{"id":1165,"date":"2026-08-06T09:52:42","date_gmt":"2026-08-06T07:52:42","guid":{"rendered":"http:\/\/gbook-rebuild.local\/uzitecne-informace\/"},"modified":"2026-08-06T14:54:19","modified_gmt":"2026-08-06T12:54:19","slug":"uzitecne-informace","status":"publish","type":"page","link":"https:\/\/g-book.eu\/cs\/zdroje\/uzitecne-informace\/","title":{"rendered":"U\u017eite\u010dn\u00e9 informace"},"content":{"rendered":"\r\n<h1><strong>Pro\u010d jsou genderov\u00e9 ot\u00e1zky v knih\u00e1ch pro d\u011bti a mlad\u00e9 dosp\u011bl\u00e9 tak z\u00e1sadn\u00ed?<\/strong><\/h1>\r\n<p>Literatura pro d\u011bti a ml\u00e1de\u017e hraje kl\u00ed\u010dovou roli ve v\u00fdvoji genderov\u00e9 identity d\u00edvek a chlapc\u016f. To dokazuj\u00ed \u010detn\u00e9 studie, kter\u00e9 rovn\u011b\u017e poukazuj\u00ed na to, \u017ee knihy pro d\u011bti a ml\u00e1de\u017e \u010dasto zobrazuj\u00ed a posiluj\u00ed sexistick\u00e9 a genderov\u00e9 stereotypy. Stereotyp je p\u0159esv\u011bd\u010den\u00ed, \u017ee v\u0161ichni lid\u00e9 ur\u010dit\u00e9 skupiny se chovaj\u00ed stejn\u00fdm zp\u016fsobem, ani\u017e by se braly v \u00favahu individu\u00e1ln\u00ed vlastnosti jednotliv\u00fdch \u010dlen\u016f. Konkr\u00e9tn\u011bji \u0159e\u010deno, sexismus je ukotven ve stereotypn\u00edm vn\u00edm\u00e1n\u00ed mu\u017e\u016f a \u017een. Stereotypy na z\u00e1klad\u011b pohlav\u00ed funguj\u00ed jako kulturn\u011b a soci\u00e1ln\u011b konstruovan\u00e9 v\u011bzen\u00ed; sna\u017e\u00ed se vt\u011bsnat individu\u00e1ln\u00ed vlastnosti do dvou polarizovan\u00fdch kategori\u00ed (mu\u017esk\u00e9 a \u017eensk\u00e9) v hierarchick\u00e9m vztahu a t\u00edm ovlivnit lidi, aby se chovali podle rigidn\u00edch spole\u010densk\u00fdch o\u010dek\u00e1v\u00e1n\u00ed. V mnoha evropsk\u00fdch zem\u00edch st\u00e1le p\u0159evl\u00e1daj\u00ed tradi\u010dn\u00ed modely reprezentace genderov\u00fdch identit, co\u017e podporuje a posiluje genderovou nerovnost a n\u00e1sil\u00ed. Mnoh\u00e9 studie uk\u00e1zaly, \u017ee mlad\u00ed lid\u00e9 maj\u00ed tendenci automaticky p\u0159ij\u00edmat modely, kter\u00e9 jim jsou p\u0159edkl\u00e1d\u00e1ny, a identifikovat se s postavami, kter\u00e9 maj\u00ed stejn\u00fd gender jako oni.<\/p>\r\n<h2>Sou\u010dasn\u00e9 p\u0159\u00edstupy k genderu v literatu\u0159e pro d\u011bti a ml\u00e1de\u017e<\/h2>\r\n<p>Tvorbou redak\u010dn\u00edch po\u010din\u016f, kter\u00e9 jsou siln\u011b zat\u00ed\u017eeny genderov\u00fdmi stereotypy, se literatura pro d\u011bti a ml\u00e1de\u017e v posledn\u00ed dob\u011b zam\u011b\u0159uje na d\u00edvky a chlapce odli\u0161n\u00fdm zp\u016fsobem. Jedn\u00edm z aktu\u00e1ln\u00edch trend\u016f je vytv\u00e1\u0159en\u00ed \u010dasto stereotypn\u00edch knih a s\u00e9ri\u00ed odli\u0161n\u00fdch pro chlapce a d\u00edvky. Obecn\u011b plat\u00ed, \u017ee knih pro d\u00edvky je v\u00edce a jsou rozmanit\u011bj\u0161\u00ed a n\u011bkter\u00e9 z nich obsahuj\u00ed tak\u00e9 pozitivn\u00ed vzory a reprezentace. Tyto ned\u00e1vn\u00e9 nakladatelsk\u00e9 trendy v lze vysv\u011btlit studiemi, kter\u00e9 prok\u00e1zaly, \u017ee d\u00edvky statisticky \u010dtou v\u00edce ne\u017e chlapci. Naopak vyd\u00e1van\u00e9 materi\u00e1ly pro chlapce jsou omezen\u011bj\u0161\u00ed, a to jak kvantitativn\u011b, tak kvalitativn\u011b. V d\u016fsledku toho literatura pro d\u011bti a ml\u00e1de\u017e posiluje rigidn\u00ed p\u0159edstavu protiklad\u016f mezi pohlav\u00edmi a podporuje bin\u00e1rn\u00ed a konven\u010dn\u00ed modely. Tradi\u010dn\u011b se d\u00edvky zobrazuj\u00ed podle zastaral\u00e9ho rozd\u011blen\u00ed na \u201ehodn\u00e9 holky\u201c a \u201emrchy\u201c. D\u00edvky jsou tedy v\u011bt\u0161inou zobrazov\u00e1ny jako kr\u00e1sn\u00e9, laskav\u00e9, jemn\u00e9, mil\u00e9, b\u00e1zliv\u00e9, citliv\u00e9, emocion\u00e1ln\u00ed a starostliv\u00e9 na jedn\u00e9 stran\u011b a \u017e\u00e1rliv\u00e9, uf\u0148ukan\u00e9 a rozmazlen\u00e9 na stran\u011b druh\u00e9. Jejich \u010diny a chov\u00e1n\u00ed odpov\u00eddaj\u00ed troj\u00edmu imperativu: b\u00fdt hezk\u00e1, poslu\u0161n\u00e1 a starostliv\u00e1. Na druh\u00e9 stran\u011b maj\u00ed chlapci obecn\u011b v\u00edce mo\u017enost\u00ed: mohou b\u00fdt siln\u00ed, odv\u00e1\u017en\u00ed, neposlu\u0161n\u00ed, vynal\u00e9zav\u00ed, sobe\u010dt\u00ed, dobrodru\u017en\u00ed, hlu\u010dn\u00ed, nerozv\u00e1\u017en\u00ed a sebev\u011bdom\u00ed. Maj\u00ed v\u011bt\u0161\u00ed svobodu v rol\u00edch a chov\u00e1n\u00ed, kter\u00e9 je obvykle zobrazuje jako asertivn\u00ed, sebev\u011bdom\u00e9 a sm\u011bl\u00e9. Role \u017eensk\u00fdch postav jsou omezeny na matky, babi\u010dky, u\u010ditelky, baler\u00edny, princezny, v\u00edly a \u010darod\u011bjnice, a i kdy\u017e \u017eeny pracuj\u00ed, staraj\u00ed se o dom\u00e1cnost a rodinu. Mu\u017esk\u00e9 postavy naopak zast\u00e1vaj\u00ed \u0161ir\u0161\u00ed \u0161k\u00e1lu rol\u00ed: jsou otci, d\u011bde\u010dky, kouzeln\u00edky, \u010darod\u011bji, in\u017een\u00fdry, policisty, staviteli dom\u016f, mal\u00ed\u0159i, hudebn\u00edky, hasi\u010di, \u0159editeli, l\u00e9ka\u0159i, bankovn\u00edmi \u00fa\u0159edn\u00edky, herci, v\u011bdci, kapit\u00e1ny, pr\u016fzkumn\u00edky, detektivy atd. Kdy\u017e se vr\u00e1t\u00ed z pr\u00e1ce, jsou unaven\u00ed a mus\u00ed odpo\u010d\u00edvat, pohodln\u011b usazeni v k\u0159esle. N\u00e1sleduj\u00edc\u00ed tabulka shrnuje stereotypn\u00ed protiklady mezi pohlav\u00edmi, kter\u00e9 se vyskytuj\u00ed v knih\u00e1ch pro d\u011bti a ml\u00e1de\u017e:<\/p>\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"127\"><strong>D\u00edvky<\/strong><\/td>\r\n<td width=\"127\"><strong>Chlapci<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"127\">Unvit\u0159<\/td>\r\n<td width=\"127\">Venku<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"127\">Pasivn\u00ed<\/td>\r\n<td width=\"127\">Aktivn\u00ed<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"127\">Soukrom\u00e1 sf\u00e9ra<\/td>\r\n<td width=\"127\">Ve\u0159ejn\u00e1 sf\u00e9ra<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"127\">Kr\u00e1sa<\/td>\r\n<td width=\"127\">S\u00edla<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p>\u00a0 Je proto nezbytn\u00e9 podporovat genderov\u011b pozitivn\u00ed literaturu pro d\u011bti a ml\u00e1de\u017e a nab\u00edzet d\u00edvk\u00e1m i chlapc\u016fm knihy s postavami, kter\u00e9 bo\u0159\u00ed genderov\u00e9 stereotypy. V p\u0159\u00edstupu evropsk\u00fdch zem\u00ed k genderov\u00e9 identit\u011b v d\u011btsk\u00e9 literatu\u0159e st\u00e1le existuj\u00ed v\u00fdznamn\u00e9 rozd\u00edly. Tam, kde je genderov\u00e1 rovnost v\u00edce respektov\u00e1na, je produkce genderov\u011b pozitivn\u00ed d\u011btsk\u00e9 literatury roz\u0161\u00ed\u0159en\u011bj\u0161\u00ed. V \u0159ad\u011b zem\u00ed v\u0161ak popularizace tohoto druhu literatury teprve za\u010d\u00edn\u00e1.<\/p>\r\n<h2>Pro\u010d je G-BOOK d\u016fle\u017eit\u00fd? Jak m\u016f\u017ee p\u0159isp\u011bt k p\u0159ekon\u00e1n\u00ed stereotyp\u016f?<\/h2>\r\n<p>Projekt vznikl na z\u00e1klad\u011b pov\u011bdom\u00ed o v\u00fd\u0161e zm\u00edn\u011bn\u00e9 kl\u00ed\u010dov\u00e9 roli, kterou hraje literatura pro d\u011bti a ml\u00e1de\u017e ve v\u00fdvoji genderov\u00e9 identity d\u011bt\u00ed a dosp\u00edvaj\u00edc\u00edch. Studie prok\u00e1zaly, \u017ee mlad\u00e9 generace maj\u00ed tendenci p\u0159ej\u00edmat genderov\u00e9 modely a role prezentovan\u00e9 v knih\u00e1ch, kter\u00e9 \u010dtou, a \u010dasto je nekriticky asimiluj\u00ed. A\u010dkoli roste mno\u017estv\u00ed liter\u00e1rn\u00ed produkce, kter\u00e1 si je v\u011bdoma genderov\u00fdch ot\u00e1zek a sna\u017e\u00ed se zpochyb\u0148ovat genderov\u00e9 stereotypy, je tato produkce v evropsk\u00fdch zem\u00edch rozlo\u017eena nerovnom\u011brn\u011b. Nav\u00edc je \u010dasto odsunuta do jak\u00e9si \u201eniche\u201c kategorie a nedost\u00e1v\u00e1 se k v\u011bt\u0161in\u011b d\u011bt\u00ed a dosp\u00edvaj\u00edc\u00edch. V t\u00e9to souvislosti by literatura pro d\u011bti a ml\u00e1de\u017e m\u011bla:<\/p>\r\n<ul>\r\n<li>Pom\u00e1hat mladmu \u010dten\u00e1\u0159stvu rozpozn\u00e1vat a p\u0159ekon\u00e1vat stereotypy;<\/li>\r\n<li>Nab\u00edzet r\u016fzn\u00e9 genderov\u00e9 modely a reprezentace identity, kter\u00e9 jsou v\u0161echny stejn\u011b hodnotn\u00e9 a p\u0159ijateln\u00e9;<\/li>\r\n<li>Umo\u017enit mlad\u00fdm lidem svobodnou p\u0159edstavu sebe sama podle sv\u00e9ho osobn\u00edho vkusu, preferenc\u00ed, z\u00e1jm\u016f, postoj\u016f a schopnost\u00ed;<\/li>\r\n<li>Vychov\u00e1vat je k respektov\u00e1n\u00ed, oce\u0148ov\u00e1n\u00ed a uzn\u00e1v\u00e1n\u00ed rozd\u00edl\u016f \u2013 a\u0165 u\u017e kulturn\u00edch, n\u00e1bo\u017eensk\u00fdch, fyzick\u00fdch nebo souvisej\u00edc\u00edch s genderem a sexu\u00e1ln\u00ed orientac\u00ed.<\/li>\r\n<\/ul>\r\n<p>\u00a0 Knihy zahrnut\u00e9 v bibliografii G-book maj\u00ed za c\u00edl propagovat literaturu pro d\u011bti a ml\u00e1de\u017e, kter\u00e1 je genderov\u011b pozitivn\u00ed z hlediska rol\u00ed a vzor\u016f, literaturu, kter\u00e1 je otev\u0159en\u00e1, pluralitn\u00ed, rozmanit\u00e1, prost\u00e1 stereotyp\u016f a kter\u00e1 podporuje respekt a diverzitu. Jednou z v\u00fdzev projektu je p\u0159ekonat bin\u00e1rn\u00ed rozd\u011blen\u00ed knih na ty ur\u010den\u00e9 pro chlapce a ty ur\u010den\u00e9 pro d\u00edvky. Toho lze dos\u00e1hnout nab\u00eddkou \u0161irok\u00e9 \u0161k\u00e1ly text\u016f pro d\u00edvky i chlapce, kter\u00e9 jim ukazuj\u00ed mnoho r\u016fzn\u00fdch genderov\u00fdch model\u016f. Tyto knihy podpo\u0159\u00ed a pos\u00edl\u00ed kritick\u00e9 my\u0161len\u00ed mlad\u00e9ho \u010dten\u00e1\u0159stva a pomohou jim uv\u011bdomit si, \u017ee nejsou uv\u011bzn\u011bni*y ve v\u011bzen\u00ed rigidn\u00edch genderov\u00fdch model\u016f: mohou si svobodn\u011b vybrat, k\u00fdm a \u010d\u00edm cht\u011bj\u00ed b\u00fdt, a t\u00edm umo\u017en\u00ed i ostatn\u00edm za\u017e\u00edt stejnou svobodu. \u00a0<\/p>\r\n<p><strong>Doporu\u010den\u00e1 \u010detba a zdroje<\/strong><\/p>\r\n<ul>\r\n<li><em>Bambine e ragazzine tra letteratura e societ\u00e0<\/em> (<em>Liber<\/em> 82 &#8211; 2009, pp. 17-35).<\/li>\r\n<li><em>Stereotipi sessisti<\/em> (<em>Liber <\/em>93<em> &#8211; <\/em>2013, pp. 34-41).<\/li>\r\n<li>VV, <em>Sguardi differenti. Il punto su sessismo, gender e alienazione genitoriale<\/em>, Foggia, Casa editrice Mammeonline, 2016.<\/li>\r\n<li>VV., <em>Questioni di gender <\/em>(<em>La ricerca<\/em> 9 &#8211; December 2015).<\/li>\r\n<li>Belotti Gianini Elena, <em>Dalla parte delle bambine<\/em>, Feltrinelli, 1973.<\/li>\r\n<li>Belotti Gianini Elena, <em>Sessismo nei libri per bambini<\/em>, Milano, Dalla parte delle bambine, 1978.<\/li>\r\n<li>Biemmi Irene, <em>Educazione sessista. Stereotipi di genere nei libri delle elementari<\/em>, Rosenberg &amp; Sellier, 2017.<\/li>\r\n<li>Chabrol Gagne Nelly, <em>Filles d\u2019albums. Les repr\u00e9sentations du f\u00e9minin dans l\u2019album<\/em>, Le Puy-en-Velay, L\u2019Atelier du poisson soluble, 2011.<\/li>\r\n<li>Connan-Pintado Christiane, Gilles B\u00e9hot\u00e9guy (eds.), <em>Etre une fille, \u00eatre un gar\u00e7on dans la litt\u00e9rature pour la jeunesse<\/em>, Bordeaux, Presses Universitaires de Bordeaux, 2014.<\/li>\r\n<li>Connan-Pintado Christiane, Gilles B\u00e9hot\u00e9guy (eds.), <em>Etre une fille, \u00eatre un gar\u00e7on dans la litt\u00e9rature pour la jeunesse. <\/em><em>2<\/em> <em>Europe 1850-2014<\/em>, Bordeaux, Presses Universitaires de Bordeaux, 2017.<\/li>\r\n<li><em>Quante donne puoi diventare? Guida alla decifrazione degli stereotipi sessisti negli albi<\/em>. Citt\u00e0 di Torino. <a href=\"http:\/\/www.comune.torino.it\/politichedigenere\/bm~doc\/guida-alla-decifrazione-degli-stereotipi-sessisti-negli-albi-illustrati.pdf\">http:\/\/www.comune.torino.it\/politichedigenere\/bm~doc\/guida-alla-decifrazione-degli-stereotipi-sessisti-negli-albi-illustrati.pdf<\/a><\/li>\r\n<li><em>Immaginario di genere<\/em> (<em>Liber<\/em> 113 &#8211; 2017, pp. 42-51).<\/li>\r\n<li>Lipperini Loredana, <em>Ancora dalla parte delle bambine<\/em>, Milano, Feltrinelli, 2007.<\/li>\r\n<li>Lyon Clark Beverly, Margaret R. Higonnet (eds.), <em>Girls boys books toys<\/em>, Baltimore and London, The John Hopkins University Press, 1999.<\/li>\r\n<li><em>Questioni di genere<\/em> (<em>Hamelin<\/em> 29 &#8211; October 2011).<\/li>\r\n<li>Pace Rossana, <em>Immagini maschili e femminili nei testi per le elementari, <\/em>Roma, Presidenza del consiglio dei ministri, 1986.<\/li>\r\n<li>Porzio Serravalle (ed.),<em> Saperi e libert\u00e0 2\u2026 Vademecum<\/em>, Milano, Associazione Italiana Editori, 2001.<\/li>\r\n<li>Porzio Serravalle (ed.),<em> Saperi e libert\u00e0: maschile e femminile nei libri, nella scuola e nella vita<\/em>, Milano, Associazione Italiana Editori, 2000.<\/li>\r\n<\/ul>\r\n<p><strong>Existuj\u00edc\u00ed italsk\u00e9 bibliografie o d\u011btsk\u00e9 literatu\u0159e a genderu<\/strong> Tu, di che genere sei? Storie del maschile e del femminile nei libri per bambini e ragazzi.<\/p>\r\n<ol>\r\n<li>Chi sono io? Identit\u00e0, cambiamenti, crescita, autonomia.<\/li>\r\n<li>Come tu mi vedi: diversit\u00e0, maschile e femminile, corpo, amore, famiglia.<\/li>\r\n<\/ol>\r\n<p>Tu, di che genere sei? Storie del maschile e del femminile: un percorso bibliografico per bambine e bambini della scuola primaria. Tu, di che genere sei? Storie del maschile e del femminile: un percorso bibliografico per ragazze e ragazzi della scuola secondaria di primo grado. Biblioteca intercomunale di Vezzano Padergnone e Terlano, 2013. <a href=\"http:\/\/www.liberweb.it\/News-article-sid-7381-topic-24.html\">http:\/\/www.liberweb.it\/News-article-sid-7381-topic-24.html<\/a> \u00a0 Pari opportunit\u00e0 e differenze di genere. Bibliografia a cura della Biblioteca dei Ragazzi e delle Ragazze del Comune di Bari <a href=\"http:\/\/www.isrn.it\/wp-content\/uploads\/2018\/02\/Bibliografia_pari_opportunit%C3%A0_e_differenze_di_genere_bari.pdf\">http:\/\/www.isrn.it\/wp-content\/uploads\/2018\/02\/Bibliografia_pari_opportunit%C3%A0_e_differenze_di_genere_bari.pdf<\/a> \u00a0 Narrativa a tematica di genere per l\u2019infanzia e l\u2019adolescenza. Citt\u00e0 di Torino file:\/\/\/C:\/Users\/Roberta\/OneDrive\/Documenti\/Documenti\/Genre_Gender_Genere\/Progetto%20G-BOOK\/bibliografie%20letteratura%20infanzia%20e%20genere\/narrativatemgenere%20-%20Torino.pdf \u00a0 SCOSSE. Leggere senza stereotipi [<a href=\"http:\/\/www.scosse.org\/leggere-senza-stereotipi\/\">http:\/\/www.scosse.org\/leggere-senza-stereotipi\/<\/a>] (Online catalogue) \u00a0 Fierli Elena, Giulia Franchi, Sara Marini, <em>Leggere senza stereotipi. Figurarsi il futuro. Osservatorio sull\u2019editoria per l\u2019infanzia 0-6 in Italia e all\u2019estero<\/em>, Cagli, Settenove, 2017. \u00a0 Leggere differenze. Biblioteca Sala Borsa Ragazzi, Bologna <a href=\"https:\/\/www.bibliotecasalaborsa.it\/ragazzi\/bibliografie\/24650\">https:\/\/www.bibliotecasalaborsa.it\/ragazzi\/bibliografie\/24650<\/a> \u00a0 Calpurnia e le sue sorelle. 11 febbraio giornata internazionale per le donne e le ragazze nella scienza. Biblioteca Sala Borsa Ragazzi, Bologna <a href=\"https:\/\/www.bibliotecasalaborsa.it\/ragazzi\/bibliografie\/calpurnia_e_le_sue_sorelle\">https:\/\/www.bibliotecasalaborsa.it\/ragazzi\/bibliografie\/calpurnia_e_le_sue_sorelle<\/a> \u00a0 Sebben che siamo donne&#8230; Il Novecento attraverso ritratti di donne italiane. Biblioteca Sala Borsa Ragazzi, Bologna. <a href=\"https:\/\/www.bibliotecasalaborsa.it\/ragazzi\/bibliografie\/25821\">https:\/\/www.bibliotecasalaborsa.it\/ragazzi\/bibliografie\/25821<\/a><\/p>\r\n","protected":false},"excerpt":{"rendered":"<p>Pro\u010d jsou genderov\u00e9 ot\u00e1zky v knih\u00e1ch pro d\u011bti a mlad\u00e9 dosp\u011bl\u00e9 tak z\u00e1sadn\u00ed? Literatura pro d\u011bti a ml\u00e1de\u017e hraje kl\u00ed\u010dovou roli ve v\u00fdvoji genderov\u00e9 identity d\u00edvek a chlapc\u016f. To dokazuj\u00ed \u010detn\u00e9 studie, kter\u00e9 rovn\u011b\u017e poukazuj\u00ed na to, \u017ee knihy pro d\u011bti a ml\u00e1de\u017e \u010dasto zobrazuj\u00ed a posiluj\u00ed sexistick\u00e9 a genderov\u00e9 stereotypy. Stereotyp je p\u0159esv\u011bd\u010den\u00ed, \u017ee &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/g-book.eu\/cs\/zdroje\/uzitecne-informace\/\" class=\"more-link\">Pokra\u010dovat ve \u010dten\u00ed<span class=\"screen-reader-text\"> &#8222;U\u017eite\u010dn\u00e9 informace&#8220;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":1185,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1165","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/pages\/1165","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/comments?post=1165"}],"version-history":[{"count":0,"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/pages\/1165\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/pages\/1185"}],"wp:attachment":[{"href":"https:\/\/g-book.eu\/cs\/wp-json\/wp\/v2\/media?parent=1165"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}