Resumo: O presente artigo tem como objetivo explorar a história O Flautista de Hamelin. Para tanto, são apresentados aspectos sociais referentes à infância da época (provável) em que foi criado o conto, bem como algumas curiosidades a respeito do mesmo. Além disso, o texto traz um relato pessoal (das autoras) de uma atividade de contação de histórias em uma creche de uma escola pública de Porto Alegre a partir da versão do livro O Flautista de Hamelin, de Tatiana Belinky. Após perguntas e conversas informais sobre o conto, foram analisadas as exposições orais das crianças. Como suporte teórico, a pesquisa traz contribuições de estudos de autores ligados, principalmente, à área de Literatura Infantil e Educação. Constatou-se que a história do flautista motivou intervenções representativas, uma vez que durante a atividade de contação as crianças lançavam mão de aspectos típicos de sua cultura e mostravam, ainda, o domínio que tinham de ordenação temporal dos eventos do texto, bem como a criatividade que lhes é peculiar -em sua faixa etária -de recriarem na situação do chamado faz-de-conta.Palavras-chave: Educação Infantil; Literatura Infantil; Contação de Histórias.Abstract: This article's goal is to explore the story of The Pied Piper of Hamelin. In order to do so, social aspects of childhood in the (probable) time when the story was created are presented, as well as some curiosities about the text. Furthermore, this paper brings a personal statement (by the authors) of a storytelling activity in a public school nursery in Porto Alegre, based upon the version of the book The Pied Piper of Hamelin, by Tatiana Belinky. After some questions and informal conversation about the tale, the children's verbal expositions were analyzed. The research brings, as a theoretical background, contributions of studies from authors connected, mainly, to the field of Children's Literature and Education. It brought the conclusion that the piper's story motivated representative interventions, since during the storytelling activity children used typical aspects of their culture and also showed their dominium of temporal arrangement of the text's events, as well as their peculiar creativity -according to their age -of recreating in the situation of the so-called make-believe.

This article discusses representations of television in written texts found in elementary school Portuguese language textbooks (PLTb) from 5th to 8th grade. In order to obtain the necessary information for this article, six PLTb collections were selected (out of the 35 that were analyzed and approved by Brazil's National Textbook Program – PNLD – in 2002). This work is referenced in Cultural Studies, a field of study that considers culture to be central and constitutive in/of all the aspects of social life, emphasizing the analysis that sees pedagogy as a complex and comprehensive phenomenon. The analysis is developed using six categories (TV/alienation; TV/violence/values; TV/nostalgia; TV/consumption/advertisement; TV/teacher/news/information; and TV/pros). The conclusion is that most of the texts studied approach the negative effects of television; the ways it could incite violence, diminish intelligence, alienate the subjects and deceive the spectator – that is, a very present topic in students' lives – possibly assuming it would be of their liking. The referred technology is portrayed as harmful and negative. In order to discuss the distinct categories, a dialogue between the different conceptions that emerge at the TV/Tb intersection was developed.

In 2014 the Vulnerability in Acquisition: Language Impairments in Dutch (VALID) 1 Data Archive for pathological language data (CLARIN-NL-12-010 grant) was launched. The aim of the VALID Data Archive is to unite various available datasets ranging from metadata, experimental results, and test outcomes to spontaneous speech data, including video recordings, and to develop unambiguous protocols to ascertain the interpretation of research outcomes. In this chapter we report a study that we carried out using the VALID Data Archive. In an earlier project the language development of children with Speci c Language Impairment (SLI) had indeed been investigated using a narrative task (retelling of a picture story); the VALID database thus contains transcripts and audio les of the speech of 50 children with SLI and 24 age-matched typically developing (TD) children in the age range between 5;6 to 12;0 years, who all participated in this earlier project. Our study focused on morphosyntactic and lexical accuracy and complexity, in order to determine which language measures are diagnostic indicators of SLI on the basis of this narrative data. Results showed that SLI children performed less well than TD children for morphosyntactic and lexical accuracy and complexity. Interestingly, the results obtained can be compared to results found in three other studies on narratives performed by SLI and TD children. The similarities and di erences in the outcomes reveal the urgency to have identical, precise protocols in handling and analysing complex data.