Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 335-406). Available also in a digital version from Dissertation Abstracts.

Thesis (B.A.)--Haverford College, Dept. of English, 2005. / Includes bibliographical references.

Dissertation (D.M.A.)--The University of North Carolina at Greensboro, 2009. / Directed by Robert Wells; submitted to the School of Music. Title from PDF t.p. (viewed Apr. 29, 2010). Includes bibliographical references (p. 49-52).

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Ronald L. Strickland (chair), Jonathan M. Rosenthal, Cecil Giscombe. Includes bibliographical references (leaves 203-208) and abstract. Also available in print.

Thesis (D.A.)--Illinois State University, 1997. / Title from title page screen, viewed June 7, 2006. Dissertation Committee: Ron Fortune (chair), Douglas D. Hesse, Lee Brasseur. Includes bibliographical references (leaves 219-225) and abstract. Also available in print.

Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Patrick Moran Includes bibliographical references (leaves 45).

O objeto da presente pesquisa incide na análise das concepções e práticas de leitura ocorridas na biblioteca escolar de uma escola do campo, localizada no município de Guarapuava, distrito do Guará, considerando seu papel na promoção da leitura literária. Pauta-se em referencial teórico sobre a dimensão dialógica da linguagem a partir dos pressupostos da teoria interacionista de Bakhtin (2004); a ênfase no leitor oriunda da Estética da Recepção (JAUSS, 1994; ZILBERMAN, 1989); a promoção da leitura na educação literária e o papel da biblioteca na formação do leitor do ponto de vista de teóricos como Aguiar (2006), Colomer (2003), Fragoso (2011), Perrotti (1990), e Silva (1988). O objetivo principal consiste em identificar a contribuição e relevância da biblioteca para a formação do leitor na escola do campo a partir estudos da área e das propostas nas Diretrizes Curriculares da Educação do Campo. Como procedimentos, adota-se primeiramente a análise dos documentos oficiais que norteiam as ações da escola para apreender qual a importância dada à biblioteca na formação do leitor, destacando em que medida esse espaço é percebido como relevante nos documentos oficiais. Numa segunda etapa realiza-se uma pesquisa qualitativa a partir de entrevistas com uma professora de língua portuguesa e a responsável pela biblioteca do colégio. Na análise desses depoimentos, procura-se compreender a concepção de leitura apresentada pelo professor da disciplina a partir da aplicação das Diretrizes Curriculares Estaduais – Língua Portuguesa e das Diretrizes Curriculares para a Educação do Campo no Paraná; identificar as concepções desenvolvidas, na prática, e seus reflexos para a biblioteca escolar quanto à formação do leitor e sua relação com a biblioteca no trabalho com a leitura na escola do campo. Dessa forma, busca-se contrapor os limites e as contradições no discurso dos sujeitos da pesquisa com as possibilidades para a biblioteca da escola do campo. Como resultado, depreende-se que apesar da importância da biblioteca escolar para formação do leitor presente tanto em textos da área da leitura e do ensino de literatura e também em discursos dos sujeitos da pesquisa, na prática seu papel ainda está circunscrito ao depósito de livros e a um espaço consagrado ao estudo silencioso de tópicos escolares específicos, indicando uma desconsideração do potencial pedagógico e social da biblioteca, como o demonstra também sua ausência em documentos oficiais como as Diretrizes Curriculares do Estado do Paraná para Língua Portuguesa e Literatura e para a Educação do Campo. Em face disso, esta pesquisa tem também o objetivo de propiciar para a biblioteca da escola do campo subsídios no sentido de promover novas e variadas ações em prol de atividades educativas, tais como as literárias, sociais e culturais. / The object of this research is analyzing the reading’s conceptions and practices occurred at a rural school’s library, situated in Guarapuava’s city, district Guará, considering the role it plays on the promotion of literary reading. It takes base on the theoretical references about language’s dialogical dimension, starting from the assumptions of Bakhtin’s Interactionist Theory (2004); passing by the emphasis on the reader taking from Aesthetic of Reception (JAUSS, 1994; ZILBERMAN, 1989); until the promotion of reading on the literary education and the library’s role on the generation of readers considering points of view from theorists like Aguiar (2006), Colomer (2003), Fragoso (2011), Perrotti (1990), and Silva (1988). The principal aim is identifying the contribution and relevance of the library to formation of rural school’s readers since related studies and proposals from Rural Education’s Curriculum Guidelines. As proceedings, it adopts firstly the analysis of official documentation that guide the school’s actions, aiming to seize the importance attributed to the library on the reader’s formation, highlighting the extent to which this space is perceived as relevant in the official documentation. At a second step it develops a qualitative research using interviews with both a Portuguese Language’s teacher and a school’s librarian. By the analyze of those statements, it pursuits: understanding of the conception of reading submitted by that subject’s teacher since the application of State Curriculum Guidelines – for both Portuguese Language and Rural Schools; identifying the conceptions developed, at the practice, and its reflections for the school library as to reader’s formation, as well as its relation with the library and the work of reading at the rural school. Thereby, it aims to compare the limitations and contradictions in the research subjects’ discourse to the possibilities to the rural school’s library. As result, it infers that beside the importance of the school’s library on the reader’s formation which is showed at texts related to reading and literature teaching’s tissues, as well as at research subjects’ discourses, in practice its role is still restricted to storage of books and a space of silent study of specific scholar’s points, indicating some slight to pedagogical and social potential of the library, as demonstrated by its absence in official documentation at Paraná State Curriculum Guidelines for both Portuguese Language and Rural Education. In face of that, this research also aims propitiating to the rural school’s library subsidies to promote news and varied actions toward educational activities as literary, social and cultural activities.

Made available in DSpace on 2016-06-02T19:35:29Z (GMT). No. of bitstreams: 1 TeseSMP.pdf: 711929 bytes, checksum: 90bcdc65e998858fa4c42e988c9618e8 (MD5) Previous issue date: 2006-10-04 / The present research is about the reading practices of teachers for child education that work in a day nursery of the city of Catalão, in the state of Goias, Brazil. The aim of this research is to provide cartography of the reading experiences of these teachers in order to analyze how they became readers and how this process is still developing. The idea is not to define the meaning of reading, but with what it works and how in terms of intensity and its connections. Therefore, the main question to be answered with this work is how these teachers for child education became readers and how this process is still developing? The methodology is based on narratives produced by five teachers that work in a day nursery. The teachers were requested to write their reading experiences in the form of narratives. Those narratives were on their first experiences with reading, the memories of the earlier stage of learning how to read, their readings during childhood and adolescence, reading at school, their reading spaces, the moments of reading, their reading practices at last. The theoretical framework is based on Deleuze and Guatarri, Chartier, Agamben, Larrosa, Butler, Louro, and other authors. The map of the narratives provided by the teachers point to reading territories composed by protocols and imperatives that give them a sensation of incompleteness and even makes them believe they are not as good as they wish to be as readers. Even though, the narratives provided ground to perceive the lines of flight, the movements of deterritorialization and destratification that have potential for becomings: becoming-teacher, becoming-woman, becoming-reader, and becoming-child. / Esta é uma investigação acerca das práticas de leituras de professoras de Educação Infantil (Creche) do Município de Catalão - GO. O objetivo desta pesquisa é cartografar as histórias de leituras vivenciadas por professoras de Educação Infantil procurando conhecer as maneiras como elas se constituíram e se constituem enquanto leitoras, sem com isso buscar o significado da leitura, mas como ela funciona e com o que ela funciona, quais as suas conexões e intensidades. Desta forma, a questão central deste trabalho é: como as professoras de educação infantil se constituíram e vêm se constituindo enquanto leitoras? A metodologia adotada pauta-se no trabalho com narrativas de cinco professoras de uma creche. Para que as professoras pudessem contar suas experiências de leitura foi proposto que narrassem: os primeiros encontros com a leitura; a recordação da alfabetização; a leitura na infância e na juventude; a leitura na escola; os espaços de leitura, os momentos de leitura; enfim, as práticas de leitura. Compõem as bases teóricas deste estudo autores como: Deleuze e Guatarri, Chartier, Agamben, Larrosa, Butler, Louro, dentre outros. O mapa narrado pelas professoras remete a territórios de leitura formatados por protocolos e imperativos, levando-as a se perceberem como incompletas e, até mesmo, fraca como leitora . Contudo, as narrativas possibilitaram, também, a percepção de linhas de fuga e de movimentos de desterritorialização e desestratificação que podem potencializar devires: devir-professora, devir-mulher, devir-leitora, devir-infância.

Made available in DSpace on 2014-06-11T19:26:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2001-10-23Bitstream added on 2014-06-13T20:16:00Z : No. of bitstreams: 1 pauli_aam_me_assis.pdf: 663265 bytes, checksum: b1099fb41cef9cbca8d27d1416f11a73 (MD5) / A proposta desta dissertação é analisar e interpretar o livro Corda bamba (1979), de Lygia Bojunga Nunes (1932, - ), com o objetivo de observar como se dá a recepção pelo público jovem. Para alcançar seus objetivos, o trabalho prevê duas partes: uma análise e interpretação do texto, verificando a constituição literária da obra; depois, o estudo de sua recepção. A análise de Corda bamba limita-se aos recursos literários que mais se destacam na composição do livro. Em relação à recepção, privilegiou-se um estudo de caso, em que se analisou uma pesquisa realizada com duas turmas de oitava série de uma escola pública de Cornélio Procópio, Paraná, no ano de 2000, após a leitura de Corda bamba. Procurou-se, na análise das entrevistas, valorizar o leitor histórico, enfatizando sua prática de leitura. / The purpose of this research is to analyse and interpret the book Corda bamba (1979), by Lygia Bojunga Nunes (1932, - ) and has the objective to observe the way it was received by young readers. In order to achieve such an aim, the work was developed into two parts: firstly the analysis and interpretation of the text itself, checking the characteristics of the literary composition and, afterwards, the study of its reception. The analysis of Corda bamba is primary focussed on the literary resources which are noteworthy in the composition of the book. As far as the reception is concerned, it was privileged a case study and it was made an analysis of a research of two groups of students from the eight grade of a public school, in Cornélio Procópio, Paraná state, during the whole year of 2000, after the reading of Corda bamba. All through the analysis of the interviews, it was attempted to give the due value on the historical readers as well as to emphasize their reading practices.

En dépit de certaines idées reçues qui ont poussé longtemps la critique à étiqueter les Goncourt non seulement comme des représentants mineurs du réalisme et du naturalisme, mais aussi comme des écrivains renfermés trop dans leurs tics, ce travail propose de considérer à nouveaux frais l’œuvre des deux frères, à partir d’une interaction narrateur-lecteur et en se concentrant surtout sur ces deux figures de la communication littéraire. Tout au long de cette étude on va montrer que le lecteur est plongé d’emblée au cœur d’une dimension dialogique réelle, soit dans les œuvres romanesques, soit dans les récits intimes, soit dans les premières études historiques d’Edmond et Jules de Goncourt. Les dialogues et les conversations se succèdent dans la narration goncourtienne et le lecteur perçoit une polyphonie, un plurilinguisme de voix, qui lui permettront de participer à l’acte de l’écriture, à l’impliquer dans le texte dès son début. À travers diverses analyses des sténographies de dialogues et de conversations on va supposer qu’un véritable principe de «démocratisation littéraire » se fonde et trouve sa liberté dans l’émancipation du patronage narratif. / Although some ideas prompted for a long time critics to label Goncourt brothers not only as minor representatives of realism and naturalism, but also as writers retired in their hobbyhorses, this work proposes to consider Goncourt’s work beginning from the interaction narrator – reader focusing mainly on this two figures of literary communication. In this study it is possible to notice that the reader is suddenly plunged in a real dialogic dimension, in fiction works, in intimist stories and in Edmond and Jules Goncourt’s first historical studies too. Dialogues and conversations follow one another in the Goncourt’s narration and the reader perceives a polyphony, a multilingualism of voices, that permit him to take part in the act of writing and to involve in the text since the beginning. Through different analysis of the shortland of dialogues and conversations we suppose that a principle of « literary democratization » is based on and find its freedom in the emancipation of the narrative patronage.