[pt] A presente dissertação objetiva analisar a participação de atores da sociedade civil na prestação da cooperação técnica brasileira para países do Sul. Mais especificamente, busca-se compreender por que e de que forma o Governo brasileiro trabalha em parceria com atores sociais nestas iniciativas e as implicações da participação destes atores para a política exterior brasileira no campo da cooperação. O estudo fundamenta-se sobre dois estudos de caso de atores sociais distintos, porém com presença consolidada na cooperação ofertada pela Agência Brasileira de Cooperação, a saber: a organização do empresariado industrial SENAI e a ONG Alfabetização Solidária. Utilizando o instrumental teórico da Análise de Política Externa, voltado sobretudo ao exame do processo decisório, avalia-se a atuação destes atores privados. Conclui-se que embora participem da política de cooperação como entidades executoras, isto não implica que desenvolvam um papel meramente técnico. Em sentido inverso, as ações de cooperação abrem espaço, mesmo que indiretamente, para que participem e influenciem de modo mais substantivo a política externa brasileira no âmbito da Cooperação Sul-Sul. / [en] The purpose of this study is to analyze the participation of civil society in the Brazilian technical cooperation activities offered to other developing countries. Specifically, it seeks to understand why and how the Brazilian Government works in partnership with social actors in these actions and the consequences of social actors` participation in the Brazilian cooperation foreign policy. This research is based upon two case studies that involves two distinct social actors that have an important presence in the cooperation offered by the Brazilian Cooperation Agency, namely: the industrial organization SENAI and the NGO Solidarity in Literacy. Using the theoretical framework of Foreign Policy Analysis, related especially to decision making-process, the study analyses the role developed by these actors in the Brazilian cooperation policy. It concludes that despite these actors participate in Brazilian cooperation as entities that implement policies, this does not imply that they develop a mere technical role. On the contrary, the cooperation activities that they carried out with Brazilian Government allowed them, even indirectly, to substantially participate and influence the Brazilian foreign policy in the field of South-South Cooperation.

<p>This study is about inmates, who reflect upon their time in school, their experiences of school and how different things have influenced and affect them later in life. The aim with this study is to examine how different kinds of school related issues have affected the inmates in different ways. The aim is also to look at how school can spot in early years, children within the danger zone and provide for those children, so that they can be helped in different ways and so that they can be able to achieve different in life, not to end up becoming criminals later in life.</p><p>The main questions in this study are:</p><p>How did the chosen inmates experience their time in school?</p><p>Can you by looking at research tell that these persons already in their childhood were children within the danger zone?</p><p>What kind of school related issues could have contributed to a criminal lifestyle later in life?</p><p>The result of this study shows that all five have been children within the danger zone. In all five cases there have been school related issues that have affected those men. Issues such as; truancy, bullying, school defection, difficulties of concentrating and reading- and writing disorders. Issues which are to be seen as issues that could lead to a criminal lifestyle later in life.</p>

<p>Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.</p>

<p>Syftet med mitt arbete är att undersöka högläsningens roll i barns sätt att lära sig läsa och förstå vad läsning innebär. Många föräldrar läser sagor för sina barn kanske utan att tänka på den positiva inverkan det har. Det är just dessa faktorer jag vill lyfta fram.</p><p>Genom litteraturstudier och intervjuer framkommer det att högläsning har en märkbar påverkan på ett barns förmåga att lära sig läsa. Genom att iaktta läsarens samspel med t.ex. en bok eller tidning kan ett barn komma underfund med att dessa föremål innehåller något som väcker läsarens intresse. Barnet kan observera läsaren interaktion med boken och texten vilket ger barnet en läsmodell eller förebild att följa.</p><p>Högläsning tillsammans med ett eller flera barn ger också möjlighet för barnen att utöka sitt ordförråd samt att diskutera både texter och för dem okända ord. Just i detta syfte kan gruppens storlek ha olika påverkan.</p> / <p>The purpose with my essay is to explore the role of reading aloud in children’s way of coming to terms with what reading is. Many parents might read stories for their children without realizing its positive influence. These are the aspects I would like to address.</p><p>Through literature studies as well as interviews it shows that where is a noticeable deferens between children that have or have not been read to in their ability to learn how to read. Through observing the readers interaction with for example a book or a paper the child can realize that these objects contain something of interest to the reader. The child can note the reader’s interactions with the book or a text which provides the child with a foundation in its understanding of what reading is and the child also gets a role model.</p><p>When you read aloud to one or several children, it also gives them the opportunity to expand their vocabulary and furthermore to discuss both different texts and to them unknown words. For this particular reason the size of the group might have different affects.</p>

<p><strong>Sammanfattning</strong></p><p><strong> </strong></p><p>Det är inte bara elever med dyslexi som har läs- och skrivsvårigheter, utan problemet har ökat överallt i vårt moderna samhälle. Kraven på att läsa och ha god läsförståelse ökar i takt med att allt mer information skickas till oss via media, internet och post. Detta problem medförde att vi på den skola jag arbetar startade ett läsprojekt för att öka elevernas läsförståelse och därmed också deras resultat i skolan. Syftet med mitt arbete är att ta reda på vilka svårigheter och orsaker det finns för elever som har läs- och skrivsvårigheter, samt hur man ökar deras läsförståelseförmåga. Kan elever bara genom att läsa mera, kunna förbättra sina prestationer i läsförståelse. För att få ett svar på detta har jag undersökt elevers resultat av läsförståelsediagnoser. Resultaten presenteras utifrån en stanineskala som är en standardskala där elevernas poäng överförs till en niogradig skala. Ett staninevärde på fem motsvarar medelvärde. Sammanlagt nittiosju elever i samma ålder har kartlagts under högstadietiden. Resultatet vid undersökningen blev att läsförståelsen förbättrades för de svaga läsarna. Det visade sig också att de som var bra i sin läsförståelse i årskurs sju, sänkte sina resultat och närmade sig medelstanine fem. Ökad lästid i skolan har gjort att eleverna ökat sin läsförståelse. Däremot krävs det en utveckling av projektet, där samtalet kring det man läser sätts i fokus. Samtal ökar elevers förståelse och reflekterande.</p> / <p><strong>Abstract</strong></p><p>The problem with dyslexia has increased everywhere in our modern society. Requirements of proficiency in reading and comprehension skills, increases at a similar speed to that which information is disseminated. This problem led to a reading project in the school where I work. The aim was to increase pupils reading, comprehension and also their overall performance. Is it a possibility that by just reading more in school, pupils can improve their performance? To find and answer I have researched the pupils results from a reading comprehension diagnosis. The results are presented from a stanine scale, a standard scale where pupils points transfers to a nine degree scale. A stanine value of five is equal to mean and the lowest values are one and two. The reading diagnosis was undertaken by 97 pupils in the same age. The fist was carried out in autumn term of year seven and then every autumn up to year nine. The results show that reading comprehension improved for weaker readers from level one and two in year seven, to level three and four in year nine. The results also showed that pupils with good abilities in year seven lowered their results to middle stanine five in year nine. More time for reading in school shows that pupils increase their reading comprehension. However, the project needs to develop further, with focus on discussions following the reading of a text.</p>

<p><strong>Sammanfattning</strong></p><p>För att dagens elever ska kunna möta de krav som samhället ställer på läskunnighet behöver de kunna ta till sig innehållet i det de läser med god läshastighet och förståelse och de behöver kunna reflektera kring det lästa. Syftet med detta examensarbete är att ta reda på hur ett antal elever upplever hur deras reflektionsförmåga och läsförståelse påverkas av att arbeta med skönlitterära texter och textsamtal utifrån en metod som kan kallas <em>reflekterande läsning och</em> <em>skrivning</em>. Anledningen till detta är att jag vill ta reda på om arbetssättet passar att implementera över lag i den skola jag arbetar för närvarande.</p><p>                      Genom en litteraturgenomgång av språkets betydelse för människans utveckling, läs- och skrivutveckling, några olika didaktiska metoder och kvalitativa intervjuer med sex elever i år 9 redogör jag i detta examensarbete för hur man didaktiskt kan arbeta för att utveckla elevernas reflektionsförmåga och läsförståelse. Jag tar också upp svårigheter och kritik som framförts om den didaktiska metoden. Resultatet visar att fem av de sex eleverna upplever att de blivit bättre på att reflektera kring skönlitterära texter och att dessa reflektioner kan leda till en bättre förståelse för det lästa. Utifrån det resultat jag fått fram och den litteratur jag läst, anser jag att metoden, med några små justeringar, går att implementera från förskoleklass och uppåt.</p><p> </p><p>Nyckelord: reflekterande läsning och skrivning, läsförståelse, reflektionsförmåga</p> / <p><strong>Abstract</strong></p><p>In order to meet the requirements on reading acquisition of today’s society, students must know how to understand what they read and keep up their reading speed. They also need to know how to reflect upon what they are reading. The purpose with this examination is to find out how a number of students experience their ability to reflect upon fiction and how their reading comprehension is being improved by reading fiction and working with book talks through a didactic method called <em>reflective reading and writing</em>. The reason for doing this is that I would like to find out whether this method is suitable to implement at the school where I am working at the present.</p><p>                      By studying literature about the importance of language to man’s development, reading and writing acquisition, some different didactic methods and interviewing six students in year 9, I report in this examination on how you can work didactically to develop the students’ ability to reflect and their reading comprehension. I also report on difficulties with and critique on the method. The result shows that five of the six students experience a better ability to reflect upon fiction and that these reflections can lead to a better reading comprehension of the texts they have read. From the gained result and the literature I have studied, I am of the opinion that this method, with some adjustments, can be implemented as early as from pre-school class.</p><p> </p><p>Keywords: reflective reading and writing, reading comprehension, ability to reflect</p>

Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.

Syftet med mitt arbete är att undersöka högläsningens roll i barns sätt att lära sig läsa och förstå vad läsning innebär. Många föräldrar läser sagor för sina barn kanske utan att tänka på den positiva inverkan det har. Det är just dessa faktorer jag vill lyfta fram. Genom litteraturstudier och intervjuer framkommer det att högläsning har en märkbar påverkan på ett barns förmåga att lära sig läsa. Genom att iaktta läsarens samspel med t.ex. en bok eller tidning kan ett barn komma underfund med att dessa föremål innehåller något som väcker läsarens intresse. Barnet kan observera läsaren interaktion med boken och texten vilket ger barnet en läsmodell eller förebild att följa. Högläsning tillsammans med ett eller flera barn ger också möjlighet för barnen att utöka sitt ordförråd samt att diskutera både texter och för dem okända ord. Just i detta syfte kan gruppens storlek ha olika påverkan. / The purpose with my essay is to explore the role of reading aloud in children’s way of coming to terms with what reading is. Many parents might read stories for their children without realizing its positive influence. These are the aspects I would like to address. Through literature studies as well as interviews it shows that where is a noticeable deferens between children that have or have not been read to in their ability to learn how to read. Through observing the readers interaction with for example a book or a paper the child can realize that these objects contain something of interest to the reader. The child can note the reader’s interactions with the book or a text which provides the child with a foundation in its understanding of what reading is and the child also gets a role model. When you read aloud to one or several children, it also gives them the opportunity to expand their vocabulary and furthermore to discuss both different texts and to them unknown words. For this particular reason the size of the group might have different affects.

This study is about inmates, who reflect upon their time in school, their experiences of school and how different things have influenced and affect them later in life. The aim with this study is to examine how different kinds of school related issues have affected the inmates in different ways. The aim is also to look at how school can spot in early years, children within the danger zone and provide for those children, so that they can be helped in different ways and so that they can be able to achieve different in life, not to end up becoming criminals later in life. The main questions in this study are: How did the chosen inmates experience their time in school? Can you by looking at research tell that these persons already in their childhood were children within the danger zone? What kind of school related issues could have contributed to a criminal lifestyle later in life? The result of this study shows that all five have been children within the danger zone. In all five cases there have been school related issues that have affected those men. Issues such as; truancy, bullying, school defection, difficulties of concentrating and reading- and writing disorders. Issues which are to be seen as issues that could lead to a criminal lifestyle later in life.

Syftet med den här studien har varit att lära känna skolsystemet i utvecklingslandet Tanzania för att kunna ge en bild av vilka möjligheter lärare där har att stödja elever med läs- och skrivsvårigheter. För att bättre förstå under vilka premisser lärare i Tanzania arbetar har vissa jämförelser gjorts med svenska förhållanden. Genom att studera Tanzanias policydokument har jag fått en bild av hur Tanzanias regering vill att den tanzaniska skolan ska se ut. Frågan är om den bilden stämmer överrens med den bild lärare i Tanzania ger. För att ta reda på det åkte jag till Tanzania där jag genomförde intervjuer i grundskolor och på ett universitet där man utbildar specialpedagoger/speciallärare. Som kom-plement svarade några andra lärare i Tanzania på en enkät som handlade om hur de ser på barn med läs- och skrivsvårigheter och på sina möjligheter att stödja dessa barns utveckling. Samma enkät dela-des ut till några lärare i Sverige. På så sätt fick jag en kontrasterande bild att spegla de Tanzaniska förhållandena i. På många sätt har lärare i Sverige och i Tanzania väldigt olika förutsättningar. Men det finns även likheter. Både i Sverige och i Tanzania upplever lärare att kraven från statligt håll är svåra att uppfylla och i båda länderna finns det många hängivna lärare som vill jobba för att kunna hjälpa alla barn till en god utbildning. / The aim of this study has been to learn more about the school system in the developing country of Tanzania in order to give an idea of what opportunities there are for teachers in Tanzania to support students with dyslexia. For a better understanding of the premises teachers in Tanzania have some comparisons with Swedish conditions been made. By studying the Tanzanian policy documents I have got a picture of how the government of Tanzania want the Tanzanian school to be. The question is whether that image is in compliance with what teachers in Tanzania can give. To find out, I went to Tanzania where I conducted interviews in primary schools and at a university where they train special needs teachers. As a complement a few other teachers in Tanzania answered a questionnaire about how they look at children with reading and writing difficulties and how they experience their opportunities to support these children's development. The same questionnaire was distributed to some teachers in Sweden. In this way I got a contrasting picture that I could use to reflect the Tanzanian situation. In many ways, teachers in Sweden and in Tanzania have very different conditions. But there are also similarities. Both in Sweden and in Tanzania teachers experience that the requirements of the governments are difficult to encounter and in both countries there are many dedicated teachers who wish to help all children to get a good education.