Nous soutenons que l’enseignement de la lecture littéraire, au lycée et au cégep, peut contribuer à former des sujets lecteurs divers, c’est-à-dire des sujets pluriels, changeants et contradictoires, situés dans une historicité, mais capables de s’en distancier de manière réflexive, et ce, grâce à la médiation du texte lu et à celle des autres lecteurs du texte. Premièrement, nous avons élaboré un modèle de compréhension de la diversité des sujets lecteurs, basé sur la critique d’une conception unitaire, homogène et essentialiste du sujet que l’école devrait former et de la culture qu’elle souhaite transmettre. Deuxièmement, nous avons étudié dans quelle mesure la diversité des interprétations effectivement produites par les élèves peut constituer une médiation efficace de la compréhension de soi-même et d’autrui comme sujet lecteur divers. Cette compréhension reposant sur la confrontation entre les interprétations produites successivement par un même lecteur et simultanément par plusieurs lecteurs, elle est nécessairement transitoire, fragmentaire, intersubjective et réflexive. Troisièmement, nous avons décrit et expliqué comment des élèves élaborent plusieurs interprétations d’un texte littéraire, à la fois en mobilisant les diverses ressources de leur subjectivité et en s’appropriant des éléments interprétatifs coconstruits avec leurs pairs et leur enseignant. En cohérence avec ces visées herméneutiques et praxéologiques, nous avons conçu une séquence d’enseignement, axée sur La plage des songes de S. Péan (1998), intégrant des activités individuelles et collaboratives de lecture, d’écriture et d’oral. Ce dispositif a été expérimenté par deux enseignants, dans une classe de seconde en France et dans une classe de cégep au Québec. Notre méthodologie qualitative vise la compréhension approfondie de sept parcours de lecteurs, grâce au croisement de données recueillies par le biais d’observations de cours, de textes d’élèves et d’entretiens. L’étude multicas confirme que les élèves sont capables de mettre en relation diverses ressources subjectives (cognitives, épistémiques, psychoaffectives, socioculturelles, axiologiques), de mettre à distance leurs interprétations et celles de leurs pairs et de réfléchir sur leur expérience lectorale. Les échanges intersubjectifs (en particulier les comités de lecteurs) jouent un rôle significatif dans la compréhension réflexive par les élèves de la singularité et de la diversité de leur parcours interprétatif. / We argue that literary reading education, at secondary school and CEGEP levels, can contribute to the development of diverse subject readers—i.e., plural, changing and contradictory subjects—within a historical perspective but able to distance themselves reflexively, aided by their own interpretation of the text and the interpretations of other readers. Firstly, we developed a model for understanding subject reader diversity, based on the critical analysis of a uniform, homogeneous and essentialist concept of the subject that the school should teach and the culture that it wishes to pass on. Secondly, we examined to what extent the diversity of interpretations actually produced by students can effectively establish the mediation of the understanding of self and others as a diverse subject reader. This understanding is inevitably transitory, fragmented, intersubjective and reflexive, given that it is based on the confrontation between different interpretations produced successively by the same reader and simultaneously by several readers. Thirdly, we described and explained how students develop several interpretations of a literary text by using their various subjectivity resources while at the same time appropriating interpretive elements developed jointly with their peers and teacher. In keeping with these hermeneutic and praxeological objectives, we have designed a teaching sequence, based on La plage des songes by S. Péan (1998). This sequence incorporates individual and collaborative reading, writing and speaking activities. It was tested by two teachers, during the first year of lycée studies in France and as part of a CEGEP-level course in Quebec. Our qualitative methodology is intended to promote thorough understanding of seven reader paths, using data gathered through classroom observation, student texts and interviews. This multi-case study confirms that students are capable of linking different subjective resources (cognitive, epistemic, psycho-emotional, sociocultural, axiological), taking a step back from their interpretations and those of their peers, and reflecting on their reading experience. Intersubjective exchanges (particularly between the reading committees) play a significant role in students’ reflexive understanding of the singularity and diversity of their interpretative paths.

Master of Arts / Department of History / Robert D. Linder / After years of selecting, editing, omitting, reducing and correcting what would become printed as over fourteen thousand pages of devotional literature for a young Methodist movement in the wake of the English Evangelical Revival, John Wesley pronounced his A Christian library: consisting of extracts from, and abridgments of, the choicest Pieces of practical divinity which have been published in the English tongue in fifty volumes (1749-1755) an underappreciated treasure and an overtaxing expenditure. Taking their lead from Wesley’s comments, scholars and historians of Wesley studies and Methodism have neglected to take a closer look at the ways the library may have been successful. This study argues that despite being initially a marketing disappointment and an expensive liability, John Wesley’s Christian library was influential in helping to shape the spiritual lives of “serious readers” within Methodism, particularly from 1752-1778. In the preface to the Christian library, Wesley revealed his standard for measuring the influence of the Library. However, despite offering a premature and partial assessment of the library in his journal entry at the end of 1752, providing some public responses to criticisms of the library in 1760 and again in the early 1770s, and writing some personal letters that recommended the library to others in the 1780s, Wesley did not publish an evaluation of what he believed the Christian library had accomplished during his life. Thus, based on the collaborative evidence gathered from the personal accounts of early Methodist preachers and the final address of Francis Asbury to American Methodists, this study makes the case that Wesley’s Christian library had a substantial positive influence on Methodism.

Doctor of Philosophy / Curriculum and Instruction Programs / Lotta C. Larson / The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre response projects from a thematic social studies unit using historical fiction and nonfiction literature that was integrated in the fifth-grade curriculum. This qualitative research study took place in a third-fifth grade school in a Midwest setting with 23 fifth-grade students over the course of 14 weeks. Data were analyzed from eight of the 23 students. Multiple data sources for each literature selection were analyzed to reveal how fifth-grade students’ written, oral, and visual response to historical fiction and nonfiction literature demonstrate word consciousness and individual application of academic vocabulary. Conclusions indicate that student participants prefer the opportunity to create a visual image or write a statement to confirm the meaning of an academic vocabulary word in their vocabulary reader response journals. While orally discussing the academic words, the participants chose the evaluation approach. This authentic discussion response option allowed the students the opportunity to share their personal understanding, opinion, or inference for each word. Written and visual response was also afforded through the multigenre response projects. These projects revealed the individual application through conventional and nonconventional usage of the academic terms from each literature selection.

For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers’ written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers’ beliefs about written feedback and their actual written feedback practices. The participants were a sample of four instructors of freshman English composition at a mid-sized metropolitan public university. Interviews, classroom observations, course documents, and samples of teachers’ written comments were analyzed to determine teachers’ written response practices and their beliefs related to the purposes of freshman writing and their roles as writing teachers. Results suggest that teachers were aware of their beliefs, and their written response practices were consistent with their beliefs. Teachers utilized different approaches to respond to student writing, but those approaches are consistent with current recommendations for responding to student writing. Three major themes emerged from the study. First, teachers must be given the opportunity to reflect about and articulate their beliefs about written response so they will know why they respond in the way they do. Second, teachers work within the boundaries of their specific writing program to organize their written responses to student writing. Third, teachers must respond to student writing from varying perspectives as readers of the text. The findings support studies which indicate that written response is a sociocultural practice and teacher beliefs are just one aspect of the complex nature of teacher written response. The study should add to the fields of response theory and the formation of teacher beliefs.

ABSTRACT The textual representation of an instance of violence involves three principle considerations: a notion of representation, a conception of violence, and an inter-relationship between ethical and aesthetic evaluations. By investigating these considerations within the context of postmodern thought, a more sensitive perception of textual representations of violence becomes possible. Any representation, prior to being read and interpreted, has no predetermined meaning, and therefore no inherent value. It is only through a process of reading that verifiability, the principles of appraisal and personal cognition become actualised. As any text is necessarily iterable – subject to infinite (re)interpretation within an infinite number of future contexts – any interpretation is determined by the intersection of the iterable text and the historically situated reader. Violence, which is defined as an act of direct or indirect intentional harm against a person’s body or mind or property, may be experienced either as an event, or as a representation of an event. In instances of the representation of violence, the ethical perspective of the reader is influenced to a large extent by expectations of the text’s verifiability, the linguistic register of the text, and the inter-subjective ethical framework at the moment of reading the text. The aesthetic evaluation of the narrative, which is closely associated with its linguistic features, is also closely related to this ethical perspective. However, normative systems of ethics are often inadequate in the face of the plurality of meaning and possibilities inherent in representations of violence, and therefore a postmodern conception of ethical thought seems most appropriate. Textual instances of violence therefore have the potential for representing a multiplicity of experiences and ethical responses, without necessarily having to rely upon problematic normative obligations of systemisation or duty. A recognition of postmodern ethical ambiguity, combined with a flexibility of moral outlook, allows the reader to develop a more nuanced approach to the ethical predicaments suggested by the representation of violence.

A Paixão segundo G.H., intensamente analisada como obra importante da denominada Terceira Geração Modernista, sob diversos prismas filosófico, formal, psicanalítico e histórico condiz com um momento contemporâneo contundente que expressa alto grau de individualismo, alienação e fragmentação em todos os campos. Desenvolve-se aqui uma investigação sobre a estruturação dessa obra, tendo em vista as estratégias de interlocução criadas pela autora, e o receptor implícito nessa estruturação, em consonância com a teoria do efeito estético elaborada por Wolfgang Iser, que também dialoga com outras teorias envolvendo a configuração do texto ficcional e seus respectivos interlocutores que se encontram embutidos na estrutura das obras. Para tanto, apresenta-se a fortuna crítica relacionada principalmente a interpretações da experiência de fusão sujeito/o outro/linguagem articulada à forma como essas interpretações preenchem as indeterminações produzidas na obra, bem como à tentativa de configurar o efeito da experiência da personagem no leitor contemporâneo. Daí decorre a investigação sobre o projeto literário do Modernismo Brasileiro no contexto da literatura ocidental, expresso na obra em questão, tendo em vista seu aspecto humanizador. / A Paixão segundo G.H., extremely studied as an important work of Third Modernist Generation, under several point of view philosophical, formal, psychoanalytical and historical was wrote in a historical context which expresses high bourgeois subject individualism and alienation over every instances. It is developed in this work an investigation about the structure of this Clarice Lispector literature, according to the interlocution strategies which are created by the author and to its implicit reader. Therefore this work aims to present the Brazilian critical baggage about the subject/other/language fusion experience articulated to the way how that interpretations fit the indeterminations which are produced in the text, according to Wolfgang Iser theories with others critics authors who purpose the esthetic effect theories, also considering the effects of the character experience over the contemporary reader. Besides, this work intend to discuss the Brazilian Modernism literary project presented in A Paixão segundo G.H. inserted in the modern context also in the general occidental literature evolution.

O interesse científico em se conhecer os efeitos provocados pelo uso da radiação ionizante nos sistemas biológicos, fez com que a área da dosimetria merecesse uma atenção especial na busca de sensores que pudessem traduzir respostas equivalentes às dos tecidos humanos. O presente trabalho mostra a caracterização preliminar e a aplicação de um novo dosímetro químico (FXGA), derivado do FXG, que se diferencia do anterior pela substituição da gelatina de pele de porco \"300 Bloom\" por uma nacional. As leituras de dose absorvida por esse dosímetro são baseadas na absorção ótica e para tal foi desenvolvido um protótipo portátil (RADIARE III), que se mostrou prático e acessível economicamente em relação a um espectrofotômetro. A partir das medidas realizadas pode-se inferir que o dosímetro FXGA possui comportamento linear com a dose absorvida no intervalo de 0,5 à 35 Gy para fótons do 60Co, e de 1 à 7 Gy para elétrons com energias de 5, 8 e 10 MeV. Também a dependência energética para fótons e elétrons foram obtidas e seus comportamentos são coerentes com o esperado. Aplicações na radioterapia foram obtidas, como: perfil, fator de campo e percentual de dose profunda para fótons do 60Co. Dos resultados obtidos da caracterização para fótons e elétrons, bem como dos parâmetros físicos para o equipamento 60Co, o sistema dosimétrico \"gel FXGA + protótipo RADIARE III\" mostrou-se promissor para ser utilizado no controle de qualidade de um serviço de radioterapia. / Researchs with radiation dosimeters look for materials that presents similar response to radiation as biological systems. This work presents preliminar characterization and radiotherapy application from a new chemical dosimeter (FXGA), derived from the FXG with a difference due to the gelatin used (pork skin \"300 Bloom\" for FXG and national gelatin for FXGA). The FXGA absorbed dose reading are based on the optic absorption, and for this reason a reader (RADIARE III) was developed, which is portable and economically accessible when compared with an spectrophotometer. From the measurements done, it can be inferred that FXGA dosimeter possess linear response with the absorbed dose from 0.5 up to 35 Gy for 60Co photons and from up 1 up to 7 Gy for 5, 8 and 10 MeV. The energy dependence for photons and electrons were obtained and their response are coherent those expected. FXGA radiotherapy applications had been done as field factor, profile and percentage depth dose for 60Co photons. From the characterization results for photons and electrons, as well from physical parameters for the 60Co , one can figure out that the dosimetric system \"FXGA gel + RADIARE III reader\" can be an attractive tool for the quality control in a radiotherapy service.

Esta dissertação tem como objeto o livro digital. Ela apresenta um balanço cronológico da crítica especializada sobre o tema, analisa como o livro digital surgiu e foi abordado na imprensa a partir dos anos 1980, tomando como fonte principal o jornal Folha de São Paulo, e rediscute as questões e impasses observados nas últimas décadas, agora, a partir da visão de dez profissionais brasileiros do livro / This dissertation is centered on the digital book. It presents a chronological review of the specialized critique on the subject; analyzes how the e-book came about and has been reported in the press since the 1980s, taking as main source the newspaper Folha de São Paulo; and reassesses the issues and impasses related to the e-book over the last decades, from the vision of ten Brazilian book professionals

A tese tem por objetivo verificar se o autor português Eça de Queirós cumpre o trato feito com o editor Ernesto Chardron para editar A Capital! (2006), romance póstumo da coleção denominada Cenas Portuguesas (1877), de acutilar o mundo oficial, o mundo sentimental, o mundo literário, o mundo agrícola; obra que não trata de mulheres, nem de amores, mas de descrever os aspectos cruéis da vida literária em Lisboa (jornalistas, artistas, etc). Como resultado depreende-se que, embora o romance não tenha recebido as correções finais dentro dos padrões estéticos do ficcionista, os acervos das bibliotecas citadas, os jornais lidos tanto pelos membros da Família Corvelo, quanto pelas pessoas com as quais eles convivem tornaram viável a crítica direcionada pelo autor contra os grupos sociais por ele escolhidos, enquanto avalia e estabelece relações entre educação, literatura, política, profissão pública e dinheiro à medida que descreve diversas figurações de personagens-leitoras. / The thesis aims to verify if the portuguese author Eça de Queirós complies with the agreement made with the editor Ernesto Chardron to edit The Capital! (2006), posthumous novel of the collection called Portuguese Scenes (1877) The literary world, the agricultural world, a work that is not about women, nor about loves, but about describing the cruel aspects of literary life in Lisbon (journalists, artists, etc.). As a result it can be understood that although the novel has not received the final corrections within the aesthetic standards of the fictionist, the collections of the mentioned libraries, the newspapers read by both members of the Corvelo Family, as well as by the people with whom they coexist have made viable criticism Directed by the author against the social groups he chooses, while describing the relationship between education, literature, politics, public profession, and money as he describes several figurations of reader characters. Keywords: Journal. Reader. Lisbon. Literature. Literary Reception

Orientador: Dagoberto Buim arena / Banca: Cyntia Graziella G. Simões Girotto / Banca: Renata Junqueira de Souza / Resumo: O objetivo desta pesquisa é a compreensão dos obstáculos existentes entre programas de leitura, em especial o Programa Nacional Biblioteca da Escola e escolas públicas, em relação à circulação do livro de literatura infantil. Para isso, uma verificação de como os programas de leitura impacta o cotidiano de uma escola pública municipal no interior do Estado de São Paulo foi feita. A compreensão dos obstáculos ao acesso, à circulação e à leitura de livros do Programa Nacional Biblioteca da Escola, assim como o entendimento da relação do livro de literatura com professores e alunos; a identificação dos livros e os autores de maior circulação entre professores e alunos e as razões de sua preferência foram averiguadas. Primeiramente um estudo do documento do Programa Nacional Biblioteca da Escola para caracterização dos objetivos e intenções desse programa na distribuição de livros e formação de leitor na escola pública foi realizado. Depois a dinâmica de acesso e circulação do livro de literatura componente do acervo do programa dentro da escola foi descrita. A inserção do pesquisador na escola teve a duração de seis meses. A pesquisa etnográfica foi adotada como metodologia. A amostra da pesquisa se constitui de um grupo de 16 professores, distribuídos em um por série, em dois períodos para a composição dos dados analisados. Estes dados foram gerados pela análise do planejamento semanal; dos projetos de literatura dos professores, projeto da escola, projeto das entrevistas com professores e alunos; observação da circulação e da apropriação do livro nos espaços da escola. As conclusões indicam a incapacidade do Programa Nacional Biblioteca da Escola em seus 10 anos de formulação de uma política de formação de leitores. O professor não conhece o programa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research objective is the comprehension of the existing obstacle between the reading programs, especially The National School Library Program and the public schools in relation to the circulation of childish literature book. For this, an investigation of how the reading programs impacts the daily life of a local public school in the State of São Paulo interior was made. The comprehension of the existing obstacle to the circulation, access and reading books of The National School Library Program, as well as the understanding of the literature book relation to teachers and students, the identification of the largest circulation of books and authors between teachers and students and the reasons for their preference were investigated. At first a study of The National School Library Program document for the goals and intentions characterization of this program in the distribution of books and reader formation in public schools was realized. Then the access and circulation dynamics of literature books components from the program heap in the school was described. The insertion of the researcher in the school lasted six months. The ethnographic research was adopted as a methodology. The research sample consists of 16 teacher group, distributed on one per series, in two periods for the composition of analyzed data. These data were generated by analysis of the week planning, literature project teachers, school project, teachers and students appointment project, observation of book circulation and appropriation in school spaces. The conclusions indicate the inability of The National School Library Program in its 10 years formulation of a reader formation policy. The teacher does not know the program, the book still has a place for exclusive teaching purpose in the school context, the reading and literacy... (Complete abstract click electronic access below) / Mestre