Os jogos e as brincadeiras para ensinar conteúdos ocupam lugar de destaque nas práticas educativas institucionais, principalmente, naquelas voltadas para a educação das crianças de 0 a 6 anos. Diante do valor inconteste que assumem tais ações nas atividades diárias das crianças, esta pesquisa tem como objetivos problematizar como se constituiu e engendrou o discurso moderno sobre o papel educativo dos jogos e brincadeiras, quais sentidos foram atribuídos a eles e indagar sobre seus possíveis efeitos. Para tanto, o período histórico investigado está demarcado pelas fontes escolhidas: os dois volumes da Revista do Jardim da Infância, de 1896 e 1897 e, os três volumes do Referencial Curricular Nacional para a Educação Infantil, de 1998. A opção por tais fontes deve-se ao reconhecimento do valor que ambos os documentos imprimiram na definição dos contornos das práticas dirigidas aos pequenos, em especial aquelas que envolvem os jogos e brincadeiras. Reunimos, portanto, um conjunto de documentos, que pelas nossas hipóteses nos permitiriam identificar discursos e práticas que associassem os objetos em questão. Por tratar-se de pesquisa que buscou interrogar discursos/documentos de um dado momento do passado, procuramos olhá-los como sinais daquela época, como portadores de concepções e não como depositários de uma verdade. Neste sentido, analisamos o texto dos documentos em seu conteúdo voltado para a indicação de como organizar e conduzir as atividades com as crianças, utilizando jogos e brincadeiras com vistas a trabalhar conceitos, valores e modos de se comportar. Pelas análises empreendidas foi possível reconhecer que historicamente ciências como a Psicologia e a Pedagogia vêm reforçando a ideia de que os jogos e o brincar são importantes instrumentos para a aprendizagem. Assim, nossa investigação assinala que a compreensão atual sobre o papel educativo das brincadeiras e jogos e práticas a eles associadas exige o reconhecimento de sua historicidade, das estratégias de potencialização e de sua relação com os discursos. Além disso, é preciso considerar que a associação do adjetivo educativo às práticas lúdicas não aconteceu sem intenção, mas se constituiu como mais uma estratégia, envolvida em relações de poder e saber a qual visava o governo dos sujeitos infantis, que se entrelaçou e encontrou força dentro da visão de infância e das instituições destinadas à sua educação cunhadas na modernidade. Por tudo isso, as práticas ligadas ao brincar, ao brinquedo e aos jogos, dirigidas à infância, na medida em que são associadas às aprendizagens, podem cumprir a função de confinar a criatividade, evitar desestabilizações, construir subjetividades, governar os pequenos. Isso quer dizer que tais objetos e práticas, como produtos sociais e históricos, podem produzir o que nós somos e construir o ser social e cultural de uma maneira complexa e determinada. / As strategies for teaching subject matters, games and childrens play have a high place in institutional educational practices. This is especially true for those directed to 0-6-year-old children. Since these strategies in childrens daily activities are of paramount importance, current research aims at problematizing the establishment and the development of modern discourse on the educational role of games and childrens play, their meaning and their possible effects. The historical period under analysis is limited to the sources chosen, or rather, the two volumes of the Revista do Jardim da Infância [Kindergarten Magazine], published between 1896 and 1897, and the three volumes of Referencial Curricular Nacional para a Educação Infantil [Brazilian School Curriculum Guidelines for Childrens Education], published in 1998. Above sources were chosen owing to an acknowledgement both documents have within the context of practices, mainly those involving childrens games and plays, focusing children. A set of documents was thus collected which, according to our hypotheses, would identify discourses and practices that associate the objects under investigation. Since research interpellates the discourses and the documents of a certain point in history, they were perceived as signs of that period, or rather, as concept bearers and not as the depositary of a certain kind of truth. Documentary texts were analyzed with regard to the manner activities for children could be organized and developed through the use of games and play, having in mind the working out of concepts, values and manner of behavior. Analyses showed that, throughout history, the sciences, such as Psychology and Pedagogy, reinforced the idea that games and playfulness were important learning instruments. Current investigation, therefore, shows that current understanding on the educational role of play and games and every practices associated with them need the acknowledgement of their historicity, the strategies of potentialization and the relationship with discourses. Further, the association of the adjective educational linked to play practices did not occur randomly but became a strategy which involved power and knowledge relations which aimed at the rule of child subjects. It interweaved itself and found strength within the context of childhood and the modern institutions posited for childrens education. When practices, linked to play and games for children, are associated with learning, they may limit creativity, avoid destabilizations, construct subjectivities and rule the young subjects. These objects and practices, as social and historical practices, may produce what we are and construct our social and cultural being in a complex and determined way.

Este estudo discute a produção de culturas infantis a partir do contato das crianças com literatura infantil e com os livros como objetos culturais no contexto escolar. Para tanto, foi realizada uma pesquisa com abordagem etnográfica, por meio do acompanhamento de um grupo de crianças do primeiro ano do ensino fundamental numa escola municipal da cidade de São Paulo, em 2010. Considerando a entrada de crianças de seis anos no 1º ano e não mais na educação infantil, a ampliação de duração do ensino fundamental (pelas Leis federais no. 11.114/05 e no. 11.274/06, respectivamente) e as políticas públicas federais e municipais de incentivo à leitura literária e de acesso aos livros, procurou-se verificar como se dá a produção de culturas infantis nas relações sociais e por meio da relação com a literatura infantil, os livros e suas vidas. Além do registro em diário de campo a partir das observações do cotidiano do grupo, outro instrumento utilizado para obtenção dos dados foi a realização de entrevistas coletivas com grupos de crianças. Parte-se dos pressupostos teóricos da Sociologia da Infância, dos estudos interpretativos da infância, da competência das crianças e da metodologia da pesquisa com crianças. A análise dos dados obtidos permite afirmar que as crianças produzem culturas nas relações entre pares por meio da relação direta da literatura com suas vidas, da comparação entre histórias por meio de aspectos literários, da criação de novos estatutos para as ilustrações presentes na literatura infantil e das brincadeiras com a linguagem. Além disso, as crianças se relacionam com os livros como artefatos culturais, quando eles passam a ser objetos de disputa, de conflito e negociação. Os dados revelaram também que a organização do espaço e a rotina para o acesso aos livros na escola são feitas e controladas por adultos, o que pode limitar a livre iniciativa das crianças. Parece ser possível afirmar que, ainda assim, as crianças criam estratégias de compartilhamento dos livros, vivem conflitos e criam seus próprios critérios de escolha, compreendendo melhor os papéis sociais vivenciados nestas situações. / This study discusses the production of childrens cultures from their contact with children\'s literature books as cultural objects in the school context. For this purpose, a research was conducted with an ethnographic approach within a group of children in the first year of elementary school in a public school in São Paulo in 2010. Considering the entry of six years old children at the 1st year instead of in the early childhood education, the enlargement of elementary schools duration (by federal laws. 11.114/05 and. 11.274/06, respectively) and the federal and municipal public policies to encourage literary reading and access to books, this research has aimed to understand the production of children\'s culture and social relations through the relationship with children\'s literature, books and their lives. In addition to the field diary observations of everyday life of the group, another tool used for data collection was collective interviews with groups of children. It starts with the theoretical assumptions of the Sociology of Childhood, interpretive studies of childhood, the competence of children and research methodology with children. The analysis of data suggests that children produce culture in peer relations through the direct relationship between literature and their lives, through comparing stories based on literary aspects, by creating new statutes for the illustrations in children\'s literature and by language games. Moreover, children relate to books as artifacts, when they become objects of contention, conflict and negotiation. The data also revealed that the organization of space and routine access to books in school are made and controlled by adults, which may limit childrens free initiative. Despite that it seems possible to say that children create strategies for sharing books, living conflicts and create their own selection criteria, including better social roles experienced in these situations.

Child maltreatment negatively impacts physical, emotional, and the health and well-being of a person, often with lifelong implications. The importance of this study derives from the very necessity of mental health services for children who have suffered trauma. Children’s Assessment Centers (CAC) assess and refer children who have experienced abuse to a therapist in the community. This study examines the use of an enhanced referral process used to connect some CAC clients more quickly to therapeutic services in the community. The study examined whether children who received this expedited referral service were more likely than children who received the standard referral process to see a therapist within three months. The study used data provided by one CAC in California. The CAC provided information on clients who received either the expedited or standard referral process within a 3-month period in 2017. The researcher then contacted the clients’ caregivers to ask whether the child saw a therapist within 3-months of the child’s referral from the CAC. The study used a Chi-square test to analyze whether children who received an expedited referral to mental health services were more likely than children who received the standard referral to receive mental health services within three months. Results indicated no statistically significant difference in access to mental health services for the two groups. However, during data collection, the researcher learned that some children were already engaged in therapy at the time they received the referral, perhaps rendering the referral unnecessary. Implications for social work practice, policy, and research are discussed.

The prevalence of childhood obesity is escalating rapidly and it considered to be a major public health problem. Diet is a recognised precursor of fatness, and current evidence supports the premise that in Westernised countries, the dietary intakes of children are likely to be important in obesity genesis. However, we have a relatively poor understanding of the environments in which a child’s eating is learnt and maintained. Much of the existing work in this area is based on small-scale or experimental studies, or has been derived from homogeneous populations within the USA. Despite these limitations, there is evidence that aspects of the child’s family environment are likely to be important in determining obesity risk in children. This thesis examines the impact of the family food environment on a child’s eating through two related studies. The first study, titled the Children and Family Eating (CAFÉ) study comprised three phases. Phase one involved qualitative interviews with 17 parents of 5-6 year-old children to explore parental perceptions regarding those factors in a child’s environment believed to influence the development of their child’s eating habits. These interviews were used to inform the development of quantitative measures of the family food environment. The second phase involved the development of a Food Frequency Questionnaire (FFQ) to assess dietary intake in 5-6 year-olds. The FFQ was informed by analysis of 1995 Australian National Nutrition Survey data. In the final phase the relationships between dietary intakes of 5-6 year-old children, and potential predictors of dietary intake were examined in a cross-sectional study of 560 families. Predictors included measures of: parental perceptions of the adequacy of their child’s diet; food availability and accessibility; child-feeding; the opportunities for parental modelling of food intake; a child’s television exposure; maternal Body Mass Index; and maternal education. Analysis of the CAFÉ data provides unique information regarding the relationships between a child’s family food environment and their food consumption. Models developed for a range of dietary outcomes considered to be predictive of increased risk for obesity, including total energy and fat intakes, vegetable variety, vegetable consumption, and high-energy (non-dairy) fluid consumption, explained between 11 and 20 percent of the variance in dietary intake. Two aspects of the family food environment, parental perception of a child’s dietary adequacy, and the total minutes of television viewed per day, were frequently found to be predictive of dietary outcomes likely to promote fatness in these children. The second study, titled the Parent Education and Support (PEAS) Feeding Intervention Study, was a prospective pre/post non-randomised intervention trial that assessed the impact of a feeding intervention to 240 first-time mothers of one-year-old children. This intervention focused on one aspect of the family food environment, child-feeding, which has been proposed as influential in the development of obesogenic eating behaviours. In this study, Maternal and Child Health Nurses (MCHNs), using a ‘Division of Responsibility’ model of feeding, taught parents to provide nutritious food at regular intervals and to let children decide if to eat and how much to eat. Thus parents were encourages to food their child without exerting pressure, or employing coercion or rewards (controlling behaviours). The aim was to influence parental attitudes and beliefs regarding child-feeding. Through the use of these feeding techniques, this intervention also aimed to increase the variety of fruits and vegetables a child consumed by teaching parents to persist with offering these foods, over the year of the intervention, in non-emotive environments. Fruits and vegetables were chosen in this intervention because they are likely to be protective in the development of obesity. Analysis of the PEAS data suggests that this low-level feeding intervention, delivered through existing Maternal and Child Health services, was modestly effective in changing parental attitudes and beliefs regarding the feeding of young children. Further, the validity of fruits offered to intervention group children increased. This thesis expands the existing knowledge base by providing a comprehensive analysis of the relative impact of aspects of the family environment on dietary intakes of 5-6 year-olds. Further, the analysis of a feeding intervention in first-time parents provides important insights regarding the potential to influence child-feeding and the impact this may have on the promotion of eating behaviours protective against obesity.

In the Swedish Curriculum (Lpfö 1998, revised 2010) it is directly stated that childrens learning should be documented, a tool for this is to document by a pedagogical documentation. Therefore it is of great importance for preschool teachers to relate to a pedagogical documentation, in any aspect of it. I have in this study done a research on how preschool teachers use pedagogical documentation as a tool, and what their opinions are of implementing pedagogical documentation in their daily practice. This study is based on a qualitative method and six low-structured interviews executed in three different preschools. I have also used Vygotskijs sociocultural perspective as a theory in this study. The results of the study show that preschool teachers are using pedagogical documentation as a tool in their practice. They have a positive attitude towards it, and one interesting fact is that all of the preschool teachers find pedagogical documentation important for a childs development and learning. The aim is to use pedagogical documentation more often and always put the child in focus, when an educational documentation is in its process. / I läroplanen för förskolan (Lpfö 1998, rev. 2010) står det klart och tydligt att barns lärande och utveckling bör dokumenteras, ett verktyg för att möjliggöra detta är att dokumentera med hjälp av pedagogisk dokumentation. Således är det av stor vikt att som förskollärare relatera till en pedagogisk dokumentation, utifrån varje aspekt av den. Jag har i denna studie gjort en undersökning kring hur förskollärare använder pedagogisk dokumentation som ett verktyg i deras vardagliga pedagogiska arbete, samt vilka åsikter pedagoger har när det gäller att implementera den pedagogiska dokumentationen som ett arbetsverktyg i praktiken. Denna studie är baserad på en kvalitativ metod och sex låg-strukturerade intervjuer utförda på tre olika förskolor. Jag har även som teoretisk utgångspunkt redogjort kring Vygotskijs sociokulturella perspektiv i denna studie. Resultatet i denna studie visar på att förskollärare använder pedagogisk dokumentation som ett verktyg i deras pedagogiska arbete. De har en positiv attityd, och ett intressant faktum är att alla förskollärare i denna studie finner pedagogisk dokumentation av stor vikt, vad gäller ett barns utveckling och lärande. Målet är att använda den pedagogiska dokumentationen oftare och alltid sätta barnet i fokus, när en pedagogisk dokumentation är i sin process.

Orientador: Antonio Zuliani / Resumo: A progressão da doença na criança infectada pelo HIV associou-se à elevação do nível sérico de IgE total em alguns estudos. O mecanismo responsável por esta elevação ainda não foi claramente elucidado. O desbalanço na produção e liberação de citocinas de perfil Th1 e Th2, que ocorre após a infecção pelo HIV, tem sido proposto como um possível mecanismo para a elevação da IgE. Foram avaliadas neste estudo, 29 crianças de ambos os sexos, infectadas pelo HIV, acompanhadas no Ambulatório de Imunologia Pediátrica da Faculdade de Medicina de Botucatu-UNESP, com idade variando de 3 a 182 meses, com o objetivo de analisar os níveis séricos de IgE nessas crianças e sua correlação com presença de categorias clínicas e imunológicas mais graves, carga viral elevada e aumento da prevalência de alergia. A classificação clínica destes pacientes mostrou duas crianças (6,9%) na categoria N, sete (24,14%) na A, 12 (41,38%) na B e oito (27,58%) na C. Já a classificação imunológica mostrou três crianças (10,3%) na categoria 1, 16(55,2%) na 2 e 10 (34,5%) na 3. Após a aplicação do questionário alergológico, 11 crianças (37,93%) apresentaram história positiva de sintomas alérgicos, e quatro destes pacientes (13,79%) apresentaram teste cutâneo de hipersensibilidade imediata positivo a um ou mais dos aeroalérgenos testados. Os resultados mostraram níveis elevados de IgE em 17 crianças (58,62%), e estes foram numericamente maiores nos pacientes pertencentes à categoria clínica mais grave (C) em relação àqueles das outras categorias clínicas, mas sem diferença estatisticamente significante. Não foi encontrada diferença entre a freqüência de crianças com IgE elevada pertencentes às categorias clínicas e imunológicas mais graves e aquelas mais leves... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The progression of the disease in the infected child by HIV toke part in the elevation of the serum level of total IgE in some studies. The mechanism responsible for this elevation was still not clearly elucidated. The oscillation in the production and liquidation of Th1 and Th2 cytokines, that occur after the infection by HIV, have been proposed as a possible mechanism to the IgE elevation. In this study was evaluated 29 children of both sex, infected by HIV, accompanied in the Clinic of Pediatric Immunology of Botucatu Medical School - UNESP, with ages from 3 to 182 months, with the objective of analyze the serum levels of IgE in these children and the co-relation with the presence of the categories clinic and immunological more severe, high load viral and increase of the allergic diseases prevalence. The clinic classification of these patients showed two children (6,9%) in N category, seven (24,14%) in B and eight (27,58%) in C. While the immunologic classification showed three children (10,3%) in the category 1, sixteen (55,2%) in the 2 and ten (34,5%) in the 3. After the application of the allergologic questionnaire, eleven children (37,93%) presented positive history of allergic symptoms, and four of these patients (13,79%) presented positive immediate cutaneous hypersensitive test to one or more of the inhalant allergens tested. The outcomes showed high levels of IgE in 17 children (58,62%), and these were numerically greater in the patients in the more severe clinic category (C) in relation to those of the others clinic categories, but without significant statically difference. The difference between the frequency of children with high IgE in the clinic and immunologic categories more severe and that more soft was not founded. The load viral values were significantly lower in the group... (Complete abstract, click electronic access below) / Mestre

In today’s increasingly digitised world, we communicate both locally and globally across different languages, modes and media. Since the New London Group’s (1996) seminal ‘Pedagogy of Multiliteracies’ some twenty years ago, there have been further significant developments in the way we communicate, with the 21st century considered ‘the great age of translation’ (Bassnett 2014:1). Yet despite the increasing number of multilingual, multimodal texts we encounter, classrooms continue to teach traditional, monolingual print-based models of literacy. This research is therefore primarily in response to this rapidly evolving context, with a curiosity as to how international picturebooks might develop the skills learners need to succeed both now and in the future. The research process has been a journey comprising two separate phases of empirical study as I have sought to find out the best way to approach this topic. My initial focus, Phase One, was exploring the visual literacy skills of EAL learners and I completed a project in a primary school in Glasgow. As a result of the emerging findings, the research then changed in two ways – to a whole class approach comprising both bilingual and monolingual learners, and to a focus on translation. Phase Two comprised two whole class projects in the Scottish Borders, with my overarching question: How can translating both the verbal and visual in international picturebooks develop the multiliteracies learners require in the 21st century? In my discussions of multiliteracies, I have focused on four different areas: visual, critical, digital and intercultural literacies. Learners’ visual literacy skills were developed through their recognition of the cultural codes in visuals. Their critical literacies were developed through the recognition of power in texts, through deconstructing and reconstructing texts and seeking multiple perspectives. Digital literacies were improved through the critical retrieval of information online and through using tools such as Google Translate and, like Gilster (1997), I have suggested a key component of digital literacies is having an open mind as to the possibilities of emerging technologies. I also argue that intercultural literacy should be included under the umbrella of multiliteracies, in order to provide learners with the tools to navigate the increasingly multilingual, multicultural spaces they are likely to encounter, and offer tentative findings which show how translating international picturebooks has helped to develop these skills and attitudes. Prior to concluding the thesis, I briefly consider alternative lenses for the research, in particular Critical Race Theory, identity and translingualism. I then sum up the project in Chapter 11 and make some key recommendations, including the need for multiliteracies to be explicitly acknowledged in the curriculum and for international picturebooks, including those in the first languages (L1s) of the bilingual learners, to be introduced into classrooms to challenge the dominance of English and ‘what counts’ as reading. Alongside a discussion as to the limitations of the research and possible future directions, the thesis concludes with a call for both academics and educators to consider how the gap between research and practice might be reduced, to enable research such as this to have an impact on today’s literacy learners.

Made available in DSpace on 2014-06-11T19:33:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2001Bitstream added on 2014-06-13T21:06:10Z : No. of bitstreams: 1 ripari_vr_me_botfm.pdf: 630015 bytes, checksum: a0b3099a4a3f8f782d7e68393790552a (MD5) / A progressão da doença na criança infectada pelo HIV associou-se à elevação do nível sérico de IgE total em alguns estudos. O mecanismo responsável por esta elevação ainda não foi claramente elucidado. O desbalanço na produção e liberação de citocinas de perfil Th1 e Th2, que ocorre após a infecção pelo HIV, tem sido proposto como um possível mecanismo para a elevação da IgE. Foram avaliadas neste estudo, 29 crianças de ambos os sexos, infectadas pelo HIV, acompanhadas no Ambulatório de Imunologia Pediátrica da Faculdade de Medicina de Botucatu-UNESP, com idade variando de 3 a 182 meses, com o objetivo de analisar os níveis séricos de IgE nessas crianças e sua correlação com presença de categorias clínicas e imunológicas mais graves, carga viral elevada e aumento da prevalência de alergia. A classificação clínica destes pacientes mostrou duas crianças (6,9%) na categoria N, sete (24,14%) na A, 12 (41,38%) na B e oito (27,58%) na C. Já a classificação imunológica mostrou três crianças (10,3%) na categoria 1, 16(55,2%) na 2 e 10 (34,5%) na 3. Após a aplicação do questionário alergológico, 11 crianças (37,93%) apresentaram história positiva de sintomas alérgicos, e quatro destes pacientes (13,79%) apresentaram teste cutâneo de hipersensibilidade imediata positivo a um ou mais dos aeroalérgenos testados. Os resultados mostraram níveis elevados de IgE em 17 crianças (58,62%), e estes foram numericamente maiores nos pacientes pertencentes à categoria clínica mais grave (C) em relação àqueles das outras categorias clínicas, mas sem diferença estatisticamente significante. Não foi encontrada diferença entre a freqüência de crianças com IgE elevada pertencentes às categorias clínicas e imunológicas mais graves e aquelas mais leves... / The progression of the disease in the infected child by HIV toke part in the elevation of the serum level of total IgE in some studies. The mechanism responsible for this elevation was still not clearly elucidated. The oscillation in the production and liquidation of Th1 and Th2 cytokines, that occur after the infection by HIV, have been proposed as a possible mechanism to the IgE elevation. In this study was evaluated 29 children of both sex, infected by HIV, accompanied in the Clinic of Pediatric Immunology of Botucatu Medical School - UNESP, with ages from 3 to 182 months, with the objective of analyze the serum levels of IgE in these children and the co-relation with the presence of the categories clinic and immunological more severe, high load viral and increase of the allergic diseases prevalence. The clinic classification of these patients showed two children (6,9%) in N category, seven (24,14%) in B and eight (27,58%) in C. While the immunologic classification showed three children (10,3%) in the category 1, sixteen (55,2%) in the 2 and ten (34,5%) in the 3. After the application of the allergologic questionnaire, eleven children (37,93%) presented positive history of allergic symptoms, and four of these patients (13,79%) presented positive immediate cutaneous hypersensitive test to one or more of the inhalant allergens tested. The outcomes showed high levels of IgE in 17 children (58,62%), and these were numerically greater in the patients in the more severe clinic category (C) in relation to those of the others clinic categories, but without significant statically difference. The difference between the frequency of children with high IgE in the clinic and immunologic categories more severe and that more soft was not founded. The load viral values were significantly lower in the group... (Complete abstract, click electronic access below)

Critical literacy is widely acknowledged as a crucial component of 21st century literacies, with a growing number of researchers providing inspirational examples of what can happen when teachers create critically literate ‘niches’ or spaces in their classrooms (O’Brien 1994; Leland et al 2005; Souto-Manning 2009). Despite this increase in scholarly interest, schooling’s traditional focus on code-breaking and comprehension-type literacy practices (Leland et al 2005) has meant that critical literacy still remains on the margins of many classrooms and curricula, as a buzzword, add-on or extension task that is often reserved for the eldest or most able (Comber 2001). Consequently, researchers have found that a critical stance still does not come “naturally” to readers within schooled contexts (Ryan & Anstey 2003; Scull et al 2013), a situation that cannot be remedied until critical literacy is widely used and valued by readers both inside and outside of schools (Carrington & Luke 1997). Responding to this context and motivated by an absence of research into the critically literate practices of families, a key aim of this study has been to find ways of making space for more critical “ways with words” (Heath 1983) to emerge in places other than classrooms. Underpinned by a theoretical understanding that a powerful and productive relationship exists between the effects of metafiction and the broadly-agreed aims of critical literacy, this thesis is an account of what happened when a group of eight parents and their eight primary school-aged children encountered the complex, surprising and disruptive demands of metafiction in picturebooks. Discussions about the picturebooks were located across a range of school-based and out-of-school settings and the resulting qualitative, analytical inquiry focused specifically on the literacy resources that dominated these readers’ responses when they engaged with metafiction. Key findings included the fact that comments with a ‘critical edge’ always emerged in direct response to the provocations of metafiction. More specifically, this study has identified the ability of metafiction to provoke resistance as a reader response; an experience that made it possible for some readers to interrupt and question their ‘natural’ literacy practices. In addition, the effects of metafiction made it possible for readers to develop metaliterate understandings, a term used here to describe a heightened awareness of language in use and of reading as an active, social process of meaning-making. In both cases, the effects of metafiction helped to foreground the often invisible dispositions that give shape to understandings about words - and pictures - and, simultaneously, about the world (Freire 1985).

Resumo: Alterações na voz das crianças são geralmente confundidas pelos pais com sintomas de infecções de vias aéreas superiores ou tachadas como qualidade normal da voz. Foram objetivos deste trabalho verificar a opinião dos pais sobre a voz de seus filhos no que diz respeito a: percepção e preocupação relacionadas às alterações de voz de seus filhos, fatores que influem na qualidade vocal, atitudes tomadas frente às alterações de voz, percepção de problemas vocais e referência de queixas vocais pelos filhos, importância da voz na vida familiar, escolar e para o futuro do filho. Participaram do estudo 526 pais de crianças, com idade entre 5 e 12 anos, sendo 50,2% do sexo feminino, que freqüentam escolas da rede municipal e estadual da cidade de Garça, São Paulo. Os pais responderam a um questionário padronizado. Os resultados mostraram que 74% dos pais caracterizaram a voz de seus filhos como normal e/ou bonita, sendo que 26% percebem algum tipo de desvio, entre eles muito alta, alterada, nasal e rouca ; os pais referiram que 37,5 a 68% das crianças apresentam eventualmente alguma alteração na voz e 45% dos pais se preocupam com tais alterações. A maioria dos pais que percebem alterações na voz do filho (68%) tomam alguma atitude, 36% dos pais acreditam que as crianças não percebem quando têm alterações na voz, 77,5 a 92% dos pais referiram que o filho nunca relatou queixas vocais. Grande parte dos pais (80 a 95,8%) apontou que o filho nunca apresentou mudanças na voz no decorrer do dia, perda total da voz ou rouquidão, 44% dos pais responderam que a criança se sente incomodada quando tem alguma alteração na voz e relacionam a alteração com o abuso vocal, 79,5 a 49,5% afirmaram que a voz é muito importante para a vida pessoal, familiar, escolar e para o futuro do filho. Os hábitos considerados bons para a voz foram: dormir bem... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Child voice disorders are generally confused by the parents as both: upper respiratory diseases or with normal quality of voice. The aim of this work was to assess the parent's opinion about their child voice regarding factors that influence in vocal quality, perception and worries about the children voice modification. Moreover, perception and attitude taken for the parents facing their child voice alteration and finally, the parent's perception of the importance of their child voice for familiar and scholar life and for the child future. Participated in this study, five hundred and twenty-six parents of children with age between 5 and 12 years. 50,2% of them were female,that frequent private and public schools in the city of Garça, state of São Paulo. The parents answered a standard questionnaire. As a result of this study we had 74% of the parents caracterized the children's voice as normal and/or beautiful, 26% perceived any kind of deviation like very high, altered, nasal and hoarse. The parents also refered that 37,5% to 68% eventually has any voice disorder and 45% of the parents are worried about that disorders. The majority of the parents that perceive the child voice disorder (68%) take any attitude; 36% of the parents believe that children do not believe that children do not perceive when they have voice disturbances; 77,5% to 92% of the parents refered that the child has no voice complaint. Several parents (80 to 95,85%) reported that the child has never had voice changes in the course of the day, total lost of the voice or hoarseness; 44% answered that the child gets unquiet when has some voice disturbance and associate the disturbance with the vocal abuse; 79,5% to 49,5% affirmed that the voice is very important to the personal life, familiar, scholar and to the child future... (Complete abstract click electronic access below) / Orientador: Ercília Maria Caarone Trezza / Coorientador: Mara Behlau / Mestre