Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-01T22:26:04Z No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) / Made available in DSpace on 2017-02-01T22:26:04Z (GMT). No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) Previous issue date: 2016-09-12 / This dissertation in inserted in the line of research 2 ? Cultures, Formation and pedagogical Practices ? of the postgraduate program in Education at the State University of Feira de Santana (UEFS). It aimed to understand the implications of the discipline ?Aesthetics and Ludicity in Children?s Literature? on the pedagogical practices of teachers graduated in Portuguese language and literature at the State University of Bahia. Based on this assumption, the locus of this research was the State University of Bahia (UNEB), campus XXII, located in the town of Euclides da Cunha. The research subjects were six teachers graduated from UNEB, who work with students in the initial years in a public middle school. It is a qualitative research study, in which I opted for a semi-structured interview as an instrument for data collection, and I was inspired by life stories. In doing so, I could map conflicts, values, contradictions, and the way that each interviewee sees and signifies his or her reality. It was also possible to investigate the relations, the representations, the interpretations, and what these subjects graduated in Portuguese language and literature think of Children?s Literature in their formation. For this purpose, the research used as a theoretical basis authors such as Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) among others. The insertion of Children?s Literature as a discipline in teaching courses is an issue that has been timidly discussed in the academic environment. Despite oscillating in the curricula of several higher education institutions, this genre marks strong presence in classrooms. As this theoretical and literary knowledge is given a secondary role in the formation of teachers holding a teaching degree in language and literature, a gap is created in their formation, given that Children?s Literature will be present in their everyday teaching activities. The data analysis showed that only the insertion of the discipline is not the solution to the formation of readers. On the contrary, this formation issue is more closely associated with the teacher?s experience with literary reading than with the study of Children?s Literature during the graduation course in teaching. And here is the key point. In order for teachers to be mediators in reading activities, they need to see themselves as literary readers. / Esta disserta??o est? inserida na linha de pesquisa 2 ? Culturas, Forma??o e Pr?ticas Pedag?gicas ? do Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana (UEFS). Seu prop?sito foi compreender as implica??es do componente curricular ?O est?tico e o l?dico na Literatura infantojuvenil? na pr?tica do licenciado em Letras Vern?culas, da Universidade do Estado da Bahia (UNEB). Partindo desses pressupostos, essa pesquisa teve como l?cus a Universidade do Estado da Bahia, campus XXII, situado na cidade de Euclides da Cunha. Seus sujeitos foram seis professores das s?ries finais do ensino fundamental da rede p?blica, egressos do referido campus. Trata-se de uma pesquisa qualitativa, onde optei pela entrevista semiestruturada como instrumento de coleta de dados e me inspirei na Hist?ria de Vida. Dessa forma, pude mapear conflitos, valores, contradi??es, os modos como cada entrevistado percebe e significa sua realidade. Foi poss?vel, ainda, investigar as rela??es, as representa??es, as interpreta??es, o que os sujeitos pensam acerca da literatura infantojuvenil em sua forma??o, enquanto licenciados em Letras. Para tanto, a pesquisa teve como aporte te?rico autores como Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) entre outros. A inser??o da Literatura infantojuvenil como disciplina em cursos que visam ? forma??o de professores ? uma quest?o que vem sendo timidamente discutida no meio acad?mico. Apesar de oscilar nos curr?culos de diversas institui??es de ensino superior, esse g?nero marca forte presen?a na sala de aula. ? medida que se relega a um segundo plano esse conhecimento te?rico-liter?rio na forma??o do licenciado, constr?i-se uma lacuna em sua forma??o, pois, em sua atua??o enquanto docente, a literatura (infantil e juvenil) estar? presente em seu dia-a-dia. A an?lise de dados mostrou que apenas a inser??o da disciplina n?o se constitui como uma solu??o para a forma??o de leitores. Ao contr?rio, a quest?o de tal forma??o est? mais associada ?s viv?ncias do professor com a leitura liter?ria do que apenas com o estudo da literatura infantojuvenil durante a licenciatura. Eis o ponto-chave desvelado: a hist?ria de leitura do licenciado. O professor, para ser mediador de leitura, necessita ser e se perceber enquanto leitor liter?rio.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-03T16:32:05Z No. of bitstreams: 1 Ingrid Scherdien.pdf: 6084815 bytes, checksum: 0d670638f11d3125223eb5b6b96d98d2 (MD5) / Made available in DSpace on 2015-07-03T16:32:05Z (GMT). No. of bitstreams: 1 Ingrid Scherdien.pdf: 6084815 bytes, checksum: 0d670638f11d3125223eb5b6b96d98d2 (MD5) Previous issue date: 2014-03-24 / Nenhuma / Presencia-se, no contexto da sociedade em rede, a emergência do livro digital, viabilizado pelos avanços tecnológicos que transformaram a cultura material contemporânea. Embora seja uma nova mídia, possui seu alicerce firmado junto às origens da civilização humana, tendo sofrido transformações morfológicas, técnicas e simbólicas até se estruturar no texto das telas eletrônicas. Representante de uma das maiores mudanças do mercado editorial, o livro digital é capaz de promover novas práticas e novos significados de leitura. Essa relação do suporte eletrônico com as práticas de leitura no contexto das editoras mostrou-se como um foco de pesquisa promissor para a investigação no design, que sempre acompanhou as transformações do livro ao longo da história. Entende-se que a presença do livro digital cria novas relações entre leitores, editores e autores, e, assim, a demanda pela inovação exige do design uma abordagem estratégica. O objetivo deste trabalho é a definição de diretrizes projetuais de sistemas produto-serviço para o livro digital, visando o reposicionamento das editoras no mercado sob a perspectiva do design estratégico. Para chegar a tais resultados, este estudo investiga e classifica as práticas dos leitores em diferentes plataformas eletrônicas, utilizando-se da técnica de diários de leitura. Também investiga as estratégias para o livro digital vigentes no mercado, através de entrevistas com a editora Companhia das Letras. Ainda propõe a estruturação de cenários de inovação para o livro digital por meio de um workshop colaborativo. Os cenários projetados consideram um futuro predominantemente digital, no qual os livros promovem diferentes experiências de leitura. Com as análises das informações, os principais resultados compreendidos são expressos na forma de diretrizes de projeto, que apontam para uma maior simplificação e flexibilização das configurações de apresentação dos livros em múltiplas plataformas, para a mudança das narrativas com foco principal nos hiperlinks, para o acesso da tecnologia aos cinco sentidos humanos e para a transformação da leitura em uma atividade social e colaborativa. / It is observed, in the context of an on-line society, the incipience of the digital book, made possible by technological advances that shaped the contemporary material culture. Although this is considered a new media, it has its roots deep on the origins of the human civilization, going through technical, symbolic and morphologic changes until it was structured into text on electronic screens. A representative of one of the biggest changes in the editorial market, the digital book is capable of promoting new practices and new meanings to reading. The relation between the electronic devices with the reading practices in the context of publishing houses has shown itself a promising investigative research focus in design, which has always followed the transformations in books throughout history. It is understood that the presence of the digital book creates new relationships between readers, publishing houses, and authors, thus the demand for innovation requires a strategic approach from design. The goal of this research is the setting up of project guidelines for product-service systems to the digital book media, aiming at the repositioning of publishing companies in the market under the perspective of strategic design. To get to such results, this study investigates and classifies the reader’s practices in different electronic platforms, using the reading diaries technique. This study also investigates the digital book strategies already used by publishing companies, through a couple of interviews with the publishing company Companhia das Letras. Finally, this study offers a glimpse of innovative scenarios for the digital book through a collaborative workshop. The projected scenarios analyze a predominantly digital future, in which books are going to promote different reading experiences. Through the analysis of the information, the main result were expressed in the structure of project guidelines, which point to simpler and more flexible sets of appearance of digital books in multiple platforms, changing from narratives with focus in hyperlink to one with access of technology to the five human senses and to the transformation of reading into a social and collaborative activity.

Made available in DSpace on 2016-04-27T16:33:46Z (GMT). No. of bitstreams: 1 Cintia da Silva Lang.pdf: 89974369 bytes, checksum: 0b20cb7a6cdf2c108003a32e7290b3ab (MD5) Previous issue date: 2008-11-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work intends to treat about two questions: the study of the assembly and organization phases of the Biblioteca das Moças collection and the study of the absorption concerning the formation, culture and identity of the readers of this sort of literature. The objectives of this research lead us to analyze from different primary sources, as the editorial movement files, with the intention to get informations about the kinetics of the book s production, allowing to verify how was the first editorial project and all the changes that it suffered along the years of the collection s life. The information collected allow to confirm that the life time of the Biblioteca das Moças collection were between 1926 and 1960, with a last edition of a few books between 1982 and 1987. Analyzing the production s dynamics we could observe three different periods of the collection s production, influenced by the social and reader s changes, and also by the dynamics of the internal production. Studying the letters sent by the readers of the Biblioteca das Moças collection in the 80 s, we found indications of appropriations of behavior rules hidden in this books, and also the characterization that the publishing company made of the consumers, with the intention of select the right type of books to the readers, fact that would guarantee the commercial success of the Biblioteca das Moças collection for a long period / A presente dissertação pretende tratar de duas questões: o estudo da organização e composição da coleção Biblioteca das Moças e das apropriações relativas à formação, cultura e identidade de um conjunto de leitoras desses livros. A proposta desta pesquisa levou a análise de diferentes fontes primárias, como as fichas de movimento editorial com o intuito de redesenhar sua dinâmica e ritmo da produção, permitindo verificar como se configurava o projeto editorial assim como as mudanças que esse sofreu ao longo dos anos em que a coleção foi impressa. Devido a isto, pode-se constatar que a Biblioteca das Moças existiu entre os anos de 1926 e 1960, voltando a ser editada entre os anos de 1982 e 1987. Analisando a dinâmica da produção, foi possível perceber que a coleção possuiu três períodos distintos de produção, marcados não só pelas transformações sociais e mudanças do público leitor, como também pela dinâmica interna de sua produção. Ao analisar as correspondências das leitoras com a editora na década de 1980, foi possível averiguar a existência de indícios e apropriações relativas à leitura implícita que as leitoras fizeram dos romances, assim como as representações que a editora fazia dos seus leitores para proporcionar-lhes estrategicamente os romances, que tanto agradavam este público quanto garantiam o sucesso dessa coleção por um longo período

Cette thèse étudie le phénomène de la présence et de la circulation de la littérature de développement personnel destinée à l’éducation dans les licences de Pédagogie. Elle se propose de comprendre et de problématiser l’insertion du genre développement personnel parmi les pratiques de lecture d’étudiants en formation pour l’exercice de la profession d’enseignant. Elle a pour objectifs d’analyser les modes par lesquels les étudiantes établissent des rapports avec ces lectures, leurs motivations et les répercussions dans leurs pratiques, ainsi que la problématisation des significations attribuées à l’ascension de la littérature de développement personnel tournée vers la profession d’enseignant. L’enquête a rassemblé des informations sur les pratiques de lecture de deux cents vingt-quatre (224) étudiantes de licence en Pédagogie dans cinq Institutions d’Enseignement Supérieur (IES), situées dans l’État de Rio Grande do Sul. L’empirie est constituée de données quantitatives et qualitatives, issues des réponses obtenues à partir d’un questionnaire et d’entretiens semi-directifs avec les étudiantes et les chefs de département de licence de Pédagogie. La problématisation théorique s’appuie sur des auteurs thématisant la littérature de développement personnel, la formation d’enseignants et les pratiques de lecture, dont Roger Chartier, Bernard Charlot, Francisco Rüdiger, Fernando Ampudia de Haro, Arquilau Romão e Dora Marín-Díaz. Les données recueillies nous permettent d’affirmer que la littérature de développement personnel pour les enseignants intègre les pratiques de lecture d’étudiantes de la licence de Pédagogie, soit comme lectures de formation, suggérées par les professeurs de la licence en question, soit comme lecture professionnelle ou lecture du temps libre. D’après les étudiantes, la littérature de développement personnel se présente comme une lecture accessible, pratique, facile à comprendre, stimulante et agréable. Une approche émotionnelle est évoquée par la discursivité caractéristique du genre et est fortement présente dans les publications d’Augusto Cury, Içami Tiba, Gabriel Chalita e Hamilton Werneck. D’après les récits des étudiantes, ces publications suscitent une réflexion sur leurs pratiques d’enseignement et les aident dans la préparation des cours. En outre, les ouvrages de développement personnel ont été indiqués par quelques professeurs de licence de Pédagogie, ce qui rend évident l’urgence de dialogues et d’appréciations critiques dans les licences des IES qui ont participé à cette étude sur les effets de légitimité produits à partir des indications issues du corps enseignant dans la formation initiale. / Trata-se de tese que investiga o fenômeno da presença e circulação da literatura de autoajuda voltada à educação em cursos de Pedagogia. Propõe compreender e problematizar a inserção do gênero autoajuda entre as práticas de leitura de estudantes em formação para o exercício da profissão docente. Dentre os objetivos, destaca-se a análise dos modos como as estudantes se relacionam com essas leituras, suas motivações e as repercussões em suas práticas, bem como a problematização dos significados que assume o ascenso da literatura de autoajuda considerando a profissão docente. A investigação reuniu informações sobre práticas de leitura de duzentas e vinte e quatro (224) estudantes de cursos de Pedagogia de cinco Instituições de Ensino Superior (IES), situadas no Estado do Rio Grande do Sul. A empiria está composta por dados quantitativos e qualitativos, resultantes de respostas obtidas a partir da aplicação de questionário e de entrevistas semiestruturadas com estudantes e coordenações de cursos de Pedagogia. A problematização teórica se pauta em autores que tematizam a literatura de autoajuda, a formação de professores e as práticas de leitura, em especial Roger Chartier, Bernard Charlot, Francisco Rüdiger, Fernando Ampudia de Haro, Arquilau Romão e Dora Marín-Díaz. Os dados coletados permitem afirmar que a literatura de autoajuda para professores integra as práticas de leitura de estudantes de cursos de Pedagogia, seja como leitura de formação, sugerida pelos docentes do curso, seja como leitura profissional ou de tempo livre. Segundo as estudantes, a literatura de autoajuda apresenta-se como leitura acessível, prática, fácil de entender, motivadora, prazerosa. Uma abordagem emocional é evocada pela discursividade característica do gênero e está fortemente presente nas publicações de Augusto Cury, Içami Tiba, Gabriel Chalita e Hamilton Werneck. Ainda segundo os relatos das estudantes, estas promovem a reflexão sobre suas práticas docentes e auxiliam no planejamento pedagógico. As narrativas das estudantes apontaram que títulos de autoajuda foram indicados por alguns professores de seus cursos de Pedagogia, o que evidencia a urgência de diálogos e apreciações críticas nos cursos das IES participantes sobre os efeitos de legitimidade que são produzidos a partir das indicações vindas do corpo docente na formação inicial. / This is a thesis that investigates the phenomenon of the presence and circulation of Education-focused self-help literature in Pedagogy courses. It aims to understand and discuss the inclusion of self-help genre among reading practices of students working to become teachers. Among the objectives, the highlight is the analysis of the ways in which students relate to these readings, their motivations and the impact on their practices, as well as the discussion of the meanings of the rise of self-help literature considering the teaching profession. The research gathered information about reading practices of two hundred and twenty four (224) students of Pedagogy courses from five Higher Education Institutions (HEI), located in the state of Rio Grande do Sul. The empiria is composed of quantitative and qualitative data resulting from responses to questionnaires and semi-structured interviews with students and coordinators of Pedagogy courses. The theoretical discussion is based on authors who thematise self-help literature, teacher education and reading practices, especially Roger Chartier, Bernard Charlot, Francisco Rüdiger, Fernando Ampudia de Haro, Arquilau Romao and Dora Marín-Díaz. The collected data enables to state that the self-help literature for teachers is part of the reading practices of Pedagogy students, both as class readings, recommended by the course teachers, and as professional or free time readings. According to the students, the self-help literature is easy to read and understand, practical, motivating, enjoyable. An emotional approach is evoked by the typical discursivity of this genre and is strongly present in publications of Augusto Cury, Içami Tiba, Gabriel Chalita and Hamilton Werneck. According to the students’ statements, these publications promote reflections on their teaching practices and are helpful for the pedagogic planning process. The students’ narratives indicated that self-help books were suggested by some of their teachers from the Pedagogy courses, which highlights the urgent need for dialogue and critical assessment in the participating HEI’s courses about the effects of legitimacy that are produced by course teachers’ reading suggestions in the early years of teacher education.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-03-17T19:46:20Z No. of bitstreams: 2 Tese - Andréa Pereira dos Santos - 2014.pdf: 5025797 bytes, checksum: b88a69d5e565d8cc678aad549bb3440a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-21T10:34:44Z (GMT) No. of bitstreams: 2 Tese - Andréa Pereira dos Santos - 2014.pdf: 5025797 bytes, checksum: b88a69d5e565d8cc678aad549bb3440a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Made available in DSpace on 2016-03-21T10:34:44Z (GMT). No. of bitstreams: 2 Tese - Andréa Pereira dos Santos - 2014.pdf: 5025797 bytes, checksum: b88a69d5e565d8cc678aad549bb3440a (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Previous issue date: 2014-08-23 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This is a thesis, whose general objective is to study the influence of socio-spatial trajectories in reading practices of university students in the final periods of undergraduate courses in the UFG Goiânia campus. Specifically: to describe the socio-spatial trajectories of university young people before and during their college life; identify the reading territory of university students and the process of identity construction from these reading practices to thus highlight behaviors and ways of thinking of youth; verify that the reading practices performed under the influence of university space contribute to information literacy of students; identify spaces of belonging the young university before the reading; analyze cyberspace as a source of university students reading and knowing what types of reading are practiced in this environment and this space can influence further searches of reading; discuss the relationship of prejudice to the non-formal areas of reading practices in youth own perception. The methodology was qualitative, with questionnaires, interviews and essays. From the results, we conclude that there are different practices of reading, but they are not single. They depend on the socio-spatial trajectory of the people and also their life experience and membership of a particular place. This time, some interviews and questionnaires to show that being close to a reading space enhances their practices. Multiple regions contribute to the establishment of different reading practices, which can facilitate or impede access. This fact because reading depends on access to text independent of format or support. And if these multiple territories text is present, but can enhance their practices. Reading practices of youth held in his university career, contribute to the construction of their identities. These practices and the subjective appropriation of the meanings depend on the socio-spatial environment he lives. Finally, the university is a flattering territory of different reading practices, as young people are encouraged to seek new theoretical readings to overcome challenges posed by this institution. / Objetiva-se estudar a influência das trajetórias socioespaciais nas práticas de leitura dos estudantes universitários dos últimos períodos dos cursos de graduação na UFG dos campus de Goiânia. Especificamente: descrever as trajetórias socioespaciais da juventude universitária antes e durante sua vida universitária; identificar os territórios de leitura do jovem universitário e o processo de constituição do pensamento reflexivo a partir dessas práticas de leitura ao destacar, assim, comportamentos e modos de pensar da juventude; verificar se as práticas de leitura realizadas sob a influência do espaço universitário contribuem para o letramento informacional dos estudantes; identificar espaços de pertencimento do jovem universitário perante a leitura; analisar o ciberespaço como fonte de leitura da juventude universitária e conhecer que tipos de leitura são praticados nesse ambiente e se esse espaço pode influenciar em novas buscas de leitura; discutir a relação de preconceito com os territórios não formais de práticas de leitura na percepção próprios jovens. Nesse sentido, nossa problemática central se funda na seguinte questão: As trajetórias socioespaciais antes e durante a universidade influenciam nas práticas de leitura dos estudantes universitários dos cursos de graduação da UFG dos campus I e II de Goiânia?. A metodologia utilizada foi a qualitativa, com aplicação de questionários, entrevistas e redações. A partir dos resultados, é possível concluir que existem diferentes práticas de leitura, porém elas não são unas; dependem da trajetória socioespacial dos sujeitos e também da sua experiência de vida e pertencimento a determinado lugar. Dessa feita, algumas entrevistas e até questionários mostram que estar próximo a um espaço de leitura potencializa suas práticas. Os múltiplos territórios contribuem para o estabelecimento de diferentes práticas de leitura, o que pode facilitar ou dificultar o acesso. Tal fato porque a leitura depende do acesso ao texto independentemente do formato ou suporte. E se nesses múltiplos territórios o texto estiver presente, pode sim potencializar suas práticas. As práticas de leitura da juventude, realizadas na sua trajetória universitária, contribuem para a construção de suas identidades. Essas práticas e a apropriação subjetiva dos significados dependem do ambiente socioespacial que ele convive. Por fim, a universidade é um território favorecedor de diferentes práticas de leitura, pois os jovens são instigados a buscar novas leituras para vencer os desafios teóricos propostos por essa instituição.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Esta tese buscou compreender a relaÃÃo entre a formaÃÃo contÃnua e as prÃticas de leitura a partir do olhar dos professores dos anos finais do ensino fundamental, de Aracoiaba-CE. Considerando que tais docentes participavam de um grupo de formaÃÃo, interessou saber o que eles faziam no impasse entre o escrito e o vivido, ou seja, entre a formaÃÃo no grupo e as prÃticas de leitura no cotidiano das escolas. O trabalho resulta do encontro e da ressignificaÃÃo de experiÃncias pessoais e profissionais do autor aliadas ao seu processo de formaÃÃo contÃnua. Em virtude da complexidade do objeto de estudo, optou-se pela abordagem da pesquisa qualitativa. A pesquisa-formaÃÃo foi escolhida por favorecer a possibilidade de transformaÃÃo das prÃticas, considerando o professor da educaÃÃo bÃsica como indispensÃvel à investigaÃÃo. Foram realizadas entrevistas com uma amostra de professores, alÃm de serem utilizadas fontes documentais. Foi utilizado o referencial da epistemologia da prÃtica, do professor reflexivo, da formaÃÃo docente, a partir dos estudos de SchÃn (2000, 1992), NÃvoa (1995), ImbernÃn (2009, 2010, 2011), Ribeiro (2010), Pimenta e Lima (2009), Ghedin, Almeida e Leite (2008), Pimenta e Ghedin (2002), Pimenta (2006), Lima (2012), Tardif (2013), Certeau (2012), entre outros. Com relaÃÃo à leitura e Ãs prÃticas leitoras, foram utilizados os estudos de Manguel (1997), Chartier (1996, 2007, 2009), Freire (1988), Silva (2012, 2005, 1997), Antunes (2009, 2003), Lajolo (2008), Bamberger (2002), entre outros. O conjunto das anÃlises revela que os sujeitos consideram o grupo como espaÃo legÃtimo de aprendizagens, sinalizando a importÃncia da formaÃÃo como projeto coletivo. Os professores ressaltam a importÃncia da partilha de experiÃncias com os pares, a confianÃa que foi gerada no grupo e o desenvolvimento de um processo de reflexÃo e investigaÃÃo das prÃticas de leitura desenvolvidas nas escolas. A participaÃÃo dos professores no grupo de pesquisa-formaÃÃo produziu novos conhecimentos que foram agregados à prÃtica docente. A oferta de formaÃÃo contÃnua para professores da educaÃÃo bÃsica nÃo deve ficar a mercà da vontade polÃtica de um gestor que ocupa o poder por um tempo determinado. Ela deve ser pensada e efetivada como uma aÃÃo contÃnua, que nÃo sofra interrupÃÃo com a mudanÃa de quem està à frente das decisÃes da educaÃÃo. / This thesis aimed to understand the relationship between lifelong learning and reading practices through the look of the teachers of the last years of elementary school, from Aracoiaba-CE. Considering that such teachers attending a training group, interested to know what they were doing in the impasse between the written and the lived between the written and the lived, in other words, between the training group and reading practices in primary education schools. This work results of the meeting and the redefinition of personal and professional authorâs experiences allied to his process of continuous formation. Because of the complexity of the object of study, we opted for a qualitative research approach. The research-training was chosen by favoring the possibility of transformation of practices, considering the teacher of elementary school as essential to the investigation. Interviews were conducted with a sample of teachers, besides documentary sources were used. It was used the referential epistemology of practice, reflective teacher, teacher formation through the studies of SchÃn (2000, 1992), NÃvoa 1995), Imbernon (2009, 2010, 2011), Ribeiro (2010), Pimenta and Lima (2009), Ghedin, Almeida and Leite (2008), Pimenta and Ghedin (2002), Pimenta (2006), Lima (2012), Tardif (2013), Certeau (2012), among others. About the reading and readers practical, we used studies from Manguel (1997), Chartier (1996, 2007, 2009), Freire (1988), Silva (2012, 2005, 2000, 1997), Antunes (2009, 2003) were used, Lajolo (2008), Bamberger (2002), among others. The set of analyzes reveal that subjects consider the group as a legitimate learning space, revealing the importance of training as a collective project. Teachers emphasize the importance of sharing experiences with their pairs, the trust that has been generated in the group and the development of a process of reflection and investigation of reading practices developed at schools. The involvement of teachers in research-training group produced new knowledge that was linked to teaching practice. The offer of continuous training for teachers of basic education should not be at the mercy of the political will of a manager who holds the power in a timely manner. It should be thought and carried out as one continuous action, which does not suffer interruption with the change of who is ahead of decisions of education.

En France et au Québec, la littérature pour la jeunesse fut longtemps négligée par les enseignants du secondaire ou exclue des cours de français. Or, en 1996, elle apparaît dans des listes ministérielles qui lui sont exclusivement consacrées et qui sont destinées aux professeurs du collège. Un an auparavant, les enseignants québécois sont invités à l’inclure dans des pratiques de lecture. Elle était jusqu’alors considérée comme relevant de la lecture personnelle des élèves. L’objectif de cette recherche est d’identifier les œuvres de littérature pour la jeunesse qui ont été sélectionnées pour l’enseignement secondaire français et québécois, puis de connaître les finalités que les prescripteurs leur confèrent et les pratiques pédagogiques que les enseignants mettent en œuvre lorsqu’ils l’introduisent dans leurs classes. La première partie retrace l’histoire de la littérature pour la jeunesse à travers celle des premiers supports, créés pour instruire, éduquer ou divertir les enfants dans les lieux divers qui leur sont ouverts (périodiques et livres variés). La deuxième partie évoque la place que l’enseignement secondaire a accordée à la littérature pour la jeunesse, dans ses différents programmes. Enfin, la troisième partie aborde les textes pour la jeunesse et les pratiques que les enseignants proposent à leurs élèves actuellement. Notre recherche appartient au champ de la didactique du français et touche aux domaines spécifiques des didactiques de la littérature et de la lecture. À visée descriptive, elle consiste à interroger des corpus figés, destinés aux enseignants (instructions officielles, notes de lecture et documents issus de revues pédagogiques), dans une perspective diachronique et synchronique. / In France and in Quebec, youth literature has been neglected for a long time by the secondary teachers or discorded from french lessons. Nevertheless, in 1996, it appeared in ministerial lists exclusively dedicated to it and intended to the high school teachers. One year before, the Quebec teachers were invited to include it in reading practices. It has been considered as a matter for pupils’ personal reading. The aim of this research is to identify youth literature works that have been selected for French and Quebec secondary teaching, then to know the purposes given by the teachers and their pedagogical practices when they introduce it in their classes. The first part relates the history of youth literature through the first teaching aids’ one, created to teach, to educate or to entertain children in the different places that are opened to them (periodicals and various books). The second part is about the place that the secondary teaching gave to youth literature, in its different programs. At last, the third part moves on the texts for the youth and the practices that nowadays teachers propose to their pupils. Our research belongs to the sphere of French language didactics and affects the specific fields of literature and reading didactics. It has a descriptive purpose and it asks questions to fixed corpus, intended to teachers (official instructions, reading notes and documents extracted from pedagogical reviews), in a diachronic and synchronic view.

L'adolescence constitue une période de construction de soi pendant laquelle tant l'intériorité que le corps physique se transforment. Cette métamorphose change le rapport des jeunes aussi bien au monde, qu'au corps et qu'à la lecture. Leurs pratiques dans ce domaine sont très variées et sont souvent mises en concurrence avec d'autres activités. Certains sont en rupture avec le livre- perçu comme un objet contraignant- alors qu'il est très présent à l'école. Quel rapport l'élève entretient-il avec cet objet ? Quels sont ses pratiques et ses comportements de lecteur ? Inscrite dans une approche bibliologique (Otlet, Estivals) des phénomènes médiateurs et anthropologique des comportements (Lévi-Strauss, Monod) cette recherche à partir de la production de dessins que nous décrivons et analysons grâce aux langages documentaires -d'ordinaire utilisés par les professionnels de l'information-, opère un glissement du portrait du lecteur à la scène de lecture. Porteurs d'indices et de détails signifiants et croisés avec des entretiens, nous interprétons la matière informative recueillie à l'aide d'une grille d'observation et d'interprétation élaborée spécifiquement. Cet outil d'analyse de contenu, construit à partir d'un lexique spécifique lié à la pratique observée, permet de traduire le langage graphique en mots. Le dessin, comme méthode visuelle et sensible, révèle des pratiques, des postures, des attitudes, des comportements, des rituels de lecture et des ressentis. Ainsi, en montrant des sujets agissants et couplé à d'autres méthodes d'investigation, le dessin nous paraît apte à révéler une conscience de soi lecteur et à assurer la médiation entre ce dernier et le livre. / The teen years is a self-construction period : inner character and physical body are transformed. For the teenagers, this metamorphosis modifies their relationship to the world, their body and also their reading choises. In the field of reading, their practices are very different, frequently in competition with others activities. Some teenagers have broken away from the book sensed as a limiting object, despite its presence in the school environment. What kind of relationship exists between the pupils and this object ? What kind of practices and behaviours do they adopt as readers ? In keeping with the biblilogic approach (Otlet, Estivals) of the mediator and that of the anthropological phenomena of behaviours (Lévi-Strauss, Monod), the production of drawings described and analyzed through the indexing language - usually used by the information professionals - is the starting point of this research which undertakes a shift from the portrait of the reader to the reading scene. Whilst bringing significant clues and details alongside interviews, we analysed the collected informative material using an observation and interpretation table that we have specifically developed. This analysis tool constructed from specific lexicon linked with the observed practice is a way to translate the graphic language into words. The drawing, considered as a visual and sensitive method, reveals some practices, postures, attitudes, behaviours, reading rituals and perceptions. Finally, showing active subjects and with our approach supplemented by other investigation methods, drawings seems to be able to reveal a self-consciousness as reader and to act as mediator between the latter and the book.

Au sein de la société occidentale, la lecture s'est imposée comme la pratique culturelle et intellectuelle de référence, notamment sous sa forme savante, qui s'accompagne de l'utilisation d'instruments (e.g. feutres surligneurs, notes Post-it) L'apparition de dispositifs de lecture numérique au cours du XXème siècle a marqué une étape importante dans l'évolution des pratiques de lecture. Attisant de nombreux débats, ces derniers ne sont pas perçus comme une évolution allant de soi de l'acte de lire. Ces dispositifs ont induit un changement important dans l'environnement du lecteur avec leur force de calcul et de programmation, qui donne la possibilité de développer des outils inédits, en particulier à destination du lecteur savant. En vue de proposer une nouvelle forme d'instrumentation, il est nécessaire de comprendre les pratiques actuelles des lecteurs savants et leurs besoins. Ce travail de recherche présente une série d'entretiens compréhensifs, réalisée auprès d'une population d'enseignants-chercheurs, pour identifier les qualités attendues d'un instrument sur écran. Par ailleurs, le développement des technologies numériques est lié à la collecte et à la gestion de données. A ce titre, les technologies du Web sémantique incarnent un moyen d'établir l’interopérabilité et la réutilisation de ces données. Ainsi,dans un deuxième.temps, l'objectif de cette recherche est de concevoir un modèle formel sous la forme d'une ontologie donnant lieu à la standardisation d'un gisement précis de données, issues des traces et des marques de lecture, développées avec le langage OWL. / In the Western soociety, reading is considered as the intellectual practice par excellence, especially in an expert from which is çommonly açcompanied by the use of tools (e.g- highlighter, Post-it note). The arrival of digital reading devices during the 20th century has been a milestone in the development of reading practices. Leading to many debates, these devices are not perceived as a self-évident évolution of reading. Digital devines have induced important changes within the reader's environment with their calculation and programming power, enabling new tools developmentfor the expert reader. In order to design a new tool, it is necessary to understand the actual practices of expert readers and their needs. This study présents a set of comprehensive interviews, çonduçted with scholars, aiming to identify qualities expected at the idea of a digital reading tool. Otherwise, digital technology development alllows to collect and manage more and more data. In this capacity, semantic Web technologies appear as means to make data interoperable and reusable. Thus, soeondly, this research project aims to design a formai modes as an OWL ontology, leading to the standardisation of a specific data set, coming from annotations practices.

Ce mémoire s’attarde aux pratiques de lecture de lectrices du Échos Vedettes, magazine à potins québécois qui fête ses cinquante ans de publication en 2013. Cinq dimensions permettent de cerner et comprendre ces pratiques de lecture. Les trois premières prennent la forme d’un système composé de trois économies distinctes: l’économie spatio-temporelle, l’économie sociale et l’économie textuelle. Les répertoires de lecture ainsi que l’omniprésence de la photographie sont les deux dernières dimensions. Les données ont été recueillies dans le cadre d’entrevues individuelles de 6 lectrices régulières, recrutées par la méthode dite de « boule de neige ». L’analyse a, entre autres, permis de distinguer trois états que le Échos Vedettes incarne selon les moments, son rôle et son utilisation : une marchandise, un objet et un contenu. Les relations sociales entre femmes, les répertoires, la photographie ainsi que la ritualisation sont les principaux éléments qui caractérisent les pratiques de lecture des lectrices du Échos Vedettes. Ce sont des pratiques qui relèvent de l’amateur et de l’attachement à ce magazine à potins. Cette recherche a également mis en lumière les relations paradoxales de proximité, physique et / AbstractThis research is trying to understand the reading practices of the women who regularly reads the gossip magazine Échos Vedettes. Five concepts have been used, The first three are parts of an everyday reading economical system : spatio-temporal economy, social economy and economy of text. Reading repertoires and photography are the lasts concepts used. Six interviews have been done with women who regularly read Échos Vedettes. They have been recruted by the « snowball » method. The analysis showed that Échos Vedettes can have three different states depending on the moment, the use and its role. It can be seen as a commodity, as an object or as a content. Social relations between women, repertoires, photography and rituals are the principal elements that define the reading practices of women who read Échos Vedettes on a regular basis.