| dc.description.abstract | With this work, we aimed to analyze the appropriations and the meanings produced
by children on women's identities in media reception. The investigation participants
were 17 children between 09-13 years of age. In the production process of empirical
research, we use some techniques such as the production of drawings, written
production, questionnaire, the selection of images on the Internet and speech
explained the wheels of conversation. We use this approach to qualitative research,
which allowed taking into account the diversity of appropriations and meanings
produced by children. The data produced by them are organized into categories for
analysis, which focused around women / people celebrities versus ordinary people;
beautiful vs. not beautiful (ugly); demure, fragile, delicate versus salient, vulgar,
displayed, girls, hot babes; and workers, mothers, companion, generous versus
professional, stylish, studious, intelligent. In seeking to understand the mechanisms
of social construction of women's identities and their relationship with the media,
dialogue with authors such as Laurel (1997, 2007), Fischer (2001, 2002); García
Canclini (2009, 2010), Hall (1997, 2005); Giddens (2002); Orozco Gomez (2011,
2012), Martin-Barbero (2009), Silverstone (2002), among others. The results of this
research indicated a strong media presence in children's lives, this defining
presence, along the family, their feminine identities. Models women / people they
approached are white, thin, blonde, modest, hardworking, gentle, not protruding, rich
and famous, and turned away from the black, fat, bulging, vulgar, poor, hot.
Hegemonic models are accepted or rejected in the context of Brazilian society, but
are produced and aired by the media. They penetrate the child's imagination and
shape social identities and subjectivities in our time. At the same time, children use
such models and concepts and the question when confronted on the wheels of
conversation, advancing critically in relation to the choices made in the process of
research. We believe, therefore, that children need to be educated to live equally with
differences, criticizing and facing any situations of domination, exploitation and denial
of their rights. | en |
