{"id":5087,"date":"2025-09-05T10:12:01","date_gmt":"2025-09-05T08:12:01","guid":{"rendered":"https:\/\/recerca.blanquerna.edu\/greda\/?p=5087"},"modified":"2025-09-29T10:13:12","modified_gmt":"2025-09-29T08:13:12","slug":"tocar-oler-saborear-e-imaginar-la-cultura-y-la-experiencia-chicanas-los-libros-ilustrados-bilingues","status":"publish","type":"post","link":"https:\/\/recerca.blanquerna.edu\/greda\/tocar-oler-saborear-e-imaginar-la-cultura-y-la-experiencia-chicanas-los-libros-ilustrados-bilingues\/","title":{"rendered":"Tocar, oler, saborear e imaginar la cultura y la experiencia chicanas: los libros ilustrados biling\u00fces."},"content":{"rendered":"\n
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Bernardo Fl\u00f3rez, M.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

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A ra\u00edz del movimiento de protesta por los derechos civiles que tuvo lugar en Estados Unidos en la d\u00e9cada de los a\u00f1os 60, surgi\u00f3 el llamado el Movimiento, es decir las acciones de reivindicaci\u00f3n de sus derechos civiles por parte de la poblaci\u00f3n chicana. La aprobaci\u00f3n de la Bilingual Education Act (1974) signific\u00f3 un punto de inflexi\u00f3n para los ni\u00f1os chicanos, ya que se introdujeron programas biling\u00fces en las escuelas y la ley trajo consigo la publicaci\u00f3n de libros biling\u00fces que trataban cuestiones relevantes para los ni\u00f1os chicanos, en especial la exposici\u00f3n a lenguas y contextos diferentes a la prevaleciente cultura angl\u00f3fona. Desde ese momento, y en especial durante los a\u00f1os 80 y 90 con el auge del multiculturalismo en el sector editorial, para los autores chicanos de literatura infantil ha sido importante proporcionar a los ni\u00f1os chicanos representaciones de su identidad y cultura a trav\u00e9s de sus libros biling\u00fces, de modo que los ni\u00f1os biling\u00fces e inmigrantes pudieran ver su realidad reflejada en los libros que le\u00edan tanto en la lengua que se les ense\u00f1aba en la escuela, el ingl\u00e9s, como en la lengua que muchos de ellos hablaban en casa, el espa\u00f1ol. Mi propuesta tiene como objetivo el an\u00e1lisis de algunos de los libros ilustrados creados por estos autores chicanos, en su mayor\u00eda vinculados al mundo de la educaci\u00f3n, para explorar como mediante su obra, muestran que su experiencia es din\u00e1mica, diversa y compleja. Partiendo del an\u00e1lisis cr\u00edtico multicultural, analizo c\u00f3mo a trav\u00e9s de sus representaciones verbales y visuales estos autores transforman sus fronteras en lugares de contacto y de empat\u00eda para hacer que su realidad ling\u00fc\u00edstica y cultural sea visible.
El Movimiento, the Chicano Civil Rights Movement, was born within the Civil Rights Movement which took place in the United States in the 1960s. The passing of the Bilingual Education Act (1974) was a turning point for Chicano\/a children since bilingual programs were introduced in schools, and it also brought about the publication of bilingual books dealing with relevant issues for Chicano children, especially the exposure to languages and contexts different from the prevalent Anglophone culture. From that moment, and especially during the 1980s and the 1990s with the rise of Multiculturalism in the publishing industry, for Chicano\/a authors of children\u2019s books it has been important to provide Chicano\/a children with representations of their identity and culture through their books, so that bilingual and immigrant children could see their reality reflected in the books they read both in the language they were taught at school, English, and the language many of them spoke at home, Spanish. My proposal aims at analyzing some of the picturebooks created by these Chicano authors, most of them linked to the world of education, to explore how through their work they show that their experience is dynamic, diverse, and complex. Within the framework of the Critical Multicultural Analysis, I analyze how through their verbal and visual representations, these authors transform their borders into places of contact and empathy in order to make their linguistic and cultural reality visible.<\/p>\n\n\n\n

Keywords<\/h2>\n\n\n\n

libros ilustrados, biling\u00fcismo, infancia chicana, identidad de frontera, picturebooks, bilingualism, Chicanx childhood, border identity<\/p>\n<\/details>\n<\/div>\n<\/div>\n\n\n\n

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Tornar<\/a><\/div>\n<\/div>\n\n\n\n
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Bernardo Fl\u00f3rez, M.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[133493],"tags":[137987],"class_list":["post-5087","post","type-post","status-publish","format-standard","hentry","category-publicacions","tag-137987"],"_links":{"self":[{"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/posts\/5087","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/comments?post=5087"}],"version-history":[{"count":2,"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/posts\/5087\/revisions"}],"predecessor-version":[{"id":5545,"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/posts\/5087\/revisions\/5545"}],"wp:attachment":[{"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/media?parent=5087"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/categories?post=5087"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/recerca.blanquerna.edu\/greda\/wp-json\/wp\/v2\/tags?post=5087"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}