Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-27T12:27:38Z No. of bitstreams: 1 Bruno Pereira dos Santos.pdf: 490426 bytes, checksum: b1cc33abadecf499c09105e191cefaf6 (MD5) / Made available in DSpace on 2017-10-27T12:27:38Z (GMT). No. of bitstreams: 1 Bruno Pereira dos Santos.pdf: 490426 bytes, checksum: b1cc33abadecf499c09105e191cefaf6 (MD5) Previous issue date: 2017-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present research develops a reflection upon the formation of the literary reader, it aims at establishing a set of methodological propositions regarding the teaching of poetry to middle school students in a public-school environment. The book Antologia poética de Carlos Drummond de Andrade, organized in 1962 by the author himself, constitutes the corpus of the research. This book, from which we selected five poems, was distributed to every public school in the state of São Paulo back in 2010. The selected poems were: “Poema de Sete Faces”, “Cidadezinha Qualquer”, “Retrato de família”, “Quadrilha” and “No meio do caminho”. The selection criteria considered the reading experiment I had previously conducted with 9th grade students from a public school in the city of Sorocaba, where I work as a teacher. The experiment brought up the research problem: the idea of establishing new strategies to teach poetry to middle school students, aiming at improving their competencies as literary readers, in a context so adverse that privileges the teaching practices of the Portuguese language, reducing the literary text to a speech genre, amongst many others. The hypothesis we propose is that methodological strategies of literary reading based on the concept of performance – as discussed by the medievalist, writer and researcher of the voice, Paul Zumthor (1915-1995), that is, a present act that strongly engages the voice, the body and the other senses of the student-reader, – could lead to effective results as to perceive the poem as a scene in which the student-reader is an active interpreter, and whose subjectivity will interact with the alterity of the poem, awakening perceptive channels, in the learning process. The hypothesis analysis required two steps: firstly, through critical reading mediation, we selected in each poetic text – multisensory calligraphic body that connects word-sound-image-meaning – the vocal potentialities that make it art, that is, the vivid performance of the interpreter’s voice and body happening here and now, in the context of the classroom. Advancing into step two, we established three core methodological propositions – the vocalization, the reading-writing of the poem interpretation, and the fictional alterity interpretation. Proposing strategies to improve the literary reader competencies is the contribution of this research to the teaching of literature in the middle school environment / Esta pesquisa desenvolve uma reflexão sobre a formação do leitor literário, com o objetivo de elaborar um conjunto de proposições metodológicas para o ensino da poesia no contexto do ensino fundamental de uma escola pública. O corpus é a Antologia poética de Carlos Drummond de Andrade, organizada pelo próprio autor em 1962. O livro foi distribuído em toda a Rede Pública de Ensino do Estado de São Paulo, em 2010, e dele selecionamos cinco poemas: “Poema de Sete Faces”, “Cidadezinha Qualquer”, “Retrato de família”, “Quadrilha” e “No meio do caminho”. O critério de seleção considerou o experimento de leitura que realizei, anteriormente, com alunos do 9º ano de uma escola pública de Sorocaba, na qual sou docente. Desse experimento, surgiu a problemática desta pesquisa: a de elaborar novas estratégias de ensino de poesia, no ensino fundamental, que levem à formação do leitor literário num contexto adverso, que privilegia as práticas de ensino da língua portuguesa, reduzindo a literatura a um gênero de discurso dentre tantos outros. A hipótese que projetamos é a de que estratégias metodológicas de leitura literária sob a ótica da performance – segundo a concepção do medievalista, escritor e pesquisador da voz, Paul Zumthor (1915-1995) –, isto é, um ato presencial de forte empenho da voz, do corpo e de todos os sentidos do aluno-leitor, poderiam levar a resultados eficazes para a percepção do poema. Como em uma cena, o aluno-leitor é um intérprete ativo, cuja subjetividade interage com a alteridade do poema, e, nesse processo de aprendizagem, desperta canais perceptivos adormecidos. A análise da hipótese nos conduziu a duas etapas: na primeira, por meio de nossa mediação de leitura crítica, retiramos de cada texto poético – corpo caligráfico multissensorial entre palavra-som-imagem-sentido – as potencialidades vocais, que farão dele obra, isto é, performance viva no aqui e agora da voz e do corpo do intérprete, no contexto da sala de aula. A partir daí, estabelecemos três núcleos de proposições metodológicas: o de vocalização, o de ler-escrever a leitura e o de interpretar a alteridade ficcional. Este lance propositivo de estratégias para a formação do leitor literário é a contribuição desta dissertação para o ensino da literatura no ensino fundamental

University of Macau / Faculty of Education

Academic libraries are concerned about being involved in the communities in which they exist by rendering library and information services. In order to maintain effective community involvement, academic libraries find it is important to find ways in which they can serve the community. The study investigated the Mangosuthu Technikon Resource Centre's (MTRC) involvement in the community. The intention was to determine the extent of usage of the MTRC services by Umlazi high school teachers and to identify problems which these teachers experienced with regard to the MTRC services. Umlazi high school teachers as users of the MTRC services and MTRC staff as providers of the services, were the two groups chosen for the study. Two questionnaires, one for external respondents, the Umlazi high school teachers, and another for the internal respondents, MTRC staff: were hand delivered to and collected from the respondents. The results of the survey indicated a very low percentage of usage of the MTRC services by Umlazi high school teachers and a high percentage of interest in and lack of knowledge of the MTRC services by Umlazi high school teachers. There was agreement of opinions between Umlazi high school teachers and MTRC staff on the reasons for non-use of the MTRC services by Umlazi high school teachers. Reasons indicated were that teachers did not know they could use the MTRC. There was a lack of promotional brochures and newsletters, and teachers obtained what they needed elsewhere. It was recommended that MTRC staff be educated on the MTRC's responsibility to community involvement; that the MTRC provide library user education to Umlazi high school teachers; that the MTRC base its services on community needs assessment; that marketing practices be injected into the MTRC services; that consultation with the community during planning stages of community services be maintained; that MTRC provide the community only with services not provided elsewhere; and that the MTRC take initiative in establishing a multitype area network with Umlazi Public Library and Umlazi high schools. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1998.

The aim of this study was to investigate the relationship between the literacy environment at home, at school and in the community and the development of voluntary reading and thus a reading habit. This research is relevant as there is an alarming drop out rate, poor matriculation results and low scores in reading performance tests in South African schools. Many factors and possible causes can contribute to this, but a major problem is the lack of a reading habit, low literacy levels and an environment that is not supportive of literacy. As a result, many children are still leaving school functionally illiterate. In order to develop a reading habit, learners must get maximum support and encouragement from their literacy environment, as children learn from what is going on around them. The major role players in the learner's literacy environment, are the home and family (microstructure), the school and teachers, and his community which includes libraries (macrostructure). A literature study on the foundations, contexts and practices of literacy, voluntary reading and environmental factors that affect reading provides the theoretical basis and a conceptual framework for this study. The research method used is a case study with the focus on a sample of learners from Grade 3 - 7 from schools in the Highveld Ridge and Gauteng East area. Due to budgetary and logistical constraints, rural areas are not included. The empirical survey investigates various aspects of the literacy environment. The survey method, with questionnaires for learners, teachers and headmasters, was used. Both quantitative and qualitative methods are used to generate data. The findings are that many learners experience difficulties which hinder the development of a reading habit, for example: schools and communities do not have libraries, or access to them is limited; appropriate reading materials are not available; or learners do not have access to them; multilingualism is a major problem in a country with eleven official languages, as many learners have to learn and teachers have to teach in a language other than their mother tongue; parents are not literate and cannot help their children; socio-economic conditions are not conductive to reading; there is a lack of support from governmental at various levels. Although findings in a case study cannot be generalised, certain conclusions and suggestions can guide teachers, parents and librarians to create a more supportive literacy environment to encourage voluntary reading. / Information Science / M.A. (Information Science)

This research is concerned with an investigation into the factors relating to the reading habits of Indian secondary school pupils in the Phoenix area. It is important to acknowledge that among our youth there are both avid and reluctant readers during and after the period of formal education. It is the group of reluctant readers that has to be lured by the magic of reading. There is a remarkable variation in the reading habits of pupils from the same school. A self-designed questionnaire was administered to 544 boys and girls from standards 6, 7, 8, 9, and 10. The descriptive data available were then analysed and interpreted. The study revealed that the amount of time spent on reading and the number of books read (which together determined reading habits) by pupils was influenced by such factors as home, school, social environment, socioeconomic status, the influence of other media and the personal aspect / Psychology of Education / M. Ed. (Psychology of Education)

The selection of science fiction was researched to determine how science fiction should be evaluated and selected in the context of the public library. The first sub-problem to be researched concerned the cultural, societal and literary origins of this genre, after which its distinct phases of development were studied as well as the characteristic essence of science fiction which would affect its selection per se, specifically whether conventional literary criteria are suitable for the evaluation of items of science fiction during selection. The next sub-problem focused on, was whether theory can explain the process of fiction selection, The succeeding sub-problem was to empirically Study current practice in science fiction selection. Survey research was conducted amongst selected major urban/regional public library services in the USA. Final research results indicated that science fiction is a sophisticated, multi-textured genre which differs significantly from fellow popular genres, Science fiction is viewed by some critics as being on the cusp of post-modernism, a significant body of work in contemporary literature, and a supreme expression of late capitalism. Research further showed that no satisfactory evaluative criteria exist. It was also established that theory of fiction selection is not always capable of explaining or guiding the process of fiction selection. There is no model for the selection of science fiction. Finn guiding principles for science fiction selection could be formulated by the aid of this study. The study concluded with a specially-designed model for the selection of science fiction (including a scorecard with specially-compiled criteria for evaluating items), as well as a suggested core collection. A structured approach should be followed by the science fiction selector. The guiding principles and core collection which were formulated in this study, the set of special criteria as well as the model, together demonstrate that the selection of science fiction can be structured, controlled and guided within established parameters. / Information Science / D. Lit. et Phil. (Information Science)

Linguistics and Modern Languages / M.A. (Linguistics)

Made available in DSpace on 2016-12-08T16:35:13Z (GMT). No. of bitstreams: 1 marlene.pdf: 3066233 bytes, checksum: f8f7398a09a28ec202b711a8e46fbed2 (MD5) Previous issue date: 2011-04-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this master's degree dissertation, are presented the results of the research held on the reading textbooks written and produced between 1953 to 1957 by Teacher Manoel Bergström Lourenço Filho (1897- 1970), aimed at students of primary public schools of the country. Known as the Pedrinho Graduate Reading Series, consisted of four literature books and a reading primer, namely: Pedrinho (1953), Pedrinho e seus amigos (1954), Aventuras de Pedrinho (1955), Leituras de Pedrinho e Maria Clara (1956), and the primer, Upa, cavalinho! (1957) All published by Companhia Editora Melhoramentos, (SP). For the elaboration of the Series (Lourenço Filho), beyond the texts of his authorship, selected excerpts were taken from work already published by other authors, all of whom appeared throughout the four books of literature in the form of lessons. These textbooks were produced with the intention to stimulate the desire to read with comprehension in a productive form, and the second specifies the actual author on the presentation of the first volume of The first grade to watch the problems of human relations at home, at school, and in the social life (LOURENÇO FILHO, 1961). Approached based upon the assumptions of the Educational History in interface with the books history and the literature, is centered in researched bibliography and documentary. The objective of the present job consists of elaborating in a mapping of the authors chosen by Lourenço Filho to compose the scope of Series. From this survey, only a few authors were highlighted, due to those who contributed more in terms of quantity of lessons published, and identified himself to learn more focus placed on those same lessons. This analyses created possibilities to conclude what, in the historic moment in which what was published and utilized, as selected lectures continued knowing who composed the Primary Education pertaining to various disciplines; however, it was found that Lourenço Filho, whom chose authors to write the Series, emphasized texts that privileged knowledge especially dedicated to the teaching of History and Geography in Brazil as disciplines formed the Brazilian nationality / Nesta dissertação de mestrado, são apresentados os resultados de pesquisa realizada nos manuais escolares de leitura escritos e produzidos entre 1953 e 1957 pelo prof. Manoel Bergström Lourenço Filho (1897 1970), voltados a alunos de escolas primárias públicas do País. Conhecida como Série de Leitura Graduada Pedrinho, era composta por quatro livros de leitura e uma cartilha, a saber: Pedrinho (1953), Pedrinho e seus amigos (1954), Aventuras de Pedrinho (1955), Leituras de Pedrinho e Maria Clara (1956), e a cartilha Upa, cavalinho! (1957), todos publicados pela Companhia Editora Melhoramentos (SP). Para a elaboração da Série, Lourenço Filho, além de textos de sua autoria, selecionou variados trechos de obras já publicados por outros autores e autoras que figuram ao longo dos quatro livros de leitura em forma de lições. Esses manuais escolares foram produzidos com a pretensão de estimular a vontade de ler com compreensão, de forma produtiva, bem como, segundo explicita o próprio autor na apresentação do primeiro volume, ser a primeira série a cuidar dos problemas das relações humanas no lar, na escola e na vida social (LOURENÇO FILHO, 1961). Mediante abordagem baseada nos pressupostos da História da Educação em interface com a História do Livro e da Leitura e centrado em pesquisa bibliográfica e documental, o objetivo do presente trabalho consiste em elaborar um mapeamento dos autores e autoras escolhidos por Lourenço Filho para compor o escopo da Série. A partir desse mapeamento, destaca-se os que mais contribuíram em termos de quantidade de lições publicadas, bem como identificou-se os saberes mais colocados em foco nessas mesmas lições. Esta análise criou possibilidades para concluir que, no momento histórico em que foi publicada e utilizada, as lições selecionadas continham saberes que compunham o Ensino Primário concernentes a diversas disciplinas; entretanto, verificou-se que Lourenço Filho, ao escolher autores para compor a Série, enfatizou textos que privilegiavam especialmente saberes dedicados ao ensino da História e da Geografia brasileiras identificadas como disciplinas formadoras da nacionalidade

No contexto escolar, a leitura literária tem recebido um tratamento geralmente voltado para a decodificação do texto verbal e para o encaminhamento didático de outros conteúdos, distanciando-se, desse modo, de práticas que discutam a sua natureza simbólica. Ultrapassar essa tendência é possível, priorizando ações para a efetivação da leitura que produzam sentido e contribuam para a formação do leitor. Diante disso, em defesa da real escolarização da Literatura conjugada à formação do leitor e de um projeto de educação voltado à formação do aluno numa perspectiva emancipatória, é que originou-se este estudo. A investigação analisa a aplicação real da literatura numa turma de primeiro ano do Ensino Fundamental. Nesse sentido, a dissertação examina as implicações do processo de mediação da leitura literária e a sua contribuição ou não para a implementação de ações que contemplem a leitura na infância, no início do processo de alfabetização. A coleta de dados foi realizada através da observação direta de aulas de literatura. As obras estudadas e aplicadas nas vivências escolares foram História em três atos, de Bartolomeu Campos de Queirós, e O bicho folharal, de Ângela Lago, que pertencem ao acervo do Programa Nacional Biblioteca da Escola (PNBE 2008). Os dados levantados a partir das observações durante as mediações das leituras das narrativas foram analisados, considerando-se o processo de significação atribuído ao texto pelas crianças quanto às suas peculiaridades, à identificação do leitor mirim com os personagens, ao preenchimento dos vazios textuais, bem como a concretização da leitura do texto ficcional como experiência. Constatou-se que, para avançar na escolarização adequada da Literatura Infantil, há que se investir no processo de letramento literário, associando as linguagens verbo-visuais, com vistas à real efetivação da mediação da leitura literária como experiência, enfatizando sua dimensão humanizadora e, assim, contribuindo para a formação dos estudantes. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-04T18:17:45Z No. of bitstreams: 1 Dissertacao Judithe Eva Dupont Lo.pdf: 3019008 bytes, checksum: 98fbcd48b52bf5bbdb1a5b1d90521092 (MD5) / Made available in DSpace on 2014-06-04T18:17:45Z (GMT). No. of bitstreams: 1 Dissertacao Judithe Eva Dupont Lo.pdf: 3019008 bytes, checksum: 98fbcd48b52bf5bbdb1a5b1d90521092 (MD5)

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-04T17:41:45Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação - Gilvanedja Mendes.pdf: 3028899 bytes, checksum: 97145e9a8926e703e4b6496eb93e4d8c (MD5) / Made available in DSpace on 2016-03-04T17:41:45Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação - Gilvanedja Mendes.pdf: 3028899 bytes, checksum: 97145e9a8926e703e4b6496eb93e4d8c (MD5) Previous issue date: 2014-08-07 / Analisa o atual cenário das bibliotecas públicas pernambucanas e discute a importância das políticas públicas para as bibliotecas públicas, entendidas como espaços manifestos de acesso, disseminação e uso da informação e da cultura. Realiza pesquisa descritiva e bibliográfica, com o objetivo de discutir e defender a construção de políticas públicas de Estado voltadas às bibliotecas públicas, vistas como instituições sociais que devem atuar como centros culturais. Apresenta e analisa os principais dados levantados pelo 1º Censo Nacional de Bibliotecas Públicas Municipais, realizado em 2010 pela Fundação Getúlio Vargas (FGV) e do Relatório do I Encontro Estadual de Bibliotecas Públicas de Pernambuco (EEBPPE), realizado em 2012 pelo Fórum Pernambucano em Defesa das Bibliotecas, Livro e Leitura, que traz um mapeamento preliminar da situação atual das bibliotecas públicas em Pernambuco. Finaliza, destacando a importância da construção de políticas públicas estruturantes e permanentes para as bibliotecas, com base nas diretrizes e eixos trazidos pelo Plano Nacional do Livro e Leitura – PNLL (2006), proposto pelo Ministério da Cultura (MinC), enquanto documento norteador para a elaboração dos planos municipais e estadual do livro e leitura em Pernambuco. / Analyzes the current situation of Pernambuco public libraries and discusses the importance of public policies for public libraries, public spaces understood as access, dissemination and use of information and culture. This is a descriptive and bibliographical, aims to discuss and advocate the construction of public policies aimed at state public libraries, seen as social institutions that should serve as cultural centers search. Presents and analyzes the main data collected by the 1st National Census of Public Municipal Libraries, conducted in 2010 by the Fundação Getúlio Vargas (FGV) and the Report of the First Meeting of State Public Libraries of Ontario (EEBPPE), conducted in 2012 by Pernambucano Forum in Defense libraries, Books and Reading, which brings a preliminary mapping of the current situation of public libraries in Pernambuco. Concludes by highlighting the importance of building structural and permanent public policies for libraries, based on the guidelines and axes brought by the National Plan Book and Reading - PNLL (2006), proposed by the Ministry of Culture (MinC), while guiding document for the development of municipal and state plans and book reading in Pernambuco.