“CAST A SPELL ON ME!”: POWER, SILENCE, AND GENDER IN THE SONG POOR UNFORTUNATE SOULS

Authors

DOI:

https://doi.org/10.51891/rease.v11i8.20670

Abstract

This article analyzes how Disney children's narratives, especially the film The Little Mermaid (1989), act in the construction and reproduction of gender norms. Through the song Poor Unfortunate Souls, performed by the character Ursula, we investigate how the discourse present in the lyrics conveys values related to female submission, the importance of appearance, and silence as a feminine virtue. The research takes a qualitative and interpretive approach, grounded in Gender Studies and Women's Social History, based on authors such as Joan Scott and Judith Butler. It is observed that, even in contexts of fantasy and entertainment, these narratives operate as symbolic tools for the formation of subjectivities, contributing to the naturalization of gender inequalities from childhood.

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Author Biographies

  • Lucas Matheus Araujo Bicalho, Montes Claros State University

    Mestrando em História pela Universidade Estadual de Montes Claros (Unimontes).

  • Ana Paula Oliveira Lopes, Montes Claros State University

    Mestranda em História pela Universidade Estadual de Montes Claros (Unimontes).

  • Mariana Cristina Oliveira, UFSJ

    Filósofa pela Universidade Federal de São João del-Rei (UFSJ).

  • Derliane de Oliveira Medeiros, UFES

    Mestranda em Educação pela Universidade Federal do Espírito Santo (UFES).

  • Fabio Natan Leal Moura, UFVJM

    Acadêmico de Pedagogia na Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM).

  • Henrique Petrucci Marques, Montes Claros State University

    Mestrando em História pela Universidade Estadual de Montes Claros (Unimontes).

Published

2025-08-15

How to Cite

Bicalho, L. M. A., Lopes, A. P. O., Oliveira, M. C., Medeiros, D. de O., Moura, F. N. L., & Marques, H. P. (2025). “CAST A SPELL ON ME!”: POWER, SILENCE, AND GENDER IN THE SONG POOR UNFORTUNATE SOULS. Revista Ibero-Americana de Humanidades, Ciências E Educação, 11(8), 1492-1502. https://doi.org/10.51891/rease.v11i8.20670

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