Made available in DSpace on 2014-06-11T19:26:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-01-21Bitstream added on 2014-06-13T20:55:36Z : No. of bitstreams: 1 capatto_rm_me_assis.pdf: 781844 bytes, checksum: a70b43215b230e0332e402983c8e149d (MD5) / Este trabalho é resultado de uma pesquisa que tem como proposta descrever, analisar e avaliar vinte dissertações e teses produzidas nas principais universidades brasileiras, versando sobre a leitura/recepção de textos. Para alcançar esse objetivo, numa primeira etapa procedeu-se um amplo levantamento da produção científica sobre leitura. Desse material, foram selecionados vinte trabalhos com base em dois critérios: textos não publicados em formato de livro, portanto estudos ainda restritos ao ambiente acadêmico que precisam ser divulgados; e textos que analisassem a figura do leitor segundo a Estética da Recepção. Procedeu-se, então, uma descrição do material segundo uma grade de observação visualizando os seguintes itens: dados de identificação da obra; objetivos; material abordado; base teórica e bibliografia destacada na pesquisa; detalhamento da metodologia; conclusões principais apresentadas pelo pesquisador; e uma avaliação sobre os resultados efetivos de cada projeto. A seguir, realizou-se uma análise fundamentada nas categorias efeito e recepção, tal como são concebidas pela Estética da Recepção. Como resultados, chegou-se a uma amostra significativa do estágio atual das pesquisas de leitura/recepção de textos, composta pelas principais tendências dessa teoria no Brasil. / This work is the result of a research, which intends to describe and to analyze twenty dissertations and theories produced in the main Brazilian Universities, about the reading and the reception of texts. At first, it was preceded to a rising of the scientific production about reading in order to reach that aims at. From this material, twenty works were selected starting from two criteria: no published texts in book format and texts that analyzed the reader's illustration according to the Aesthetics of the Reception. It took place then, a description of the material starting from an observation grating, visualizing the following items: identification data of the work; objectives; approached material; theoretical base and research outstanding bibliography; the methodology details; main conclusions presented by the researcher and an evaluation about each project effective results. Soon afterwards, it took place an analysis based in the categories effect and reception, just as they are conceived by the Aesthetics of the Reception. As results, it was arrived to a significant sample of the current apprenticeship of the texts reading and reception researches, composed by the main tendencies of that theory in Brazil.

Orientador: João Luís Cardoso Tápias Ceccantini / Banca: Carlos Erivany Fantinati / Banca: Neuza Ceciliato de Carvalho / Resumo: Este trabalho é resultado de uma pesquisa que tem como proposta descrever, analisar e avaliar vinte dissertações e teses produzidas nas principais universidades brasileiras, versando sobre a leitura/recepção de textos. Para alcançar esse objetivo, numa primeira etapa procedeu-se um amplo levantamento da produção científica sobre leitura. Desse material, foram selecionados vinte trabalhos com base em dois critérios: textos não publicados em formato de livro, portanto estudos ainda restritos ao ambiente acadêmico que precisam ser divulgados; e textos que analisassem a figura do leitor segundo a Estética da Recepção. Procedeu-se, então, uma descrição do material segundo uma grade de observação visualizando os seguintes itens: dados de identificação da obra; objetivos; material abordado; base teórica e bibliografia destacada na pesquisa; detalhamento da metodologia; conclusões principais apresentadas pelo pesquisador; e uma avaliação sobre os resultados efetivos de cada projeto. A seguir, realizou-se uma análise fundamentada nas categorias "efeito" e "recepção", tal como são concebidas pela Estética da Recepção. Como resultados, chegou-se a uma amostra significativa do estágio atual das pesquisas de leitura/recepção de textos, composta pelas principais tendências dessa teoria no Brasil. / Abstract: This work is the result of a research, which intends to describe and to analyze twenty dissertations and theories produced in the main Brazilian Universities, about the reading and the reception of texts. At first, it was preceded to a rising of the scientific production about reading in order to reach that aims at. From this material, twenty works were selected starting from two criteria: no published texts in book format and texts that analyzed the reader's illustration according to the Aesthetics of the Reception. It took place then, a description of the material starting from an observation grating, visualizing the following items: identification data of the work; objectives; approached material; theoretical base and research outstanding bibliography; the methodology details; main conclusions presented by the researcher and an evaluation about each project effective results. Soon afterwards, it took place an analysis based in the categories "effect" and "reception", just as they are conceived by the Aesthetics of the Reception. As results, it was arrived to a significant sample of the current apprenticeship of the texts reading and reception researches, composed by the main tendencies of that theory in Brazil. / Mestre

Les critiques littéraires, dans la dernière partie du 20ème siècle, ont tenté de définir la place occupée par le lecteur au sein de la création littéraire. Abordée sous différents angles (cognitif, culturel, psychanalytique, anthropologique, sociologique, linguistique, esthétique), l'activité du lecteur comme récepteur de l'œuvre est maintenant décrite avec finesse, maintes fois observée pour mieux cerner les conditions dans lesquelles s'organise cette réception. A la suite de ces travaux, la recherche en didactique interroge, elle aussi , la façon dont le lecteur en formation peut installer une relation intime à la littérature et acquérir une posture lui permettant d'entrer dans le jeu auquel le convie l'œuvre littéraire par essence pour s'approprier le texte littéraire, l'actualiser et tirer un bénéfice personnel de ses lectures.Nous pensons que ces postures de lecteurs, pour l'instant décrites à partir de modèles de lecteurs experts, peuvent aussi faire l'objet d'un enseignement simultané à celui d'une acquisition rigoureuse de l'apprentissage de la lecture. Pour répondre à cette problématique, la thèse a défini un cadre épistémologique qui s'appuie d'une part sur les modèles de théorisation du lecteur proposés par Michel Picard et Vincent Jouve, d'autre part sur les recherches en didactique de la littérature renouvelant son enseignement en prenant en compte le lecteur comme sujet. La dimension exploratoire de la recherche, qui compare deux modalités d'apprentissage, a permis de mettre en évidence- les différentes procédures que les élèves mettent en œuvre pour comprendre et investir les textes,- les représentations concernant la lecture qu'ils construisent en fonction des contextes d'apprentissage,- les conditions nécessaires à la mobilisation de leur subjectivité pour construire une lecture participative et/ou distanciée.La recherche aura permis, en outre, de proposer quelques hypothèses pour construire un début de modélisation des instances de lecture à l'œuvre chez l'apprenti lecteur. / In the last decades of the twentieth century, literary critics strove to define what place to give the reader amidst the process of literary creation. Scrutinized under different angles (cognitive, cultural, psychoanalytical, anthropological, sociological, linguistic, aesthetic), the activity of the reader as recipient of a given work has now been described with accuracy, observed again and again to better fathom the conditions in which this reception takes place. In the wake of these studies, didactic research also questions the way a reader in-training can set up an intimate relationship to literature and grow into a position which allows him/her to enter the game -to which a literary work quintessentially invites him/her- in order to assimilate the literary text, to actualize it and draw personal benefit from his/her readings.We believe the various reader positionings, so far described only from the models of expert readers, can also be taught, simultaneously with the rigorous acquisition of reading skills. To tackle this issue, this thesis has defined an epistemological framework based, on the one hand, upon Michel Picard and Vincent Jouve's models of theorization of the readership, and on the other hand, upon research in literature didactics which have renewed the way of teaching it by taking into account the reader as subject. The exploratory dimension of this research which compares two types of learning has permitted to find out-the different processes implemented by pupils to understand and invest the texts-the representations concerning reading that they build according to different learning situations-the conditions necessary to the mobilization of their subjectivity in building a participatory and/or distanciated reading.This research will also have permitted to suggest a few hypotheses aimed at building the bases of the modelization of the reading processes at work for the reader in-training.