrativo; ademais, praticam algum tipo de estratégia em suas leituras, mas não têm consciência disso. O segundo momento foi realizado a partir de uma roda de conversa, que buscou saber a forma de acesso dos discentes aos livros (em casa, na sala de leitura, na sala de aula ou em todos ou mais de um desses locais), além da confirmação dos discentes sobre o conto de fadas preferido. Com base nesses pontos, foi delimitado um corpus de análise, cujas obras foram analisadas levando-se em consideração os seguintes eixos temáticos: paratextos, texto não verbal, texto verbal e estratégias de leitura. Os resultados levaram a crer que as versões do conto clássico e o reconto oferecem maiores e melhores condições para que os alunos compreendam o texto e se motivem para lê-lo. Por outro lado, a versão simplificada não tem qualidade estética e depende de um planejamento do professor para que possa ser utilizada com ressalvas. Nesse sentido, reafirma-se a importância de os profissionais da educação conhecerem diferentes aspectos sobre o livro e sobre as estratégias de compreensão leitora, a fim de ensinar seus alunos a ler todas as partes do livro e se tornar críticos e autônomos.<br>This study demonstrates the results of the research “Several Little Red Riding Hood: tales and retellings from the preferences of a fourth year of elementary school”, developed by the Graduate Program – Master’s in education – from the Faculdade de Ciências e Tecnologia, FCT – UNESP, in Presidente Prudente. This study, that is linked to the research line “Formative processes, teaching and learning” and to the Centro de Estudos em Leitura e Literatura Infantil e Juvenil (CELLIJ), resulting from the researcher’s uneasiness and concern in relation to the way the students understand their reading. Therefore, it aimed to analyze fairy tales suggested by fourth-grade children and the relationship between paratext, verbal text, non-verbal text and reading strategies. Thus, the fairy tale “Little Red Riding Hood” is analysed in three versions: “Little Red Riding Hood”, in Perrault’s version, that we name classic, “Little Red Riding Hood – A Bubbly Adventure”, that we name retelling and “Little Red Riding Hood” in an abbreviated version that we name simplified. In this sense, the specific objetives were: to ascertain how the procedures to choose the book implicate in the comprehension, to analyse if and how the verbal text permits the reader’s extensive involvement, to verify the non-verbal text function in the analysed titles and, finally, to ascertain if and how the chosen fairy tales allow relationship with the reading strategies. For this purpose, the research was developed in a municipally-run public school in Presidente Prudente. The methodological procedures occurred in two moments: first, it was used as instrument a questionnaire to know the reader’s profile and interest in relation to the fairy tales. It was noticed that the students are interested in reading this genre, however, many do not know the structure of narrative text; they practice some kind of strategy in their reading, but they do not have awareness about it. In a second moment, a conversation circle was done to ascertain the form of access of the students to the books (in their house, in reading rooms, in classrooms, in all these places or more than one of them), besides the student’s confirmation about their favorite fairy tale. From this, an analysis corpus was delimited, which titles were analyzed taking into account the following thematic axes: paratexts, verbal text, nonverbal text and reading strategies. The results led us to believe that the classic tale and the retelling versions offer major and better conditions for the students understand the text and motivate theirselves to read them. On the other hand, there is no aesthetic quality in the simplified version and it depends on the teacher´s planning to be used meticulously. In this regard, the importance of the education professionals knowing the aspects about the book and about the reading strategies is reaffirmed, in order to teach the students to read all the parts of the book and to become critics and autonomous.
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Orlandi, Aline Cristina Sola [UNESP]. "Entre lobos e lobisomens: feminismo, pornografia e gótico nos contos de Angela Carter." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/141923.

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Submitted by Aline Cristina Sola Orlandi (alineorlandi@yahoo.com.br) on 2016-07-25T17:21:11Z No. of bitstreams: 1 DISSERTAÇÃO - Versão Final.pdf: 1205432 bytes, checksum: 16ecc7a478715ff90bd529382059468e (MD5)<br>Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-07-28T12:28:58Z (GMT) No. of bitstreams: 1 orlandi_acs_me_arafcl.pdf: 1205432 bytes, checksum: 16ecc7a478715ff90bd529382059468e (MD5)<br>Made available in DSpace on 2016-07-28T12:28:58Z (GMT). No. of bitstreams: 1 orlandi_acs_me_arafcl.pdf: 1205432 bytes, checksum: 16ecc7a478715ff90bd529382059468e (MD5) Previous issue date: 2016-05-30<br>A presente dissertação de mestrado pretende elucidar à luz de teorias feministas e do gênero gótico algumas técnicas de escrita utilizadas por Angela Carter na reescrita do conto de fadas “Chapeuzinho Vermelho”, como forma de subversão de discursos patriarcais e desconstrução de todo um imaginário ocidental de subjugo e vitimização da mulher. Carter revisita os contos de fadas mais populares, na coletânea The Bloody Chamber and other stories, subvertendo padrões estruturais desses contos e também a posição da mulher como vítima passiva recorrente em alguns contos de fadas e na literatura gótica. Através dos contos “The Werewolf” e “The Company of Wolves” presentes na referida coletânea, pretende-se explorar como Carter faz uso de elementos do gótico para construir uma atmosfera de terror, que representa os perigos que a heroína terá que enfrentar para chegar ao final da trajetória e conquistar um prazer total (Jouissance), que ocorrerá através de sua independência econômica, social, sexual e imaginária. E como Carter propõe uma pornografia aliada à mulher, que a empodere e a ajude a descobrir sua identidade, para, assim, retomar seu lugar de igualdade com o homem na sociedade. Além disso, pretende-se elucidar, também, como a autora subverte o Gênero Gótico e os Contos de fadas, bem como a própria Pornografia e os discursos anti-pornografia do movimento feminista.<br>This master's thesis aims to elucidate through feminist theories and the Gothic genre some writing techniques used by Angela Carter in the rewriting of the fairy tale "Little Red Riding Hood" as a form of subversion of patriarchal discourses and deconstruction of an entire western imaginary subjugation and victimization of woman. Carter revisits the most popular fairy tales in the collection The Bloody Chamber and other stories, subverting structural patterns of these stories and also woman's position as recurring passive victim in some fairy tales and gothic literature. Through the tales "The Werewolf" and "The Company of Wolves", present in said collection, is intended to explore how Carter makes use of Gothic elements to build an atmosphere of terror, representing the dangers that the heroine will have to face to reach the end of the path and win a total pleasure (Jouissance), through its economic, social, sexual and imaginary independence. And how Carter proposes an ally pornography to woman, that empowers and helps her discover her identity, to thus repossess her place of equality with man in society. In addition, we intend to clarify, also, as the author subverts the Gender Gothic and Fairy tale, and the very Pornography and anti-pornography feminist movement speeches.
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Books on the topic "Little Red Riding Hood (Tale)"

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Richards, Melinda. Save Little Red Riding Hood! Simon Spotlight, 2009.

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Tony, Ross. Little Red Riding Hood. Puffin, 1995.

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Brothers, Grimm. Little Red Riding Hood. Kidfest International - Avshalom Rubin, 1987.

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Grimm Brothers. Little Red Riding Hood. North-South, 1987.

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Dolan, Penny. Red Riding Hood rap. Franklin Watts, 2009.

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Inc, Playmore, and Rose Art Studios, eds. Little Red Riding Hood. Playmore, Inc., 1987.

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Heller, Rebecca. Little Red Riding Hood. Rainbow Works, 1985.

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Baxter, Nicola. Little Red Riding Hood. Smithmark Pub., 1998.

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Katharine, Wood, and Cartledge Nick, eds. Little Red Riding Hood. Berryland Books, 2004.

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ill, Bywaters Lynn, ed. Little Red Riding Hood. Knopf, 1988.

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Book chapters on the topic "Little Red Riding Hood (Tale)"

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Murphy, Terence Patrick. "The Little Red Riding Hood Genotype." In From Fairy Tale to Film Screenplay. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552037_11.

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Murphy, Terence Patrick. "The Little Red Riding Hood Genotype in Psycho (1960)." In From Fairy Tale to Film Screenplay. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552037_12.

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Talairach-Vielmas, Laurence. "Nature Exposed: Charting the Wild Body in ‘Little Red Riding Hood’." In Fairy Tales, Natural History and Victorian Culture. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137342409_6.

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Zohar, Basmat Even. "The Female Role in Fairy Tales: 300 years of Little Red Riding Hood." In Kinderliteratur im interkulturellen Prozeß. J.B. Metzler, 1994. http://dx.doi.org/10.1007/978-3-476-03522-6_14.

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Ronde, Michiel de. "Walking in a fairy tale forest in search of a second primitivity with the help of Little Red Riding Hood." In Art that Tells the Truth. Routledge, 2024. http://dx.doi.org/10.4324/9781032629650-6.

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Baldee-Hordijk, Marlies, and Erik van Duijn. "Case Study: Little Red Riding Hood." In Neuropsychiatry Case Studies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42190-2_6.

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de Lima, Edirlei Soares, Antonio L. Furtado, and Bruno Feijó. "Storytelling Variants: The Case of Little Red Riding Hood." In Entertainment Computing - ICEC 2015. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24589-8_22.

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Harris, Paul L., Marc de Rosnay, and Samuel Ronfard. "The Mysterious Emotional Life of Little Red Riding Hood." In Contributions to Human Development. S. KARGER AG, 2013. http://dx.doi.org/10.1159/000354364.

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Murphy, Terence Patrick. "Little Red Riding Hood: The Defeat of the Heroine in the Struggle." In The Fairytale and Plot Structure. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137547088_14.

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Kramar, Margaret. "The Wolf in the Woods: Representations of “Little Red Riding Hood” in Twilight." In Bringing Light to Twilight. Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119246_2.

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Conference papers on the topic "Little Red Riding Hood (Tale)"

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Harde, Lasse, Lasse Jensen, Johan Krogh, Adrian Plesner, Oliver Sørensen, and Henning Pohl. "The Generative Fairy Tale of Scary Little Red Riding Hood." In IMX '24: ACM International Conference on Interactive Media Experiences. ACM, 2024. http://dx.doi.org/10.1145/3639701.3656303.

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Charoenbutra, Preeyaporn, and Cecilia Annett Lindqvist. "Girl – Wolf Relationships in Film Adaptations of Little Red Riding Hood." In World Conference on Media and Mass Communication. TIIKM, 2016. http://dx.doi.org/10.17501/medcom.2017.3106.

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Charoenbutra, Preeyaporn, and Cecilia Annett Lindqvist. "Girl – Wolf Relationships in Film Adaptations of Little Red Riding Hood." In World Conference on Media and Mass Communication. The International Institute of Knowledge Management (TIIKM), 2017. http://dx.doi.org/10.17501/medcom.2017.2106.

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Kilunovskaya, M. E., V. A. Semenov, V. S. Busova, and S. Brown. "„Little Red Riding Hood“ from the Saryg-Bulun burial ground in Tuva." In Евразия в энеолите - раннем средневековье (инновации, контакты, трансляции идей и технологий). Федеральное государственное бюджетное учреждение науки Институт истории материальной культуры Российской академии наук, 2022. http://dx.doi.org/10.31600/978-5-6047952-5-5.204-206.

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BLOJ, Emil Sorin. ""Scufița Roșie și prietenii ei" – activități extrașcolare de comunicare în limba română." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p355-360.

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For more than 10 years, the VOLUNTAREX group has been carrying out non-formal actions to attract students of different levels in educational actions. „Little Red Riding Hood and her friends” is a non-formal activity, in which, through play, children belonging to the Hungarian minority practice speaking in Romanian. The involvement of students from the pedagogical profile, in the proposed action, brings added value to the club’s activities.
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