A prática de leitura de imagens de arte, em algumas instituições de ensino, tem se limitado à informação dos aspectos técnicos e das intencionalidades do artista ditas exclusivamente pelos professores, pouco ou nenhum espaço há para que os estudantes possam refletir e formular seus próprios julgamentos sobre a imagem da obra, como direito à vivência da imaginação e experiência estética, fato que contribui para que o olhar humano se torne insensível e utilitário. Entende-se que essas práticas docentes, fundamentadas pela informação, advêm de alguns aspectos de tendências pedagógicas de cunho tradicional, escolonovista e tecnicista, ao qual a educação, logo o ensino e a aprendizagem de Arte, vêm se fundamentando desde o período de colonização no Brasil, e que, apesar de haver novas perspectivas nos dias atuais (BARBOSA, 1998), não desvincularam-se do entendimento de que o saber fazer (visando ao produto final) tem mais valor do que a sensibilização envolvida na experiência com as artes. No entanto, destaca-se que a educação estética pela arte é fator crucial ao desenvolvimento humano, pois potencializa o autoconhecimento sensível/reflexivo, como prática de construção da existência. Nesse norte, a presente pesquisa constitui-se como alternativa frente às práticas de leitura de imagem de arte na escola, com o desafio de mediar o aprimoramento da percepção estética, como possibilidade de formação do olhar humano, para que os alunos sejam capazes de relacionar-se com o objeto estético (imagem de arte), para além do julgamento instantâneo, e possam ler a dimensão metafórica do não visível da arte. Para a realização de tal proposta, foram criadas oficinas de leitura de imagens de diferentes expressões artísticas (Instalação Artística, Fotografia, Grafite, Pintura), tendo como embasamento metodológico os estudos de Vigotsky (2001; 2005; 2010) sobre mediação, em que o professor aproxima e proporciona experiências significativas aos estudantes, através de uma postura pedagógica problematizadora (PAVIANI, 2010a) de questionamentos. Cabe ressaltar que a mediação, presente no questionamento constante, durante a leitura dos sujeitos, teve o papel de desafiá-los para as minúcias e os vazios da imagem que, talvez, pudessem passar desapercebidos em um olhar momentâneo, numa proposta em que coloca o aluno como criador de significações à imagem de arte. Os resultados da pesquisa, construídos pelos estudantes, através de respostas escritas e da estratégia de observação direta participante (LAKATOS; MARCONI, 1991), confirmaram o cenário atual da leitura de imagem de arte na escola e evidenciaram o refinamento de algumas habilidades de observação e análise, como indicativa de aprimoramento da percepção estética, propiciadas pela experiência da leitura de arte. A estratégia desenvolvida nessas oficinas pode certamente ser adaptada às aulas de Arte, pois representa uma oferta que potencializa a ampliação de sentidos na leitura de arte, ao invés de sua utilização em prol do fazer com um fim em si mesmo. / The practice of art images reading in some teaching institutions has been accounted itself limited in the artist’s willfulness and technical aspects information said exclusively by teachers, there is little or none opportunity so the students may reflect and formulate their own understandings about the work image as right to imagination existence and aesthetic experience, fact that contributes so the human look become insensible and utilitarian. It understands each other that those teaching practices, founded by information occurs from some aspects of technician, new school and traditional pedagogical trends to which the education, at once the Art teaching/learning is based upon since the colonization period in Brazil and that although having new perspectives today (BARBOSA, 1998) they didn’t become disentailed of the understanding that to know -to do (aiming at the final product), it has more value than sensitization involved in the experience with the arts. Nevertheless, it is detached that the aesthetics education through art is a crucial factor to the human development, so it makes potent the sensitive/reflective self-knowledge as existence construction practice. In view of this, the research is constituted as alternative in front of the practices of art image reading at school, with the challenge of mediating the aesthetic perception improvement, as formation possibility of the human look, so the students are able to link with the aesthetic objective (art image) over and above the instantaneous understanding and they can read the metaphorical dimension from the non visible of the art. For the realization of that proposal, image reading workshops were created from different artistic expressions (Artistic Installation, Photography, Graffiti, Painting), having as methodological basis the Vigotsky studies (2001; 2005; 2010) about mediation, when the teacher approaches and provides significant experiences to the students through a pedagogical problematic posture (PAVIANI, 2010a) of questions. It is suitable to emphasize that the mediation in the constant question during the analysis of the subjects had the role to challenge them to the image’s emptiness and minutiae that perhaps they might pass careless in a momentary look, on a proposal in which it puts the students as meanings creator at the art image. The research results constructed by students through written answers and from participant direct observation strategy (LAKATOS; MARCONI, 1991), confirmed the present scenery of the art image reading at school and they evidenced the refinement of some observation and analysis skills as improvement sign of the aesthetic perception, propitiated by experience of the art reading . The strategy developed in those workshops can certainly to be adapted to the Art classes, therefore it represents an offer that makes potent the sense amplification in art reading, contrary to its utilization in favor of making with an end in itself.

Esta tese investiga como a criança aciona e reconstrói o poético presente em obras selecionadas pelo PNBE 2010, problematizando a constituição do sujeito letrado em poesia, a partir de mediação docente intencional. O problema posto justifica-se pela crescente valorização da leitura, que tem colocado a formação de leitores como desafio para o âmbito educacional e impulsionado a realização de políticas públicas preocupadas com o ato de ler, dentre as quais se destaca o PNBE (Programa Nacional Biblioteca da Escola). Nessa perspectiva, a pesquisa assume enfoque qualitativo na pesquisa bibliográfica e experimental, ao acompanhar a atuação de um grupo de leitores de quarto ano de uma escola pública de Bento Gonçalves que, no contexto do projeto Brincadências poéticas, participaram de experiências de leitura e exercitaram o fazer poético. Criado no interior do espaço escolar, o “quintal de poesia” abriga a discussão sobre o processo de letrar para o poético, subsidiando reflexões sobre a vivência e a mediação da poesia, na infância. A investigação ancora-se em alguns princípios norteadores sobre leitura e práticas leitoras: Candido (1995) sustenta que a fruição literária é direito do ser humano; Larrosa (2002 e 2003) compreende que a leitura participa do processo de formação do sujeito; Zilberman (2003) sublinha a função emancipadora da obra literária; Paiva (2008) discute o lugar da política pública na literatura para a infância; Iser (1996) confere ao leitor um lugar de coatoria junto ao texto; Bordini e Aguiar (1988) concebem, no método recepcional, etapas para a leitura literária; Paz (1982) reflete sobre as especificidades do poético e sua constituição; Huizinga (1999) explicita as relações que aproximam o jogo e a poesia. A partir desse quadro teórico, o estudo propõe caminho para a educação literária, por meio da apropriação do poético, partindo da ênfase à musicalidade do texto e alcançando o enfoque imagético, de modo a complexificar, progressivamente, a atuação do leitor. Os resultados indicam que a educação literária pressupõe percurso de aprendizagem contínuo e intencional. As vivências apontam, ainda, algumas possibilidades para a instauração e consolidação da experiência poética na infância: ela se concretiza no território que envolve o cotidiano e suas transgressões, situando-se entre o conhecido e o estranho, a restrição e a liberdade; constrói-se com humor, seja na exploração de sons da língua, seja na manifestação do nonsense, seja ainda no emprego de palavras proibidas; é estabelecida em provocativos jogos de sentido, por meio da ambiguidade, do disfarce e do hibridismo na linguagem. Ao atentar para a constituição e o desenvolvimento do poético no interior da escola, a tese formula resposta possível às dificuldades que a instituição escolar tem enfrentado, no seu desafio de formar leitores e, sobretudo, leitores que leem com prazer, leitores para sempre. Por seu viés teórico-prático, a discussão busca contribuir para o processo de mediação da leitura solidária, fornecendo subsídios às reflexões sobre a formação do leitor e as metodologias de ensino voltadas à literatura e favorecendo a constituição de apreciadores da poesia, tendo em vista sua instrumentalização para a autonomia leitora, no contexto escolar. / This thesis investigates how children activate and reconstruct the poetic element that is present in literature selected by PNBE 2010, questioning the constitution of literate subject in poetry, taking intentional teacher mediation as a point of departure. The problem stated is justified by increasing value given to reading, which has put reader‟s training as a challenge for education environment, and encouraged public policies to worry about the act of reading, among which PNBE (Programa Nacional Biblioteca da Escola) can be highlighted. In this context, this work has a qualitative approach in bibliographic and experimental research. It follows acting of a 4th. year group of readers of a public school in Bento Gonçalves who, in the context of the project Brincadências poéticas, participated of reading experiences and exercised poetry making. Created in the school space, the “poetry backyard” (“quintal de poesia”) houses discussion about the process of literacy concerning poetry, subsidizing reflections about experience and mediation of poetry in childhood. This research is based on some leading principles about reading and reading practice: Candido (1995) assumes that literary fruition is a right of human beings; Larrosa (2002 and 2003) understands that reading participates in the process of subject education; Zilberman (2003) underlines the emancipating function of literature; Paiva (2008) discusses the place of public policies in literature for children; Iser (1996) confers the reader a place of coauthor upon the text; Bordini and Aguiar (1988) conceive, according to reception method, stages for literature reading; Paz (1982) reflects about specific elements of poetry and its constitution; Huizinga (1999) explains the relations that approximate playing and poetry. From this theoretical frame, this study proposes a route for education in literature, through appropriation of poetry, departing from emphasis on musicality of the text, reaching the image approach, so as to make reader‟s action, progressively, more and more complex. Results indicate that education in literature involves a continuous and intentional learning process. Experience also points out some ways for instauration and consolidation of experience with poetry in childhood: it operationalizes in the territory that involves everyday routine and its transgressions; it is placed between what is known and what is strange, between restriction and freedom; it is built with humor, exploring the sounds of the tongue, expressing nonsense, or even employing forbidden words; it is established in provocative plays of sense, through ambiguity, disguise, or even hybridism in language. When tackling constitution and development of poetry at school, this thesis formulates a possible answer to difficulties, which school as an institution has faced, in its challenge to educate readers and, mostly, readers who read with pleasure, readers forever. Because of its theoretical-practical bias, the discussion aims at contributing for the process of mediation of solidary reading, supplying subsidies to reflections about readers education and teaching methodologies, directed to literature and favoring the constitution of poetry appreciators, aiming at their use for autonomy in reading, in the school context.

Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-27T12:27:23Z No. of bitstreams: 1 Andréa Lorenzon Petenucci.pdf: 659972 bytes, checksum: 620a117ef5c6b4ae5cf63cce34b54df9 (MD5) / Made available in DSpace on 2018-09-27T12:27:23Z (GMT). No. of bitstreams: 1 Andréa Lorenzon Petenucci.pdf: 659972 bytes, checksum: 620a117ef5c6b4ae5cf63cce34b54df9 (MD5) Previous issue date: 2018-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The dissertation has no abstract / Introdução: a educação assistida por animais (EAA) visa difundir a utilização de animais como recurso pedagógico. Diferentes espécies são utilizadas, porém o cão é o mais frequente. A leitura assistida por cães é a intervenção com o maior número de pesquisas na EAA e os resultados apontam para melhora no desempenho de leitura de alunos na presença de cães terapeutas. Objetivo: descrever os efeitos da EAA na motivação e no desempenho em leitura de um grupo de alunos do 5º ano do Ensino Fundamental. Método: trata-se de uma pesquisa experimental, de intervenção, de natureza qualitativa. Casuística:seis sujeitos com idade média de 10,9 anos, 2 do sexo masculino e 4 do sexo feminino de uma sala de aula do 5º ano de uma escola municipal. Procedimento: cada sujeito participou de 06 sessões semanais de leitura em voz alta com duração de 20 minutos, as cinco primeiras com e a última sem a presença do cão. Pré sessões, os sujeitos responderam individual e oralmente ao questionário para coleta de dados relativos ao contato com animais e atividades de leitura. Pós sessões, responderam oral e individualmente ao questionário sobre as possíveis relações entre a EAA e leitura. As respostas foram descritas para traçar os perfis individuais e as sessões foram analisadas, criando categorias de análise de conteúdo à posteriori, de acordo com a incidência e a relevância dos conteúdos em relação ao objetivo da pesquisa. Resultados: Segundo a autopercepção dos 6 sujeitos, suas habilidades de leitura melhoraram após as sessões. 4 dos 6 participantes, passou a ler com mais frequência. Conclusão: Os resultados obtidos sugerem que a Educação Assistida por Animais pode impactar beneficamente o desempenho de estudantes por operar, de forma positiva, na autopercepção dos mesmos frente às habilidades de leitura

Reading non-alphabetic script can be a serious challenge to second language (L2) learners with alphabetic backgrounds. Many L2 learners of Japanese or Chinese who are fluent in speaking the language do not necessarily acquire an advanced-level reading ability. The aim of my thesis was to investigate the development of L2 word recognition ability, one of the most important abilities that learners need to develop for efficient reading, among English-speaking learners of Japanese. By analysing the results of behavioural tests and a verbal protocol administered to both L1 and L2 readers of Japanese, the study described the changes in developing L2 learners’ kanji recognition skills and their awareness of the structure and function of characters at the different stages of L2 exposure. / The overall findings suggest that the changes in processing patterns demonstrated by the participants in the present study may be fundamentally similar to those of L1 children, which have been found to be similar regardless of the types of script involved. The changes in L2 readers’ developing kanji recognition were accounted for by the transformation of the internal processing system; this transformation seems to occur by continuous link formation through learning corresponding information, and information processing based on the learned information. The process of transformation, which is affected by the frequency of exposure and the amount of practice, and therefore appears to be item-based, generally progresses on a stage-based developmental trajectory; the processing begins with local and incomplete information and progresses via intentional and analytical processing to develop into sophisticated attention-free processing. / Although the developmental trajectory may be universal, the findings of the present study suggest that, when L1 and L2 are orthographically distant, L2 readers repeat the developmental phases due to lack of their ability to process script-specific information. L2 readers with alphabetic backgrounds cannot simply transfer the recognition skills and awareness that they have acquired in their L1 in the new environment of character recognition. The findings of the study suggest that script-specific recognition skills and awareness develop over time as the L2 readers’ internal processing system undergoes successive transformations. By identifying several critical skills and awareness, the present study has discussed the possibility of enhancing character recognition ability with the use of explicit instruction at critical moments.

Reading non-alphabetic script can be a serious challenge to second language (L2) learners with alphabetic backgrounds. Many L2 learners of Japanese or Chinese who are fluent in speaking the language do not necessarily acquire an advanced-level reading ability. The aim of my thesis was to investigate the development of L2 word recognition ability, one of the most important abilities that learners need to develop for efficient reading, among English-speaking learners of Japanese. By analysing the results of behavioural tests and a verbal protocol administered to both L1 and L2 readers of Japanese, the study described the changes in developing L2 learners’ kanji recognition skills and their awareness of the structure and function of characters at the different stages of L2 exposure. / The overall findings suggest that the changes in processing patterns demonstrated by the participants in the present study may be fundamentally similar to those of L1 children, which have been found to be similar regardless of the types of script involved. The changes in L2 readers’ developing kanji recognition were accounted for by the transformation of the internal processing system; this transformation seems to occur by continuous link formation through learning corresponding information, and information processing based on the learned information. The process of transformation, which is affected by the frequency of exposure and the amount of practice, and therefore appears to be item-based, generally progresses on a stage-based developmental trajectory; the processing begins with local and incomplete information and progresses via intentional and analytical processing to develop into sophisticated attention-free processing. / Although the developmental trajectory may be universal, the findings of the present study suggest that, when L1 and L2 are orthographically distant, L2 readers repeat the developmental phases due to lack of their ability to process script-specific information. L2 readers with alphabetic backgrounds cannot simply transfer the recognition skills and awareness that they have acquired in their L1 in the new environment of character recognition. The findings of the study suggest that script-specific recognition skills and awareness develop over time as the L2 readers’ internal processing system undergoes successive transformations. By identifying several critical skills and awareness, the present study has discussed the possibility of enhancing character recognition ability with the use of explicit instruction at critical moments.

Acompanha: Um ambiente virtual de aprendizagem utilizando tirinhas e textos explicativos como ferramenta para o ensino de química / Ler é um ato social que tem relação direta com a história de vida das pessoas. Para uma leitura proficiente, contudo, é preciso que o leitor em questão traga consigo uma gama de conhecimentos armazenados para que sua capacidade de realização de inferências seja concisa e ele possa construir novos conhecimentos a partir do que ele já sabe e do que ele deseja assimilar a partir da leitura. Para tal, as relações de ensino-aprendizagem as quais esse leitor está evolvido devem ser plurais de tal maneira que os seus objetivos de leitura não sejam engessados por métodos que possam transformar sua aprendizagem por meio da leitura em um dogma metodológico reducionista. A busca pela pluralidade fundamenta o cerne desta pesquisa, que teve por objetivo elaborar um ambiente virtual de aprendizagem composto por tirinhas, textos explicativos e questões para o ensino de química. Os conteúdos abordados foram selecionados a partir de investigação bibliográfica, e essa seleção embasou a produção do material quanto a uma sequência conceitual que permitisse uma leitura acessível a diferentes perfis de leitores. Uma oficina temática foi realizada envolvendo estudantes no desenvolvimento da metodologia proposta, em que os resultados gerados possibilitaram levantar conhecimentos prévios da visão geral de estudantes ingressantes no estudo na disciplina de Química Geral, os quais subsidiaram a seleção da ênfase conceitual a ser desenvolvida durante o semestre letivo. Evidenciaram contribuição nas relações de ensino-aprendizagem pela capacidade de fornecer subsídios conceituais aos resolutores ao mostrar que tal metodologia pode ser útil em contextos de introdução a conteúdos e aulas iniciais de química, ao apresentar efetividade do material elaborado no universo acadêmico em questão. Ressalva deve ser feita à plataforma do Lime Survey escolhida como ambiente virtual, quanto ao número de questionários disponíveis que conduziu a limitações metodológicas. / Reading is a social act that is directly related to the history of life. For a proficient reading, however, it is necessary that the player in question brings with it a range of stored knowledge to your inferences realizability is concise and it can build new knowledge from what he knows and what he wants to assimilate from the reading. To this end, the teaching-learning relationships which this reader is evolvido should be plural so that their reading goals are not plastered by methods that can transform their learning by reading on a reductionist methodological dogma. The search for the plurality was the center of this research, which aimed to develop a open-source learning platform composed of strips, callouts and issues for chemistry teaching. The content covered were selected from literature search, and this selection based the production of the material as a conceptual sequence that allow a handy reading the different profiles of readers. A thematic workshop was held involving students in the development of the proposed methodology, which the results generated allowed up prior knowledge of the overview freshmen in the study in the discipline of General Chemistry, which lead to the selection of conceptual emphasis to be developed during the semester. Evidenced contribution in teaching-learning relationships the ability to provide conceptual subsidies solvers to show that this methodology can be useful in contexts introduction to content and initial classes of chemistry, the present effectiveness of the material produced in the academic world in question. Caveat is made to the limesurvey platform chosen as the virtual platform, as the number of available questionnaires that led to methodological limitations.

The aim of this thesis was to evaluate the level of reading comprehension in children at risk of developing grammar difficulties. The main goal consisted of assessing the performance and children's success in two experimental groups (with impaired speech development and the familial risk of dyslexia) and one control group (individuals with typical speech development) at the Test of Reading Comprehension based on the YARC diagnostic scale (Hulme et al., 2009). Additionally, we also observed the performance of children throughout a longer period of time. Consequently, it enabled us to compare the performance of children in the original test with the results of the Test of Reading and Comprehension by M. Caravolas and J. Volín (2005), which was administered two years later. Further analysis reveal that the individuals with the impaired speech development performed significantly worse than the children with familial risk of dyslexia whose performance was very much on the same level as the ones with typical speech development. Additionally, we found out that the performance of children in terms of comprehension does not change significantly during their development. The results of this study may be beneficial both for specialists and parents who may obtain a better understanding of their children's...

Este estudo constituiu-se em uma alternativa às formas com as quais a literatura, na maioria das instituições escolares, vem sendo ensinada. O cunho historicista ao qual a disciplina se vinculou tem agregado poucos resultados ao desenvolvimento da competência de leitura dos estudantes (testes como PISA e SAEB confirmam esse dado), não favorecendo a ampliação de seu universo pela experiência estética, atingido via experimentação da literatura clássica. Acredita-se que, dentre outros fatores, a falta de leituras complexas e do hábito de pensar são elementos que interferem diretamente na formação do estudante. Assim, o objetivo dessa investigação, inserida na linha de pesquisa Educação, Linguagens e Tecnologia, do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul, traduz-se na oferta de subsídios metodológicos para a abordagem da leitura da linguagem literária no Ensino Médio, a partir de uma proposta de leitura de contos de Anton P. Tchekhov, sistematizada via aplicação de uma oficina. Essa oficina foi planejada sob os pressupostos metodológicos do Método Recepcional (BORDINI e AGUIAR, 1993) e dos Roteiros de Leitura (SARAIVA e MÜGGE, 2006), que concebem o texto literário como uma obra artística e situam o leitor como o foco do processo compreensivo/interpretativo, considerando suas concepções, expectativas e vivências, e visando a alteração de seu horizonte de percepções a partir da leitura literária. Para sua execução, foram planejadas atividades pré, durante e pós-leitura com quatro contos de Tchekhov (cuja obra é parte integrante do acervo do PNBE/2009), com vistas a examinar a alteração no campo de percepções dos estudantes anterior e posteriormente à mediação realizada na oficina de leitura. Os resultados da pesquisa, coletados a partir de tarefas escritas referentes aos contos e da técnica de observação direta, confirmaram o cenário atual da literatura na escola e evidenciaram o refinamento de algumas habilidades de leitura dos estudantes, propiciadas pela experiência da leitura clássica. Os 4 sujeitos-participantes, alunos do terceiro ano do Ensino Médio de uma escola da rede privada de Veranópolis, evidenciaram a compreensão/interpretação dos contos lidos e foram capazes de ler o "não-dito", traço característico da literatura clássica, criando significações a partir da mediação do professor-pesquisador, essencial para que os estudantes não fizessem uma leitura superficial das narrativas. Dessa forma, parece que direcionar a obra à vida do estudante e fazê-lo perceber a riqueza do clássico como algo que diz muito da condição humana foi uma orientação relevante e talvez um passo inicial para a reconstrução de princípios metodológicos ao ensino de literatura na escola, bem como para a revisão das concepções educacionais vigentes nesses ambientes, já que a educação literária forma o sujeito numa perspectiva amplamente civilizatória. As estratégias desenvolvidas nessa oficina, baseadas, principalmente, no levantamento e confirmação de hipóteses e na discussão aberta das questões polissêmicas dos contos, podem, certamente, ser adaptadas às aulas de literatura no Ensino Médio, sendo elas uma oferta de ensino que privilegia a leitura do texto na sala de aula ao invés do estudo de teoria literária. Cabe ressaltar que a mediação do professor, traduzida na elaboração das estratégias de leitura dos contos e do questionamento constante da leitura feita pelos sujeitos, teve o papel de evidenciar minúcias e vazios do texto que, talvez, pudessem passar despercebidos aos olhos dos estudantes, numa proposta que entende o estudante como receptor do texto e produtor ativo de significações. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T16:47:58Z No. of bitstreams: 1 Dissertacao Athany Gutierres.pdf: 8849440 bytes, checksum: 33ff64596e619683a5bb64be48a4611f (MD5) / Made available in DSpace on 2014-06-03T16:47:58Z (GMT). No. of bitstreams: 1 Dissertacao Athany Gutierres.pdf: 8849440 bytes, checksum: 33ff64596e619683a5bb64be48a4611f (MD5) / This study consists in an alternative to change the ways literature has normally been taught in schools. The historicist view the discipline took has added little results to the development of reading competence of students (tests such as PISA and SAEB confirm these data), not favoring the expansion of their universe through aesthetic experience, which can be reached by classical literature. It is believed that, among other factors, the lack of complex readings and the habit of thinking are elements which directly interfere in the student´s development. Therefore, the objective of this investigation, inserted in the research line Education, Languages and Technology, at the Graduate Program in Education at Universidade de Caxias do Sul, lies on the offer of methodological contributions to the approach of literary language reading in secondary schools, based on a reading proposal with short-stories by Anton P. Tchekhov, via reading workshops. These workshops were planned under the methodological assumptions of Método Recepcional (BORDINI e AGUIAR, 1993) and the Roteiros de Leitura (SARAIVA e MÜGGE, 2006), which conceive the literary text as a work of art and place the reader as the focus of the comprehension process, taking his assumptions, expectations and experiences into consideration and aiming at the alteration of his horizons from the literary reading. To be carried out, pre, during and post reading activities were planned based on four Tchekhov short-stories (whose work is part of PNBE/2009), in order to examine the alteration of students´ perceptions before and after the mediation done in the workshops. The research results, collected from the written tasks designed for the short-stories and through the direct observation technique, have confirmed the scenario of literature in schools nowadays and have showed the improvement of some of the students´ reading abilities, provided by the experience with classical reading. The four individuals, students from the third grade of a private secondary school in Veranópolis, have demonstrated the comprehension of the short-stories and were also able to read the "unrevealed", trait of the classical literature, creating meanings based on the mediation of the researcher-teacher, which is essential for students not having done a superficial reading of the narratives. This way, it seems that directing the text to the student´s own life and helping him realize the wealth of classics as something which reveals a lot of the human condition has been a relevant orientation and maybe a starting point to rebuild methodological principals to teach literature in schools, as well as to revise the current educational concepts in this environment, since literary education develops the individual in an widely civilizing perspective. The strategies developed in this workshop, mainly based on the survey and confirmation of hypothesis and the open discussion on the polysemic issues of the texts, can certainly be adapted to literature classes in secondary schools, considering they are a teaching offer which privileges reading texts in the classroom instead of studying literary theory. It is also relevant to mention that the teacher s mediation, seen as the elaboration of the reading strategies and the permanent questioning on the readings been done, had the role of evidence details and gaps of the text, which, maybe, could not be noticed by the students, inserted in a proposal which understands the individual as the receptor of the text and as an active producer of meanings.

This thesis is in its theoretical part focusing on reading literacy, reading pre-literacy, projects to promote literacy in the Czech Republic and reading corner in kindergarten.The research is based on qualitative research using a strategy of multiple case studies of purposely chosen kindergartens and methods of observation, interviews and content analysis.The aim of this research was to determine how and for what purpose the reading corner in kindergartens is used. The basic research questions are: How the reading corners help in the development of reading literacy in kindergartens, specific research questions elaborate it as follows: How can reading corner be equipped in kindergarten; how kindergarten schools receive books and magazines; how well do they know today's market offerings; what activities are implemented in reading corner in kindergarten; what led the teacher / director to create a reading corner; how does children feel about the reading corner themselves. The results showed a diverse approach to the phenomenon of kindergarten reading corner. Kindergartens agreed on the positive impact of reading corners on the development of reading pre-literacy of girls and boys, especially in the case of free children's games, as well as in controlled activities. We can indicate a weak spot in a lack of...