No description available.

In this thesis, a generational and a queer reading were conducted on Anne Frank’s diary latest edition, containing substantial parts that were omitted in earlier editions. The aim was to contextualize the negotiation of discourses in relation to Anne’s nonconformity to the time in which she lived as a child (generational) and her girlhood (gender). Themes were identified in order to conduct a generational and a queer reading: negotiation of temporality and age, generational power relations, gender nonconformity/conformity, compulsory heterosexuality and negotiation of gender and sexuality. Three research questions were addressed. They concerned the discourses of generation and gender that are being negotiated within the historical context in which the diary was written, the power relations and societal power dynamics that can be identified in the narrative, and the ways in which the generational and gender aspects intersect, as well as its effect on the narrative. It was found that Anne is negotiating and resisting dominating age discourse, sexuality discourse and child discourse. Much like an extension of this, Anne was shown to resist and negotiate different forms of power relations in her narrative that were connected to binary ideas of male/female and adult/child. Anne narrated traits of resistance towards male and adult dominance as well as her own feeling of illegitimate subordination. Additionally, our results suggest that the historical context and the environment of the Annexe that Anne lived in influenced her narrative heavily and hence her negotiations of power relations and discursive formations. This thesis makes an important contribution to research on Anne Frank as it emphasizes the value in the intersectional aspects of her narrative.

Esta tese tem como objetivo analisar os relatos orais dos estudantes de 3ª série do Ensino Médio frente à leitura de O diário de Anne Frank, a fim de compreender as especificidades linguístico-discursivas encontradas a partir de uma obra advinda do Apoio ao Saber programa de política educacional de leitura do Governo do Estado de São Paulo. Para essa tarefa, consideramos dois eixos temáticos que estão numa relação indissociável: Programa Apoio ao Saber e a experiência literária dos estudantes com uma obra advinda do programa. Duas questões nortearam a pesquisa: (i) Como a vivência literária do estudante pode ser recuperada pelas marcas linguístico-discursivas presentes em seus relatos orais? (ii) De que forma o Programa Apoio ao Saber permite o acesso a obras literárias que, quando mediado, pode contribuir de forma significativa para que o livro na mão do jovem possa tornar-se leitura? Para atender ao objetivo, foi necessário recorrer aos relatos orais dos estudantes sobre a obra mais procurada e lida do Programa Apoio ao Saber (2012-2013). O caminho para chegar aos relatos orais iniciou-se com uma pesquisa de campo focada em estudantes de 3ª série do Ensino Médio de dez escolas da rede pública estadual de ensino de Santo André, região do Grande ABC Paulista, zona metropolitana do Estado de São Paulo. A coleta de dados realizada nas escolas se deu por meio de questionário de natureza qualitativa e quantitativa com perguntas abertas e fechadas respondidas por 252 estudantes. A partir dos dados coletados no questionário, que apontavam para O diário de Anne Frank como a obra mais lida pelos estudantes, iniciou-se uma série de entrevistas coletivas com os jovens que leram a obra. Por meio dessa trajetória metodológica, foi possível organizar o corpus oral e escrito constituído pelos relatos dos estudantes. A fundamentação teórica deste trabalho centra-se na perspectiva dialógica da linguagem de Bakhtin e o Círculo, em especial, nos conceitos de interação discursiva, enunciado concreto, alteridade, auto-informe-confissão e cronotopo do autor e do leitor. Conclui-se que três especificidades linguístico-discursivas encontradas nos relatos orais dos estudantes foram preponderantes na condução do jovem à leitura de O diário de Anne Frank: (i) a mediação social como constituinte da relação estudante e obra literária; (ii) a relação alteritária entre o eu (estudante leitor) e o outro (ora nas figura do mediador social, ora na figura dos herói na esfera da literatura); (iii) os discursos que atravessam e engendram O diário de Anne Frank, nos anos da década de 1940, relacionam-se à temática da intolerância humana e se assemelham aos discursos que atravessam o contexto sócio-histórico-cultural do jovem da quase segunda década do século XXI. Oferecer ao estudante de Ensino Médio acesso à obra literária representou um acerto no ponto de partida. Entretanto, o caminho que conduz o estudante ao ponto de chegada, ou seja, a leitura que produz significados e constrói sentidos, exige dos programas de leitura ações que considerem o outro como elemento constituinte da relação estudante e obra literária. Não há uma resposta universal para o caminho que vai conduzir um jovem à leitura, mas, sem dúvida, na relação entre estudantes e obras literárias haverá sempre a voz do outro presente. E é essa voz do outro que precisa ser ouvida pelas políticas educacionais de leitura. / This thesis aims to analyze the oral reports of High School students in front of the reading of Anne Frank\'s Diary in order to understand the linguistic-discursive specificities found in a work from the Support to Knowing - educational policy of the State of São Paulo. For this task, we consider two thematic axes that are in an inseparable relation: Support to Knowledge Program and the literary experience of the students with a work coming from the program. Two questions guided the research: (i) How can the student\'s literary experience be recovered by the linguistic-discursive marks present in his oral reports? (ii) How does the Support to Knowing Program allow access to literary works that, when mediated, can make a significant contribution so that the book in the young person\'s hand can become reading? To meet the objective, it was necessary to resort to the students\' oral reports about the most sought and read work of the Support to Knowledge Program (2012-2013). The way to get to the oral reports began with a field research focused on high school students of ten high schools in the state public school of Santo André, Grande ABC Paulista region, metropolitan area of the State of São Paulo. The data collection performed in the schools was done through a qualitative and quantitative questionnaire with open and closed questions answered by 252 students. From the data collected in the questionnaire, which pointed to Anne Frank\'s Diary as the work most read by the students, a series of collective interviews with the young people who read the work began. Through this methodological trajectory, it was possible to organize the oral and written corpus constituted by the reports of the students. The theoretical basis of this work focuses on the dialogical perspective of Bakhtin\'s language and the Circle, especially on the concepts of discursive interaction, concrete statement, alterity, self-report-confession and chronotope of the author and the reader. It is concluded that three linguistic-discursive specificities found in the oral reports of the students were preponderant in the young person\'s conduction to the reading of the newspaper of Anne Frank: (i) the social mediation as constituent of the relation student and literary work; (ii) the alteritary relationship between the \"I\" (student reader) and the \"other\" (now in the figure of the social mediator, now in the figures of heroe in the sphere of literature); (iii) the discourses that traverse and engender Anne Frank\'s Diary in the 1940s relate to the theme of human intolerance and resemble speeches that traverse the sociocultural-cultural context of the young person in the near second decade of the 21st century. To offer the student of High School access to the literary work represented a correct starting point. However, the path that leads the student to the point of arrival, that is, reading that produces meanings and constructs meanings, demands from the reading programs actions that consider the other as a constituent element of the relation student and literary work. There is no universal answer to the path that will lead a young person to reading, but no doubt in the relationship between students and literary works there will always be the voice of the other present. And it is this voice of the other that needs to be heard through educational reading policies.

Esta tese tem como objetivo analisar os relatos orais dos estudantes de 3ª série do Ensino Médio frente à leitura de O diário de Anne Frank, a fim de compreender as especificidades linguístico-discursivas encontradas a partir de uma obra advinda do Apoio ao Saber programa de política educacional de leitura do Governo do Estado de São Paulo. Para essa tarefa, consideramos dois eixos temáticos que estão numa relação indissociável: Programa Apoio ao Saber e a experiência literária dos estudantes com uma obra advinda do programa. Duas questões nortearam a pesquisa: (i) Como a vivência literária do estudante pode ser recuperada pelas marcas linguístico-discursivas presentes em seus relatos orais? (ii) De que forma o Programa Apoio ao Saber permite o acesso a obras literárias que, quando mediado, pode contribuir de forma significativa para que o livro na mão do jovem possa tornar-se leitura? Para atender ao objetivo, foi necessário recorrer aos relatos orais dos estudantes sobre a obra mais procurada e lida do Programa Apoio ao Saber (2012-2013). O caminho para chegar aos relatos orais iniciou-se com uma pesquisa de campo focada em estudantes de 3ª série do Ensino Médio de dez escolas da rede pública estadual de ensino de Santo André, região do Grande ABC Paulista, zona metropolitana do Estado de São Paulo. A coleta de dados realizada nas escolas se deu por meio de questionário de natureza qualitativa e quantitativa com perguntas abertas e fechadas respondidas por 252 estudantes. A partir dos dados coletados no questionário, que apontavam para O diário de Anne Frank como a obra mais lida pelos estudantes, iniciou-se uma série de entrevistas coletivas com os jovens que leram a obra. Por meio dessa trajetória metodológica, foi possível organizar o corpus oral e escrito constituído pelos relatos dos estudantes. A fundamentação teórica deste trabalho centra-se na perspectiva dialógica da linguagem de Bakhtin e o Círculo, em especial, nos conceitos de interação discursiva, enunciado concreto, alteridade, auto-informe-confissão e cronotopo do autor e do leitor. Conclui-se que três especificidades linguístico-discursivas encontradas nos relatos orais dos estudantes foram preponderantes na condução do jovem à leitura de O diário de Anne Frank: (i) a mediação social como constituinte da relação estudante e obra literária; (ii) a relação alteritária entre o eu (estudante leitor) e o outro (ora nas figura do mediador social, ora na figura dos herói na esfera da literatura); (iii) os discursos que atravessam e engendram O diário de Anne Frank, nos anos da década de 1940, relacionam-se à temática da intolerância humana e se assemelham aos discursos que atravessam o contexto sócio-histórico-cultural do jovem da quase segunda década do século XXI. Oferecer ao estudante de Ensino Médio acesso à obra literária representou um acerto no ponto de partida. Entretanto, o caminho que conduz o estudante ao ponto de chegada, ou seja, a leitura que produz significados e constrói sentidos, exige dos programas de leitura ações que considerem o outro como elemento constituinte da relação estudante e obra literária. Não há uma resposta universal para o caminho que vai conduzir um jovem à leitura, mas, sem dúvida, na relação entre estudantes e obras literárias haverá sempre a voz do outro presente. E é essa voz do outro que precisa ser ouvida pelas políticas educacionais de leitura. / This thesis aims to analyze the oral reports of High School students in front of the reading of Anne Frank\'s Diary in order to understand the linguistic-discursive specificities found in a work from the Support to Knowing - educational policy of the State of São Paulo. For this task, we consider two thematic axes that are in an inseparable relation: Support to Knowledge Program and the literary experience of the students with a work coming from the program. Two questions guided the research: (i) How can the student\'s literary experience be recovered by the linguistic-discursive marks present in his oral reports? (ii) How does the Support to Knowing Program allow access to literary works that, when mediated, can make a significant contribution so that the book in the young person\'s hand can become reading? To meet the objective, it was necessary to resort to the students\' oral reports about the most sought and read work of the Support to Knowledge Program (2012-2013). The way to get to the oral reports began with a field research focused on high school students of ten high schools in the state public school of Santo André, Grande ABC Paulista region, metropolitan area of the State of São Paulo. The data collection performed in the schools was done through a qualitative and quantitative questionnaire with open and closed questions answered by 252 students. From the data collected in the questionnaire, which pointed to Anne Frank\'s Diary as the work most read by the students, a series of collective interviews with the young people who read the work began. Through this methodological trajectory, it was possible to organize the oral and written corpus constituted by the reports of the students. The theoretical basis of this work focuses on the dialogical perspective of Bakhtin\'s language and the Circle, especially on the concepts of discursive interaction, concrete statement, alterity, self-report-confession and chronotope of the author and the reader. It is concluded that three linguistic-discursive specificities found in the oral reports of the students were preponderant in the young person\'s conduction to the reading of the newspaper of Anne Frank: (i) the social mediation as constituent of the relation student and literary work; (ii) the alteritary relationship between the \"I\" (student reader) and the \"other\" (now in the figure of the social mediator, now in the figures of heroe in the sphere of literature); (iii) the discourses that traverse and engender Anne Frank\'s Diary in the 1940s relate to the theme of human intolerance and resemble speeches that traverse the sociocultural-cultural context of the young person in the near second decade of the 21st century. To offer the student of High School access to the literary work represented a correct starting point. However, the path that leads the student to the point of arrival, that is, reading that produces meanings and constructs meanings, demands from the reading programs actions that consider the other as a constituent element of the relation student and literary work. There is no universal answer to the path that will lead a young person to reading, but no doubt in the relationship between students and literary works there will always be the voice of the other present. And it is this voice of the other that needs to be heard through educational reading policies.

No description available.

In this case study four non-fiction books are being accompanied on their way from the Netherlands to the public in Sweden, that is from one peripheral language into another. Where did the initiative come from? Were there any subsidies and did that matter? What kind of publishers were involved and were there also other agents involved? Who were the most important cultural mediators? How were the books framed in order to be noticed in the new country? How does all this fit in with the sociological theory of transnational cultural transfer? It turned out that these books more or less followed the expected path with a few exceptions: Two of the books were published by large-scale publishers in Sweden although they had not proved to be successful in the Netherlands. And there were no signs of regular co-operation between the involved publishers. Obviously the translated Dutch books in Sweden are such a marginal business for these publishers that they do not influence their network of foreign publishers.  Even if all four books belong to the same genre, they are very differently framed to be noticed in their new country.

No description available.