Submitted by Fabiana Cristina Ventura null (fc-ventura@hotmail.com) on 2016-10-03T23:16:33Z No. of bitstreams: 1 VENTURA, Fabiana Cristina. Literatura Infantil e Juvenil na escola....pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-06T19:29:01Z (GMT) No. of bitstreams: 1 ventura_fc_me_rcla.pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5) / Made available in DSpace on 2016-10-06T19:29:01Z (GMT). No. of bitstreams: 1 ventura_fc_me_rcla.pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5) Previous issue date: 2016-08-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa desenvolvida teve uma abordagem qualitativa do tipo etnográfico, com objetivo geral de analisar os documentos, os espaços e os momentos dedicados à literatura infantil e juvenil em uma escola, de Ensino Fundamental I, da Rede Municipal da cidade de Rio Claro (SP). Os objetivos específicos foram: analisar os documentos da instituição escolar, como o Projeto Político Pedagógico e outros, a fim de encontrar neles pistas que sinalizassem de que modo à prática de leitura e a literatura eram valorizadas nesse contexto; identificar e compreender as práticas de leitura literária vivenciadas pelos professores no Horário de Trabalho Pedagógico Coletivo, através de consulta às atas de HTPC e de entrevistas realizadas com a professora coordenadora, Sophia, e com a professora Lygia, do 5º ano; analisar as formas de abordagem da literatura infantil e juvenil na turma do 5º ano, por meio de observações semanais em sala de aula. Em virtude das relações estabelecidas com a educadora e com os educandos do 5º ano, propus e coordenei uma oficina de poesia com a turma, sendo que as atividades foram realizadas em parceria com a professora Lygia. Cabe mencionar que a análise dos dados produzidos está sustentada no paradigma indiciário (GINZBURG, 1989), o qual procura por meio de sinais desvelar detalhes considerados irrelevantes e marginais, no entanto, esses são e foram de extrema importância para elucidar as questões aqui investigadas. Por fim, esta pesquisa evidenciou o compromisso da equipe escolar e da educadora do 5º ano com a formação de leitores, através do planejamento e da mediação das práticas de leitura literária. / The developed research had a qualitative approach type ethnographic, with the overall objective of analyzing the documents, spaces and moments dedicated to children's literature in a school, elementary school, of the Municipal Network of the city of Rio Claro (SP). The specific objectives were to analyze the documents of the school, as the Pedagogical Political Project and others, in order to find in them clues that signalizes how the practice of reading and literature were valued in this context; identify and understand the literary reading practices experienced by teachers in Pedagogical Work Hours Collective, by consulting the minutes of HTPC and interviews with the coordinator teacher, Sophia, and Lygia teacher, 5th grade; examine ways of children's literature class approach in the 5th year, through weekly observations in the classroom, through consultation the minutes of HTPC and interviews with the coordinator teacher, Sophia, and Lygia teacher, 5th grade; examine ways of children's literature class approach in the 5th year, through weekly observations in the classroom. Because of the relationship established with educator and the schoolchild of the 5th year, I proposed and coordinated a poetry workshop with the class, and the activities were carried out in partnership with Lygia teacher. It is worth mentioning that the analysis of the data produced is sustained in the evidential paradigm (GINZBURG, 1989), what you are looking through of the signs exhibit details considered irrelevant and marginal, however, these are and have been of utmost importance to clarify the issues investigated here. Finally, this research showed the commitment of the school team and the educator of the 5th year with the formation of readers, through the planning and mediation of practices of the reading.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-21T16:36:13Z No. of bitstreams: 2 Dissertação - Histávina Duarte Pereira - 2014.pdf: 1070049 bytes, checksum: 07cac415064a81d4f37d936b10a939cf (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-21T16:36:25Z (GMT) No. of bitstreams: 2 Dissertação - Histávina Duarte Pereira - 2014.pdf: 1070049 bytes, checksum: 07cac415064a81d4f37d936b10a939cf (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-01-21T16:36:25Z (GMT). No. of bitstreams: 2 Dissertação - Histávina Duarte Pereira - 2014.pdf: 1070049 bytes, checksum: 07cac415064a81d4f37d936b10a939cf (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-01-30 / The literature , besides being a word, culture instrument that is permitted by the construction of values . Fairy tales have always been present in the conscious and unconscious / the reader / a from different eras . There are a growing number of contemporary tales written from the retelling of classic tales . In such readings , are noticeable transformations arising from cultural , social , historical and political influences of each historical moment . Child and adolescent literature , considered a cultural object , mediates the child's relationship with the world , showing , in a symbolic way , the sociocultural relations present in reality , thereby increasing children's knowledge and his linguistic field . From the analysis of the tales Little Red Riding Hood (1697) by Charles Perrault , Little Red Riding Hood (1812) Brothers Grimm , Little Red Riding Hood (2004 ) by Rubem Alves and history of a famous story (2010) Carolina Alonso was possible to reflect on the social changes occurring in the context of ethics , representations of gender and sexuality represented in such narratives . In this study, we presented some ideas based partly on theoretical and analytical contributions on Gender Studies, Sexuality and Intertextuality, which allowed to verify, in the analysis of dialogism caught between contemporary and classic tales, the first by a proposed operating transgression of gender roles and relations as understood in a patriarchal and androcentric culture. / A literatura, além de ser a arte da palavra, constitui instrumento cultural que faculta a construção de valores. Os contos de fadas sempre estiveram presentes no consciente e inconsciente do/a leitor/a das mais diversas épocas. Há um número crescente de contos contemporâneos escritos a partir da releitura dos contos clássicos. Em tais releituras, são perceptíveis transformações advindas de influências culturais, sociais, históricas e políticas de cada momento histórico. A literatura infantil e juvenil, considerada um objeto cultural, intermedia a relação da criança com o mundo, demonstrando, de forma simbólica, as relações socioculturais presentes na realidade, aumentando, assim, o conhecimento da criança e seu domínio linguístico. A partir das análises dos contos Chapeuzinho Vermelho (1697) de Charles Perrault, Chapeuzinho Vermelho (1812) dos Irmãos Grimm, Chapeuzinho Vermelho (2004) de Rubem Alves e Antecedentes de uma famosa história (2010) de Carolina Alonso, foi possível refletir sobre as transformações sociais ocorridas no âmbito da ética, das representações de gênero e da sexualidade representadas em tais narrativas. No presente estudo, foram apresentadas algumas ideias fundamentadas em parte dos aportes teóricos e analíticos sobre Estudos de gênero, Sexualidade e Intertextualidade, que permitiram verificar, quando da análise do dialogismo travado entre os contos contemporâneos e os clássicos, que os primeiros operam por uma proposta de transgressão dos papéis e relações de gênero tal como compreendidos numa cultura patriarcal e androcêntrica.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-07-13T18:17:31Z No. of bitstreams: 2 Dissertacão - Lilian Rosa Aires Carneiro - 2015.pdf: 900711 bytes, checksum: 69bf3c3ea1386e118b1555ab12e7881d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-07-14T13:53:53Z (GMT) No. of bitstreams: 2 Dissertacão - Lilian Rosa Aires Carneiro - 2015.pdf: 900711 bytes, checksum: 69bf3c3ea1386e118b1555ab12e7881d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-07-14T13:53:53Z (GMT). No. of bitstreams: 2 Dissertacão - Lilian Rosa Aires Carneiro - 2015.pdf: 900711 bytes, checksum: 69bf3c3ea1386e118b1555ab12e7881d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-03-19 / This dissertation aims to analyze the construction of the literary space and its implications for the constitution of the identity of the protagonist character in the novel A mocinha do Mercado Central, of the author from Minas Gerais (Brazil), Stella Maris Rezende. The narrative, published in 2011, is presented with a narrative structural manner, of smaller plots within the larger plot, which condenses, portrays, invents and reinvents fluidly the concerns, contradictions and perplexities of human nature. The character undertakes, throughout the plot, several journeys, a fact that guides the narrative evolution, giving it dynamism. Maria, the protagonist, goes through various geographic points, social and cultural knowledge spaces, besides to revive deep experiences and discover the contradictions of life: happiness and sorrow, tragedy and magic, dream and action and, on this path, she go building herself. From this perspective, the work reference, among many things, the relevance of space to make up the character and effects of meaning. An important point in building the character is in the adoption of several names over the travel undertaken. In each city through which she passes, she takes on a new identity, both performing with a different name, as acting in various fields of work. This shift, which is not only physical, but inside, reveals the protagonist maturing process. While juvenile novel, the work meets the young reader, who sees herself, also, in agonizing self-discovery phase. The theoretical referential is established from the dialogue with literary scholars with Arroyo (2011), Candido (1947, 1972 and 2004), Rabbit (1991), Colomer (2003), Lajolo and Zilberman (1985) and Zinani (2010); the topology and the literary space with Bachelard (1988), Borges Filho (2007; 2009) and Lins (1976); the identity issue with Bauman (1998 and 2005), Hall (2000 and 2004) and Silva (2012) among others. These theorists contributed to provide theoretical support for the analysis of the work, allowing the achievement of objectives. The methodological route permeates brief considerations of youth literature, biography of the author and analysis of the novel and its interface with spatial theories, analysis of space and identity. The study results showed that, in this novel, the focus is on the character and its identity search, which circulates around shaft of the being multiple that live in constantly changing. Furthermore, it is also noted the influence of the space to push forward the character. Therefore, this study not only analyzes the literary space in the novel, but discusses its effects and influences on identity construction of the character. / Esta dissertação tem como principal objetivo analisar a construção do espaço literário e suas implicações para a constituição da identidade da personagem protagonista no romance A mocinha do Mercado Central, da autora mineira Stella Maris Rezende. A narrativa, publicada em 2011, apresenta-se com um modo estrutural narrativo de enredos menores dentro do enredo maior, que condensa, retrata, inventa e reinventa com fluidez as inquietações, contradições e perplexidades da natureza humana. A personagem empreende, ao longo do enredo, várias viagens, fato que norteia a evolução narrativa, dando-lhe dinamicidade. Maria, a protagonista, percorre diversos pontos geográficos, espaços de conhecimento social e cultural além de (re)viver experiências profundas e descobrir as contradições da vida: alegria e tristeza, tragédia e magia, sonho e ação e, nessa trajetória, ela vai se construindo. Nessa perspectiva, a obra referencia, dentre tantos aspectos, a relevância do espaço para a constituição da personagem e seus efeitos de sentido. Um dado importante na construção da personagem está na adoção de vários nomes ao longo das viagens empreendidas. Em cada cidade por onde passa ela assume uma nova identidade, tanto se apresentando com um nome diferente, quanto atuando em diversos campos de trabalho. Esse deslocamento, que não é apenas físico, mas interior, revela o processo de amadurecimento da protagonista. Enquanto romance juvenil, a obra vai ao encontro do leitor jovem, que se vê, também, na angustiante fase de autodescoberta. Como referencial teórico, estabelece-se diálogo com estudiosos da literatura com Arroyo (2011), Candido (1947, 1972 e 2004), Coelho (1991), Colomer (2003), Lajolo e Zilberman (1985) e Zinani (2010); da topologia e do espaço literário com Bachelard (1988), Borges Filho (2007; 2009) e Lins (1976); da questão identitária com Bauman (1998 e 2005), Hall (2000 e 2004) e Silva (2012) dentre outros. Esses teóricos contribuíram ao fornecer suporte teórico para a análise da obra, permitindo o alcance dos objetivos propostos. O roteiro metodológico perpassa por breves considerações da literatura juvenil, a biografia da autora e análise do romance e sua interface com as teorias espaciais, topoanalíticas e identitárias. Os resultados do estudo demonstraram que, neste romance, o enfoque reside na personagem e a sua busca identitária, que circula em torno do eixo do ser múltiplo que vive em constante mutação. Além disso, notou-se também a influência do espaço para impulsionar a personagem. Portanto, este estudo não somente analisa o espaço literário no romance, mas discute seus efeitos e influências na construção identitária da personagem.

A presente pesquisa insere-se na área de Estudos da Tradução e consiste em um estudo descritivo orientado ao produto. Tem como proposta examinar um corpus de diferentes retextualizações interlinguais e intralinguais, em português e em espanhol, das fábulas de Tomás de Iriarte, autor espanhol que publicou seu fabulário no século XVIII, o qual foi traduzido, adaptado e republicado diversas vezes ao longo dos séculos, em versão integral ou em partes selecionadas. Para tanto, descrevemos as diferentes operações realizadas nas retextualizações e procuramos colocá-las em relação com diferentes nomenclaturas utilizadas para designar ofertas informativas secundárias, ou textos que se derivam de outro texto que os antecede cronologicamente e visivelmente lhes serve como texto-fonte. Levando em conta que o propósito e o público-alvo das diversas retextualizações de mesmos textos de partida parecem ser a chave para entendê-los, conjugamos uma perspectiva descritiva e uma funcionalista para investigá-las, observando se parecem ter sido elaboradas com o propósito claro de atrair o público infantil ou não. O instrumental de análise básico é o modelo descritivo de tradução literária proposto por Lambert e Van Gorp (2011[1985]), combinado com o trabalho de Genette (2009[1987]) sobre paratextos editoriais. O trabalho estrutura-se em três partes, nas quais desenvolvemos uma contextualização do estudo, apresentamos o referencial teórico e o corpus, e desenvolvemos as análises das fábulas de Iriarte e das retextualizações selecionadas. Os resultados aos quais chegamos permitem classificar as retextualizações analisadas em traduções interlinguais, adaptações interlinguais, adaptações intralinguais e reedições, além de demonstrar procedimentos de tradução e de adaptação, tanto pontuais quanto globais. A pesquisa demonstra a pertinência da abordagem teórica escolhida para a discussão da nomenclatura dos diferentes tipos de retextualização possíveis, o que se obteve por meio de análises macro e microtextuais. / The present research is inserted in the Translation Studies and consists of a descriptive study oriented to the product. Its purpose is to examine a corpus composed by different interlinguistic and intralinguistic retextualizations, both in Portuguese and Spanish, from the fables of Tomás de Iriarte, a Spanish author who first published his work in the 18th century. Iriartes fables have been translated, adapted and republished several times over the centuries, in full version or in selected parts. In order to proceed the analysis, we describe the different operations performed in the retextualizations and try to relate them to different nomenclatures used to designate secondary offers of information, or texts that are derived from another text that precedes them chronologically and clearly serves as source text. Considering that the purpose and the target audience of the various retextualizations of the same source texts seem to be the key to understand them, we combine a descriptive and functionalist perspective to investigate those texts, observing whether they seem to have been aimed at children or not. The basic analysis instrument is the descriptive model of literary translation proposed by Lambert and Van Gorp (2011 [1985]), combined with Genette\'s work (2009 [1987]) on editorial paratexts. The work is structured in three parts, in which we develop a contextualization of the study; present the theoretical reference and the corpus, and develop the analyzes of the fables of Iriarte and the selected retextualizations. The results not only allow us to classify the analyzed retextualizations as interlingual translations, interlingual adaptations, intralinguistic adaptations and reissues, but also demonstrates translation and adaptation procedures, both punctual and global. The research demonstrates the pertinence of the theoretical approach chosen for the discussion of the nomenclature of the different types of possible retextualization, which was obtained through macro and microtextual analyzes.

Esta dissertação tem como objetivo contextualizar, esquematizar e refletir sobre os resultados alcançados durante a Proposta Anual de Formação Literária (PAFL). Trabalho desenvolvido para o programa de pós-graduação de mestrado profissional PROFLETRAS e aplicado na Escola Estadual Profa. Zilah Ferreira Passarelli de Campos, de São José dos Campos/SP, a alunos do 9º ano do ensino fundamental II. O foco do trabalho desenvolvido foi proporcionar aos alunos de 9º ano, além do contato com um cânone literário de transição entre os estágios da formação do leitor, a promoção de projetos de leitura e atividades, dentro ou fora da sala de aula, que contribuíssem para a formação literária efetiva, utilizando-se tanto de produção literária indicada ao público juvenil, como produções destinadas ao leitor adulto, mas que adaptadas ou não possuíssem afinidades com o leitor em formação, a fim de proporcionar desenvolvimento do leitor literário ao final do ensino fundamental. Portanto, busca-se no relato da proposta realizada, descrever a realidade do ensino da literatura em uma escola pública; delinear os aspectos profissionais; sistematizar as práticas realizadas; promover a exposição pormenorizada das obras escolhidas, dos projetos literários aplicados e das atividades realizadas; apresentando os dados e os resultados obtidos pelos alunos participantes da PAFL. / This dissertation aims to contextualize, lay out and reflect on the results achieved during the Annual Proposal for Literary Formation. Work developed for professional master\'s graduate program PROFLETRAS and applied in the Escola Estadual Professora Zilah Ferreira Viagi Passarelli de Campos, in Sao Jose dos Campos / SP, for students in 9th grade of elementary school. The focus of the work was to provide students of 9th grade, as well as contact with a literary canon transition between stages of the reader\'s training, the promotion of reading projects and activities, inside or outside the classroom, which contribute to effective literary formation, using both literature indicated young readers, such as products intended for adult reader but which - adapted or not - with the reader possess affinities in formation, in order to provide the developing reader literary at the end of elementary school. Therefore, we seek on account of the proposal made, describe the reality of literature teaching in a public school; outline the professional aspects; systematize the activities undertaken; promote detailed description of the chosen works of applied literary projects and activities; presenting the data and the results obtained by students participating Proposal Annual Literary Formation.

Recentes avaliações nacionais, como SARESP Sistema de Avaliação de Rendimento Escolar do Estado São Paulo (2012) e Prova Brasil Sistema Nacional de Avaliação da Educação Básica SAEB (2012), apontam um número considerável de alunos brasileiros que não compreendem o que leem e não conseguem escrever um simples bilhete, resultado alarmante que demanda um trabalho mais eficaz voltado para a proficiência em leitura e escrita. Aumentar ou expandir a competência leitora e escritora dos educandos, por meio do contato com a literatura, é um grande desafio para os professores de Língua Portuguesa. Portanto, investir neste objetivo deveria constituir um dos principais escopos da educação e, consequentemente, das instituições escolares que desejam contribuir efetivamente na formação de cidadãos reflexivos, críticos, autônomos e atuantes diante da sociedade. A hipótese que permeia este estudo é que, por meio de um trabalho sistemático com a Literatura Infanto-juvenil no Ensino Fundamental, o aluno se motive para a releitura e a escrita criativa de Contos, desenvolvendo, assim, sua competência leitora e escritora. Esta pesquisa teve como objetivo geral realizar um projeto cujas ações levassem à releitura e à escrita criativa de Contos. O projeto foi denominado `Recriar é preciso! e realizado com alunos do nono ano do Ensino Fundamental de uma escola da Rede Pública Municipal de São José dos Campos. As produções textuais dos alunos culminaram na confecção de uma antologia de contos. Tendo por base a perspectiva sociointeracionista da Linguística Aplicada, utilizou-se como metodologia a pesquisa-ação que visa a intervir na situação, privilegiando objetivos factíveis. Os aportes teóricos utilizados nesta pesquisa baseiam-se em Bakthin (1992 e 2005) e seus conceitos sobre gênero do discurso e dialogia; Vygotsky (2007) e zona de desenvolvimento proximal; Kleiman (1989), acerca dos processos de leitura e escrita, além de Paiva (2008) e Cosson (2006) sobre literatura. A obra literária infanto-juvenil carrega em si um conteúdo existencial muito intenso, porque estabelece um forte vínculo com a vivência dos alunos, cujas identidades são formadas por diversas vozes. As estratégias de leitura e de produção escrita desenvolvidas se mostraram eficientes e os resultados obtidos foram satisfatórios. Ficou demonstrado neste trabalho que os alunos gostaram dos textos selecionados e se motivaram para a escrita criativa e seus discursos evidenciaram mudanças de atitudes perante suas experiências de vida. / Recent national evaluations, like SARESP Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (system of evaluation in the education performance on the state of São Paulo) (2012) and Prova Brasil Sistema Nacional de Avaliação da Educação Básica (national system of evaluation on the basic education) SAEB (2012), show a significant amount of Brazilian students who do not comprehend what they read and cannot write a simple note, an alarming result that demands a more efficient work regarding reading and writing proficiency. Enhancing or expanding the reading and writing skills of students, through the contact with literature, is a big challenge for Portuguese Language teachers. Therefore, investing in this purpose should constitute one of the main scopes of education and, consequently, of educational institutions that wish to effectively contribute in the training of citizens who are sensible, independent and active in society. The hypothesis that permeates this study is that through a systematic work with youth literature during Elementary School, the student motivates himself to re-reading and creative writing of tales, developing this way his reading and writing skills. This research had as a general goal to carry out a project which actions led to re-reading and creative writing of tales. The project was named `Recriar é preciso! (Recreating is necessary!) and it was done with ninth grade Middle School students from a city public school of São José dos Campos. The textual productions of the students composed an anthology of stories book. As basis they had the social interactionist perspective of Applied Linguistics, using as methodology the action-research which aims to intervene in the situation, giving priority to feasible goals. The theoretical contribution used in this research were based in Bakthin (1992 and 2005) and his concepts about speech genres and dialogism; Vygotsky (2007) and his proximal zone of development; Kleiman (1989), about reading and writing proceedings, besides Paiva (2008) and Cosson (2006) about literature. The youth literary work has a very intense existential content because it establishes a strong link with the students experiences, whose identities are formed by different languages. The reading strategies and writing productions developed were considered effective and the obtained results were reasonable. In this work it was proved that students liked the chosen texts and motivated themselves to creative writing and their speeches showed changes of attitude facing life experiences.

Une analyse détaillée de la poésie pour enfants en Italie dans une direction multidisciplinaire (historique, thématique, rhétorique, pédagogique, sociologique) n’avait jamais été réalisée ni commencée jusqu’à aujourd’hui. Le présent ouvrage est donc le premier à prendre en considération une gamme chronologique suffisamment large - de 1945 à nos jours - qui traitent de problèmes éparpillés dans les différents chapitres de littératures pour enfants ou dans des articles de revues spécialisées. Malgré le grand intérêt que l’industrie de l’édition a manifesté dans le passé (au moins depuis les années 60) et continue de démontrer aujourd’hui au public d’enfants, et malgré la richesse et la variété des collections dédiés à la création de poésie et de poésie, l’absence d’ un étude générale nous a paru une grave lacune. L’absence de critique systématique s’explique peut-être par le peu de prestige qui, aujourd’hui malgré tout, recouvre l’écriture destinée aux enfants, comme si l’écriture pour enfants n’était qu’un prélude à la “vraie” écriture et que la poésie pour enfants (considerée comme “simplifiée”) n’était qu’une condition préalable de la “vraie” poésie.Nous pensons donc tout d’abord avoir démontré l’importance de la poésie dans l’enfance même et de sa grande importance dans le processus d’éducation et d’éducation esthétique. A notre avis, la critique ne peut en effet pas être soumise à des principes didactiques ou moraux, mais doit tenir compte de cette démarche artistique : le recueil de poésie pour enfants doit donc satisfaire ses besoins (curiosité, jeu, besoin de s’exprimer) et constituent en même temps un véritable pont entre l’art, la littérature et la musique. L’apport de disciplines telles que la sociologie, en particulier les réflexions sur la société et la culture dites “liquides” théorisées par Zygmunt Bauman ont enrichi les élaborations proposées.Une autre nouveauté est d’avoir mené une étude sur le genre dans le domaine de la poésie de l’enfance. Bien que non définitive, cette enquête nous a permis d’élargir l’horizon de la critique.Dans le contexte des auteurs, nous pensons avoir eu le mérite de nous rappeler des auteurs peu présents (ou totalement absents) dans les anthologies de poésie pour enfants, tels que Tommaso Landolfi, Giulia Niccolai, Rossana Ombres et Giovanni Arpino et pour avoir revendiqué et réservé espace particulier à Giuseppe Pontremoli et Pierluigi Cappello. Dans le contexte des anthologies, nous pensons également, à juste titre, que nous avons inclus l’analyse (et l’évaluation) d’anthologies pour enfants dans l’étude de l’anthologie poétique (en particulier celles de Roberto Antonelli dans « Critica del testo » et Niccolò Scaffai), une opération complètement nouvelle. L’anthologie proposée suit donc les critères mis en évidence et diffère considérablement de celles du passé et de celles actuellement sur le marché. / A detailed analysis of poetry for children in Italy in a multidisciplinary direction (historical, thematic, rhetorical, pedagogical, sociological) had never been carried out, nor started until today. The present work is therefore the first that takes into consideration a sufficiently wide chronological range - from 1945 to the present - dealing with issues that were found scattered in the various chapters of literatures for children or in articles in specialized magazines. Despite the great interest that the publishing industry has shown in the past (at least since the Sixties onwards) and still demonstrates today towards the public of children, and despite the richness and variety of necklaces dedicated to the creation of poetry and poetry, the lack of a general study seemed to us a serious gap. The absence of a systematic critique can perhaps be explained by the little prestige that still today, despite everything, covers the writing intended for children, as if writing for children were only a prelude to “true” writing, and poetry addressed to children a simple (and simplified) premise of “true” poetry.We therefore think, first of all, of having demonstrated the importance of poetry for childhood in itself and its great significance in the process of education and aesthetic education. In our opinion, the criticism cannot in fact be subjected to didactic or moral principles, but must take into account this artistic approach : the poetry book for children must therefore satisfy its needs (curiosity, play, the need to express oneself ) and at the same time constitute a real bridge to art, literature and music. The contribution of disciplines such as sociology, in particular the reflections on the so-called “liquid” society and culture theorized by Zygmunt Bauman have enriched the proposed elaborations.Another innovation is that of having carried out a gender study in the field of childhood poetry. Although not definitive, this survey has allowed us to broaden the horizon of criticism.In the context of the authors we think we have had the merit of remembering authors who are not very present (or completely absent) in the anthologies of poetry for children, such as Tommaso Landolfi, Giulia Niccolai, Rossana Ombres and Giovanni Arpino and for having claimed and reserved one particular space to Giuseppe Pontremoli and Pierluigi Cappello. In the context of anthologies, we also rightly believe that we have included the analysis (and evaluation) of children’s anthologies in the study of poetic anthology (in particular those by Roberto Antonelli in « Critica del testo » and Niccolò Scaffai), a completely new operation. The proposed Anthology therefore follows the highlighted criteria and differs considerably from those of the past as well as those currently on the market.

Research shows that the inclusion of youth literature in lower secondary schools has several advantages, including improvement of language proficiency development. For this reason the Swedish lower secondary school curriculum endorses the use of literature in language classes. There is, however, a great deal of freedom with regard to how teachers may implement literature for language learning purposes. Hence, this study aims to examine how some teachers use literature in their teaching to develop student’s language development and how the teachers perceive the benefits and challenges that come from using literature. The results show that incorporating literature in the classroom is regarded as important and that teachers  can see numerous benefits for the students. The results also indicate that there are various approaches available for teachers to integrate literature into their teaching.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Resume The thesis deals with monitoring image of handicapped person in present Czech literature for children and youth. It involves creation from the 90th of the 20th century. Its aim is focusing on selected representative works of various authors and identifies the way of inclusion the physical, mental and social handicap. Selected works are different, they vary in genre, approach to disability and also in age of target readers. The reasons for this diversity is capture the range of options to solve this task as clearly as possible. The primary aspect is in particular literary and aesthetic, but the thesis also affects the emerging elements of educational, moral and ethical. It is engaged in construction of the main character and other characters, while the deciding recognition of differences is when the main character has handicap and on the other hand when handicap is viewed from a distance. In this diversity is also important the narrative perspective, that with their variations can lead to emphasize the heart of disabled person and his own emotionality, or more likely monitor the interaction of handicapped individual with world and other people. The thesis also investigates, whether there are any genre clichés, such superficially happy ending, or over-idealization of characters and considers modelling...