This master thesis focuses on the knowledge of reproductive health among middle schoolers in the targeted middle schools in the Czech Republic. In the theoretical part of my work, I define the term of reproduction health, describe physiology of female and male genitals, disorders in reproductive health, and types of methods -natural invasive- offered by anticonception. Another part of my thesis concerns on reproductive health related to a prostitution, and a sexual abuse, and pregnancy impact on teenage girls' bodies during pubescence. I track the representation of teaching reproductive health in middle schools through RSVP and its main goals in certain areas and key competencies. The goal of my thesis was to map out the knowledge of reproductive health among the students who have been taught this knowledge through a class. As a research methodology, I used a survey that was distributed among middle schoolers in the sixth to eight grades. The results of my survey show that the eighth graders have the most amount of knowledge about reproductive health, but somehow still lower than one might expect. For these reasons, my study intends to deepen the knowledge of reproductive health among middle school students through different projects that will expand students' practical and theoretical knowledge of...

A presente dissertação resulta de nossa pesquisa de mestrado, na qual estudamos a disciplina Leitura e Produção de Texto (LPT), que compôs, de 2009 a 2011, a grade curricular do segundo ciclo do ensino fundamental (5ª à 8ª série/6º ao 9º ano) nas escolas estaduais paulistas. Ministrada por professores licenciados em Letras mediante duas aulas semanais, sua proposta, segundo documentos governamentais, era a formação do leitor literário. Além de LPT, abordamos projetos da Secretaria Estadual da Educação (SEE) dos últimos dez anos (2004-2013) focados na leitura literária. Apresentamos um histórico da disciplina, buscando compreender por que LPT teve uma duração efêmera, característica que se repete em outros projetos, como o Tecendo Leituras e a Hora da Leitura. Para realizar isso, fizemos um levantamento dos documentos oficiais relativos à LPT e aos demais projetos e realizamos duas entrevistas semicompreensivas (KAUFMANN,1996), a primeira com dois autores do Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013) e a segunda com um membro da equipe curricular de Língua Portuguesa da SEE. Posteriormente, procedemos à descrição, análise e interpretação dos documentos-fonte, nos moldes propostos por Soares (1996), e à identificação dos pontos em comum e discrepâncias entre as duas entrevistas, recortando temas para responder às questões que nos mobilizaram. Com relação ao referencial teórico, valemo-nos das contribuições do campo da história das disciplinas escolares (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 e 2010), das pesquisas da área de linguagem e educação e de ensino de língua materna (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 e 2010) e das pesquisas sobre ensino de literatura e de leitura literária (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004). / The present essay results from our masters degree research, in which we have studied the discipline Reading and Text Production (RTP LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5th to 8th Brazilian grade/ actual 6th to 9th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE SEE in Portuguese) from the past ten years (2004 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as Weaving Readings (In Portuguese: Tecendo Leituras) and Reading Hour (In Portuguese: Hora da Leitura). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teachers book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).

A presente dissertação resulta de nossa pesquisa de mestrado, na qual estudamos a disciplina Leitura e Produção de Texto (LPT), que compôs, de 2009 a 2011, a grade curricular do segundo ciclo do ensino fundamental (5ª à 8ª série/6º ao 9º ano) nas escolas estaduais paulistas. Ministrada por professores licenciados em Letras mediante duas aulas semanais, sua proposta, segundo documentos governamentais, era a formação do leitor literário. Além de LPT, abordamos projetos da Secretaria Estadual da Educação (SEE) dos últimos dez anos (2004-2013) focados na leitura literária. Apresentamos um histórico da disciplina, buscando compreender por que LPT teve uma duração efêmera, característica que se repete em outros projetos, como o Tecendo Leituras e a Hora da Leitura. Para realizar isso, fizemos um levantamento dos documentos oficiais relativos à LPT e aos demais projetos e realizamos duas entrevistas semicompreensivas (KAUFMANN,1996), a primeira com dois autores do Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013) e a segunda com um membro da equipe curricular de Língua Portuguesa da SEE. Posteriormente, procedemos à descrição, análise e interpretação dos documentos-fonte, nos moldes propostos por Soares (1996), e à identificação dos pontos em comum e discrepâncias entre as duas entrevistas, recortando temas para responder às questões que nos mobilizaram. Com relação ao referencial teórico, valemo-nos das contribuições do campo da história das disciplinas escolares (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 e 2010), das pesquisas da área de linguagem e educação e de ensino de língua materna (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 e 2010) e das pesquisas sobre ensino de literatura e de leitura literária (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004). / The present essay results from our masters degree research, in which we have studied the discipline Reading and Text Production (RTP LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5th to 8th Brazilian grade/ actual 6th to 9th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE SEE in Portuguese) from the past ten years (2004 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as Weaving Readings (In Portuguese: Tecendo Leituras) and Reading Hour (In Portuguese: Hora da Leitura). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teachers book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).