What do children read? Analysis of some of their readings from a gender perspective

This article addresses this problem by analysing literature for children and young people. The analysis aims to highlight how the socio-cultural constructions that are visible in the protagonists promote stereotypes and can be internalised by boys and girls. This research is based on a qualitative discourse analysis, which aims to identify stereotyped images that are reinforced by the use of stereotyped adjectives. The dialogue and descriptions were revised to enable a classification of different types of roles and ascertain whether or not they are present in most widely-read books, according to the Federation of Spanish Publishers, among children between the ages of 10 and 13 in 2018. The findings reveal the presence, albeit rarely explicit, of many of the identified stereotypes.