Orientador: João Luís Cardoso Tápias Ceccantini / Banca: Silvia Maria Azevedo / Banca: Alvaro Santos Simões Junior / Banca: Márcio Roberto do Prado / Banca: Maria de Lourdes Ortiz Gandini Baldan / Resumo: A recepção de Memórias Póstumas de Brás Cubas (1881) e Dom Casmurro (1899), de Machado de Assis (1839-1908), por 107 alunos do 2º ano do ensino médio, em quatro colégios estaduais e um particular no município de Londrina - PR, coletada por meio de entrevistas individuais e coletivas, constitui o tema central desta pesquisa. Assim, O objeto deste estudo não é o texto de Machado de Assis propriamente dito, mas a sua recepção pelo aluno leitor. O trabalho toma a estética da recepção da escola alemã de Constança como referencial teórico básico da pesquisa, além de se valer complementarmente de estudos do campo da sociologia da leitura e da literatura afinados com essa corrente teórica. Os principais objetivos desta investigação são o de descrever e analisar a recepção dos dois romances de Machado de Assis - de estrutura bem diferente - pelo conjunto de estudantes observado. Conceitos fundamentais da Estética da Recepção estão na base deste estudo: concretização, distância estética, efeito/recepção, emancipação, estrutura de apelo, experiência estética, horizonte de expectativas e identificação, entre outros. Procura-se examinar a leitura das obras pelos alunos considerando a atenção que voltam à linguagem das obras a elementos estruturantes da narrativa (enredo, personagens, tempo, espaço, narrador, questões de verossimilhança) mediante os quais os leitores demonstram as suas impressões e seu julgamento crítico das obras. A análise dos dados confirma uma hipótese importante levantada antes das entrevistas, realizadas em situação escolar não rotineira - a de que a motivação para a leitura de uma obra literária é um dado fundamental a se considerar. Além disso, foi possível observar leituras bem particulares próprias da fase de um jovem leitor sem grande repertório literário, em que se destacam dificuldades enfrentadas no âmbito da linguagem... / Resumè: La réception de Don Casmurro et Mémoires posthumes de Brás Cubas par 107 étudiants de 2e année de l'école secondaire dans quatre écoles de l'Etat et un particulier dans la ville de Londrina - PR, ainsi que l'analyse des lectures des élèves par le biais d'entretiens individuels / collectifs maquillage l'objet de cette recherche. L'objet de cette étude est pas le texte Assis Machado lui-même, mais sa réception par l'étudiant de lecteur. Cette recherche sur le terrain de la littérature sociale prend la réception esthétique de l'école allemande de Constance comme référence théorique de travail, et les références traitant de la lecture, la littérature et la théorie littéraire. L'objectif principal de cette recherche est d'observer la réception de Machado de Assis fonctionne et l'effet sur le lecteur pour votre lecture. Le déroulement de l'objectif principal impliquent au moins deux: d'abord, observer et analyser la lecture des élèves par rapport aux concepts fondamentaux de l'esthétique de la réception: Livraison, la distance esthétique, effet, l'émancipation, la structure d'appel, l'expérience esthétique, les attentes Horizon et d'identification, par lequel il semble que la proposition de la théorie. Deuxièmement, examiner la lecture des ouvrages par les étudiants qui envisagent la langue et narratives éléments (intrigue, personnages, temps, espace, probabilité et narrateur) à travers laquelle les lecteurs démontrent ses impressions et sa lecture critique des œuvres. Qu'est-ce que défend cette thèse est: d'abord, que la motivation pour la lecture d'une œuvre littéraire est un facteur important à considérer. Les lectures sont erronées et immature propre phase d'un jeune joueur sans conditions préalables, et que la réception des ouvrages tels que Machado de Assis lui offrent quelques difficultés linguistiques ordre, la compréhension de l'histoire... / Doutor

Thesis (M.Ed.) -- University of Limpopo, 2018 / This study investigated barriers to the reading of English texts in the rural schools of the Rakwadu Circuit in Mopani District, Limpopo Province. This problem is not only in the said Circuit, it is a world-wide challenge. The research was undertaken in three public secondary schools, with focus on the Grade 9 learners of the said Circuit. Data were collected through audio-taped interviews and observation of learners while reading prescribed texts. It was found that most educators and learners agree that there are barriers to the reading of English texts. The following factors were identified as barriers, namely: lack of libraries, non-parental involvement and insufficient learner-support materials, as well as lack of guided reading books. The study recommends that governmental officials should consider building libraries even in the rural schools and communities. The schools should have a parental involvement policy in which parents are encouraged to take part in the education of their children. The Department of Education should provide sufficient learner-support materials in schools to enhance learners’ reading ability. Educators are to be provided with guided reading materials that will enable them to implement Guided Reading approach. Curriculum advisors should train teachers on how to teach reading.

This study examines the experiences of teachers and students in secondary English classes, as they engage in the reading of contemporary adolescent fiction, when such fiction is set as a class text. This study also includes an examination of students' perceptions of such reading, and of reading in general. The aim of the study is to add to the knowledge about what actually goes on inside English classrooms during the teaching of literature, and within that field, to specify how teacher-student interaction in the classroom defines and positions the kinds of meanings that are made of literary texts. Therefore, this study focuses on the teaching of units of work related to the reading of adolescent fiction novels by three South Australian English teachers, based in three different metropolitan schools.The central focus is on the teachers? plans for these units of work, and on the outcomes: that is, on teacher-student interactions during the time spent in class on the novel, and on students? written and oral responses. Thus this study also focuses on the learning that took place in these classrooms, as students made meaning from their reading.In the review of the literature, the role of the literary novel as the class ?set text? in its several historical contexts is examined, as well as current theories of reading, of pedagogy, and of literary criticism. Finally this study is placed in the context of other related studies and its contribution to the field explained.An interpretive approach is employed and methods of educational ethnography are used to what was visualised from the outset would be qualitative research in the form of case studies. Some quantification is used in this research to report on a small-scale survey, using a questionnaire to create a ?readers? profile of the cohort of student-informants as a whole. Metaphors were used to encapsulate the teachers? teaching styles, and their intentions and practices analysed to uncover the underlying theories on which these intentions and practices were based. Throughout, but especially in the final chapter, the related notions of ?enjoyment? and ?the teaching of reading? at secondary school levels, as well as the concept of reflectivity, are examined for their impact on reading pedagogy. Finally, some suggestions are made for possible and desirable future research and teacher professional development. / thesis (PhD)--University of South Australia, 2002.

In Australia, family storytelling and religion, the traditional sources of shared stories, are in decline. Stories are increasingly sourced from books, television, film and the internet. But the research suggests that whilst the sources of stories have changed over time, from family and bible stories to books, radio, television and film, the role of those stories has been constant. It has been argued that there is an important connection between an individual?s perception of their own place in the world, their understanding of what constitutes a good life and how to live it, and their ability to empathise with the lives and problems of others (MacIntyre, 1981; Taylor, 1989; Aristotle, 1996; Kearney, 2002). The research indicates that this core bundle of values, attitudes and beliefs is commonly derived from the stories to which individuals are exposed from an early age. Access to stories with which the individual can personally identify and which are familiar to and shared with those around them is crucial in establishing a satisfactory self-narrative (Polkinghorne, 1988), and to the individual's ability to communicate it successfully through the process of triple mimesis (Ricoeur, 1991/1980). Of crucial importance is access to sharable stories which resemble significant aspects of the recipient's own life and circumstances. Respondents who had endured personal difficulties were more likely to accept their circumstances and live successful lives when they had been able to identify with a story describing a similar problem and its credible resolution. However, individuals who had been unable to identify with a public story and establish a satisfactory self-narrative were more likely to be socially dysfunctional. The research also indicates a correlation between exposure to word-based stories at an early age, and the later development of imagination and ambition. People who only experienced visual stories in their early years appeared less articulate, less able to imagine things beyond their own experience, and were less ambitious in their career aspirations. Australia is an increasingly diverse nation, with a wide and growing variety of cultures, beliefs and circumstances represented in the population. It is argued that to maintain the social health of such a diverse community Australia requires an equally wide variety of public stories to ensure that all sections of the community can find a suitable reflection of their lives and circumstances. / thesis (PhDBusinessandManagement)--University of South Australia, 2005.

This doctoral study investigates the nature and role of leisure reading in the lives of avid immigrant readers. Guided by hermeneutic phenomenology and conducted by means of surveys and in-depth interviews, it uses a sample of Russian-speaking immigrants in Toronto, Canada, as a case study. The overarching research problem is divided into three research questions (RQ): RQ1: Who are the readers? RQ2: What are the main characteristics of reading behavior and habits of participants after immigration? RQ3: What role does leisure reading play in participants’ lives in immigration? Answering RQ1, the study paints demographic and socio-cultural portraits of participants; recreates a variety of contexts shaping their reading; and unfolds their reader histories. In response to RQ2, it traces immediate post-immigration fluctuations in reading behavior; records the most peculiar reading contents; explores participants’ self-perceptions as readers; outlines the major areas of post-immigration changes in leisure reading; and presents the analysis of acculturation stress in the area of leisure reading. It is concluded that leisure reading can be a more sensitive indicator of acculturation than more utilitarian measures, because it can open a window to the cultural and psychological intricacies of acculturation. Finally, RQ3 generates a theoretical discussion of the concept of ‘the role of reading’ and determines the study focus on immigration-specific, emotional and instrumental, roles. Leisure reading is found important in coping with the culture shock; sharing the experience of others and assessing personal immigration paths; re-evaluating the history of the fatherland and gaining a new perspective on the national heritage; stabilizing identity; learning about the new country; improving English-language proficiency; and compensating for the deficiencies of a transitional period. In addition, leisure reading emerges as a powerful force cementing ethnic and transnational reading communities. The study expands the selected acculturation models and theories; introduces clarity to the concepts of the role and appeal of reading; highlights the dual and self-reinforcing function of reading as a measure and a determinant of acculturation. Finally, it presents a systematic examination of the ethnic readership that has escaped the attention of reading researchers in the largest immigrant-receiving countries, Canada and the United States.

This doctoral study investigates the nature and role of leisure reading in the lives of avid immigrant readers. Guided by hermeneutic phenomenology and conducted by means of surveys and in-depth interviews, it uses a sample of Russian-speaking immigrants in Toronto, Canada, as a case study. The overarching research problem is divided into three research questions (RQ): RQ1: Who are the readers? RQ2: What are the main characteristics of reading behavior and habits of participants after immigration? RQ3: What role does leisure reading play in participants’ lives in immigration? Answering RQ1, the study paints demographic and socio-cultural portraits of participants; recreates a variety of contexts shaping their reading; and unfolds their reader histories. In response to RQ2, it traces immediate post-immigration fluctuations in reading behavior; records the most peculiar reading contents; explores participants’ self-perceptions as readers; outlines the major areas of post-immigration changes in leisure reading; and presents the analysis of acculturation stress in the area of leisure reading. It is concluded that leisure reading can be a more sensitive indicator of acculturation than more utilitarian measures, because it can open a window to the cultural and psychological intricacies of acculturation. Finally, RQ3 generates a theoretical discussion of the concept of ‘the role of reading’ and determines the study focus on immigration-specific, emotional and instrumental, roles. Leisure reading is found important in coping with the culture shock; sharing the experience of others and assessing personal immigration paths; re-evaluating the history of the fatherland and gaining a new perspective on the national heritage; stabilizing identity; learning about the new country; improving English-language proficiency; and compensating for the deficiencies of a transitional period. In addition, leisure reading emerges as a powerful force cementing ethnic and transnational reading communities. The study expands the selected acculturation models and theories; introduces clarity to the concepts of the role and appeal of reading; highlights the dual and self-reinforcing function of reading as a measure and a determinant of acculturation. Finally, it presents a systematic examination of the ethnic readership that has escaped the attention of reading researchers in the largest immigrant-receiving countries, Canada and the United States.

Thesis--University of North Carolina. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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This dissertation explores the impact of gender ideologies held by medieval readerships on the production of books and circulation of texts in late medieval England. The first chapter explores how the professional book trade of late medieval London circulated booklets of Chauceriana which constructed masculinity and femininity in strict adherence to the courtly love literary tradition. In the second chapter, I demonstrate that such a standardized representation of courtly gender could be adapted by a readership removed from the professional book trade, in this case the rural gentry producers of the Findern manuscript, who present a revised vision of femininity and courtliness in their anthology. This revised femininity includes several texts which privilege the female speaking voice. The third chapter goes on to investigate the use of the female voice in one particular genre, the love lyric, and asks if the female lyric speaker can be associated with manuscripts in which women participated as producers or readers. Finally, the fourth chapter turns to masculinity, examining how the commonplace book of an early 16th century grocer, Richard Hill, contains selections from didactic and recreational literature which reinforce the ideals of masculine conduct in the merchant community of late medieval London. The dissertation concludes that manuscript contexts must be taken into account when reading gender in medieval English literature.

In this thesis, I explore and critique the content of the fashion teen magazine CosmoGirl. Through a bricolage of methods, I examine the magazine's representation of teen femininity and compare it to the editor's "pro-feminist" initial goal and intended social role for the publication. / Drawing upon previous studies, and linking my findings to established theories, I analyze the possible relationship between the publication's content and the influence this media genre has on the social development of young women. / My research findings show that CosmoGirl's portrayal of femininity is stereotypical, patriarchal and unrealistic and that such representation perpetuates negative and destructive feelings in young women. / In my discussion, I explore possible reasons for the lack of representation of the editor's goal for the magazine within the magazine's overall discourse. I also discuss the importance of media literacy in education as a means to alter today's media, so its representation of women becomes truthful.