역사적 관점에서 본 근대 아동문학 - 프랑스를 중심으로 - (Modern Children’s Literature in France from a Historical Perspective)

서지정보

· 발행기관 : 호서사학회
· 수록지 정보 : 역사와 담론 / 70호 / 73 ~ 106페이지
· 저자명 : 고봉만

초록

아동을 위한 문학이라는 의미의 아동문학이 등장한 것은 근대 이후‘아동의 발견’이라는 역사적 사건이 있은 후에야 가능했다. 17세기이전에 아동문학은 매우 드물었으며 그 독자 또한 제한되어 있었다.
교육 체제의 변화와 더불어 학교에서 읽고 쓸 줄 아는 다수의 아동독자가 배출되었으며, 출판 기술의 발명 이후 아동을 위한 다양한 책도 생산되었다. 그러나 당시에 생산된 ‘아동을 위한 책’은 아동의 교육적 필요를 충족시키기 위한 것이었다. 진정한 의미에서의 아동문학의 탄생에 필요한 것은 활자나 종이가 아니라 개인의 권리에 대인식의 변화, 아동에 대한 관점의 변화였다.
본고에서는 프랑스를 중심으로 아동문학의 탄생과 성장 그리고 쇠락의 과정을 살펴보려고 한다. 우선 ‘아동’ 개념의 탄생과 아동 시기의 발견을 역사적 관점에서 정리하고, 다음으로 17세기부터 광범위하게 시작된 아동문학을 둘러싼 역사적 상황 및 사회적 변화를 점검하고, 끝으로 근대 아동문학의 탄생 과정, 아동을 위한 ‘특별한’ 책이나오는 과정, 아동 교육을 위한 사회적 필요성이 대두되는 과정을 살펴보려고 한다. 이를 통해 아동문학이 문학적 가치를 획득하게 되기까지의 단계를 규명해 볼 것이다.

영어초록

For a long time fairy tales that we perceive as children's literaturetoday have not been created and told for children, but for adults. It istrue that ever since Charles Perrault published Contes de ma mère l'oye,numerous works of fairy tales have influenced on the development ofchildren's literature, however, fairy tales, strictly speaking, were notwritten for children. Scholars of children's literature have argued thatthe concepts of ‘children’ or ‘childhood’ did not exist until the 17thcentury. Only in the late 18th century the concept of “children” werewidely accepted as one of the products of the modern world.
Historically, it has not been very long since children came to berecognized as individual entities. As childhood is a specifically modernconcept, the development of children’s literature for children becamepossible only by the ‘discovery of children’ in the modern history.
Children’s literature was very rare before the 17th Century and thereaders were also very limited. The change in the educational systemenabled a great number of young readers to read and write and variousbooks for children were published after the invention of the printingtechnology. However, the ‘books for children’ in that period werepublished with a view to fulfilling the educational needs of childrenThey were about etiquette, alphabet learning, and basic reading. In orderfor the children's literature in its true modern sense to exist, fundamentalchanges had been requisite in the awareness of individual rights and inthe notion of children, not just the invention of the movable types orthe availability of paper.
This paper examines the birth, development, and meaning ofchildren’s literature in France to address the concept of ‘children’ andthe discovery of childhood from a historical perspective. Then, itdiscusses the historical situations and social changes that gave birth tochildren’s literature from the 17th Century. Finally, it delves into theprocess of the birth of modern children’s literature, the publication of‘special’ books for children, and the social needs for children’seducation. In doing so, it aims to clarify how children’s literature haveearned the value as a form of literature.

참고자료

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