Orientador: Ana Maria Martins da Costa Santos / Banca: Arilda Inês Miranda Ribeiro / Banca: Hércules Tolêdo Corrêa / Resumo: Nos últimos anos, o desempenho dos alunos brasileiros em relação à leitura e à escrita, que vem sendo avaliado constantemente por programas educacionais nacionais e internacionais, tem apresentado resultados insatisfatórios. Tendo em vista as deficiências diagnosticadas nestas avaliações educacionais, sobretudo em relação à leitura e à escrita, em dezembro de 2005, foi instituído o projeto Escola de Tempo Integral na rede estadual de ensino de São Paulo com objetivo de modificar esse cenário. As escolas que implantaram a proposta curricular das Escolas de Tempo Integral passaram a oferecer, além das disciplinas do currículo básico, as oficinas curriculares, com proposta de atividades dinâmicas e diversificadas, articuladas aos planos de ensino dos professores e à proposta pedagógica da escola. Dentre as oficinas oferecidas, a da "Hora da Leitura" deve priorizar a formação de leitores, fazendo uso de procedimentos metodológicos que favoreçam novas oportunidades de aprendizagem e ampliação do repertório de leitura, de forma agradável. Esta pesquisa propõe investigar a implementação da "Oficina Hora da Leitura" na 8ª série do ensino fundamental no contexto da proposta da Escola de Tempo Integral de forma a diagnosticar as contribuições dessa oficina para a formação do leitor. Além disso, foram analisadas a prática e a metodologia adotadas pelo professor de acordo com proposta da "Oficina Hora da Leitura", identificando a influência de fatores internos e externos relacionados ao desenvolvimento da oficina e verificando se os objetivos da Escola de Tempo Integral para a "Oficina Hora da Leitura" e os da proposta pedagógica da escola estão sendo alcançados ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The reading and writing performance of Brazilian students, which has been monitored constantly by national and international educational programs, has shown poor results in recent years. In an attempt to correct the deficiencies brought to light in these educational evaluations, above all with respect to reading and writing, the project Full-Time School was implemented in the state of São Paulo public school system in December 2005. The schools that adopted the curricular proposal of Full-Time Schools began to offer, in addition to the subjects of the basic curriculum, curricular workshops based on proposals of dynamic and diversified activities linked to the school's teaching plans and pedagogical project. One of the workshops offered is the "Reading Time" workshop, which seeks to prioritize reader qualifications by using methodological procedures that favor new learning opportunities and expand the students' reading scope in a pleasant manner. The present work through case study proposes to investigate the implementation of the "Reading Time Workshop", within the context of the Full-Time School proposal, in order to diagnose the workshop's contributions to readers' qualifications. Search results point to the need to restructure the curriculum of undergraduate courses in Public and Private Universities for teacher training and practice to be developed in school full time and also in continuing education / Mestre

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Radio Frequency Identification, RFID, is a wireless identification method which uses electromagnetic fields in order to communicate with electronic tags in the vicinity. In recent years, in conjunction with the digitalization of society, RFID has become a popular method for digital identification. RFID, as a method for digital identification, is often used for credit card payments in store, access control to locked rooms and renting books at libraries. As a result of RFID growing rapidly, different frequencies have emerged. In order to benefit from different frequencies, a multi frequency RFID-reader was designed. The purpose of this study was to examine which difficulties arise in the development of a small multi frequency RFID-reader. This study shows that a small multi frequency RFID-reader lacks the conditions that are required to reach the read distance specified in available research. Furthermore, the study shows it is difficult to read different tags simultaneously without the use of a RTOS or a multicore processor.

This thesis proposes that the ancient Greek novels theorize their readers from within themselves. The novels self-consciously promote and construct a reader who is curious, or polypragmôn, and lead this reader towards a recognition of that fact. The reader becomes aware of his or her experience of reading as a process. Drawing on Plutarch's suggestion that the best way to turn curiosity into a force for good is to turn it on oneself, this thesis puts forward the idea that the novels lead a curious reader to engage with his or her encounter with the text, to identify him or herself as curious, and in so doing come to a position of self-analysis. Attention is drawn to the experience of reading, and the lessons that can be learnt from it, by the embedding of narratives within the novels. Embedded or partial narratives can suggest alternative storylines and encourage the curious reader to pry and collaborate with the narrator. The experience of interior space maps the reader's encounter with the novel, constructing him or her as curious as s/he is encouraged to peep through gaps in doors, follow the narrator through doors, and think about his or her status as voyeur and eavesdropper. Deceptive narratives lead the reader to follow suggested storylines and to interrogate the text to try to discover the 'truth' that may lie behind the narrative. Finally, the presence of female characters incites the curious reader to find out what s/he can about them, pushing the narrative to its limit. In going through this process of interrogating the text and actively striving to find out more by reading between the lines, the reader becomes aware of reading as a process, and of his or her curiosity, thus becoming able to analyse him or herself. The novels thus promote a theory of how their readers approach them.

abstract: The critical-thinking skill of problem solving needs to be part of the curriculum for all students, including those with learning disabilities living in poverty; yet, too often this is not the case. Too often students in poverty and students with learning disabilities are provided a curriculum that is watered down, focused on the basics, and aimed at managing their behaviors instead of helping them learn to think critically about their world. Despite their challenges, these students can learn to problem solve. Educators need to help students make connections between the critical-thinking skills learned in school and the problem-solving skills needed for life. One solution might be to use literature with characters facing similar problems, hold grand conversations, and teach them a problem solving method. Together, these three parts have the potential to motivate and lead students to better thinking. This action research study explored whether literature with characters facing similar problems to the study's participants, grand conversations, and the I SOLVE problem solving method would help students with disabilities living in poverty in the Southwestern United States develop the problem-solving skills they need to understand and successfully navigate their world. Data were collected using a mixed methods approach. The Motivation to Read Profile, I SOLVE problem-solving survey, thought bubbles, student journals, transcripts from grand conversations, and researcher's journal were tools used. To understand fully how and to what extent literature and grand conversations helped students gain the critical thinking skill of problem solving, data were mixed in a convergence model. Results show the I SOLVE problem-solving method was an effective way to teach problem-solving steps. Scores on the problem-solving survey rose pre- to post-test. Grand conversations focused on literature with character's facing problems led to an increase in students' motivation to read, and this population of students were able to make aesthetic connections and interpretations to the texts read. From these findings implications for teachers are provided. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

Orientador: Benedito Antunes / Banca: Maria da Glória Bordini / Banca: Carlos Erivany Fantinati / Resumo: 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. / Abstract: 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. / Mestre

In this essay, reader-response theory is used to explore the application of history in "The Rats in the Walls" and "At the Mountains of Madness" by H.P. Lovecraft.Utilizing the concepts of the informed reader and temporal reading, this essay concludes that Lovecraft used history in two distinct ways. Firstly, history is used as a means to build immersion, ambience, and explore the individual's place in history by drawing upon English cultural layers. Secondly, it functions to reflect on human history in relation to human existence and geological history by turning the history of Earth into the history of an alien species. Furthermore, this essay concludes that Lovecraft and history could be valuble assets to an EFL classroom by relating the findings to theory on reader-response in education. Firstly, it enables students to reflect on social issues in the past and the present by looking at Lovecraft's historical settings, his antiquated prose and the casual racism he exhibits in his texts. Secondly, Lovecraft's apparent obsession with his historical identity and ancestry provides an opening for the students to contemplate their own sense of identity as it relates to culture and history. The underlying idea being that the best way to reveal Lovecraft's use of history is to consider what the individual reader brings to the reading experience.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-08-13T19:20:18Z No. of bitstreams: 1 JOSÉ QUARESMA PARNAÍBA - DISSERTAÇÃO PROFLETRAS 2018.pdf: 1693335 bytes, checksum: 743f452144b508c3682a7105fd979247 (MD5) / Made available in DSpace on 2018-08-13T19:20:18Z (GMT). No. of bitstreams: 1 JOSÉ QUARESMA PARNAÍBA - DISSERTAÇÃO PROFLETRAS 2018.pdf: 1693335 bytes, checksum: 743f452144b508c3682a7105fd979247 (MD5) Previous issue date: 2018-02-22 / A presente dissertação desenvolveu uma proposta para a leitura literária na sala de aula, com turmas do 9º ano do ensino fundamental, como meio para a promoção do letramento literário e, consequentemente, a formação do leitor. Neste sentido, as atividades são realizadas por sequências didáticas, com foco nos gêneros o poema A Triste Partida, de Patativa do Assaré, e o romance O Quinze, da escritora cearense Rachel de Queiroz. Estes autores tratam de temas sociais tais como: desigualdade social, fé e religiosidade, o sofrimento e a resistência do sertanejo, o movimento migratório, dentre outros. Por abordarem temáticas próximas à realidade do estudante, esses textos estão carregados de significação e sentidos. É importante que o leitor encontre significado e função social nos textos a serem lidos, para que a leitura não se torne mera decodificação. Utilizamos a metodologia de pesquisa, com revisão bibliográfica, buscando embasamento teórico nos seguintes estudiosos: Bordini e Aguiar (1993), Cândido (2005), Colomer (2007), Cosson (2014), Dolz (2004), Kleiman (2013), Soares (2005), Solé (1998) e outros, além de consulta a documentos oficiais como os PCN (1997) e a BNCC (2017). Após apresentarmos a fundamentação teórica, apresentamos o plano de intervenção, que está dividido em dois momentos: a sequência didática básica, que tem como texto gerador o poema, e a sequência expandida, que tem como foco o romance. Com esse projeto de intervenção, esperamos despertar o hábito da leitura, que terá como resultado a formação aluno-leitor sujeito ativo no processo de ensino e aprendizagem. Desta forma, estaremos permitindo que o educando utilize seu o conhecimento de mundo para estabelecer relações dentro e fora do texto, em um espaço de interlocução mediado pela estrutura textual. / The present dissertation developed a proposal for the literary reading in the classroom, with classes of the 9th grade of elementary school, as a means for the promotion of literary literacy and, consequently, the formation of the reader. In this sense, the activities are carried out by didactic sequences, focusing on the genres the poem A Triste Partida, from Patativa do Assaré, and the novel O Quinze, from the Ceará writer Rachel de Queiroz. These authors deal with social issues such as: social inequality, faith and religiosity, the suffering and resistance of the sertanejo, the migratory movement, among others. By approaching themes close to the student's reality, these texts are loaded with meaning and meaning. It is important that the reader finds meaning and social function in the texts to be read, so that reading does not become mere decoding. We used the research methodology, with a bibliographical review, seeking theoretical background in the following scholars: Bordini and Aguiar (1993), Candido (2005), Colomer (2007), Cosson (2014), Dolz (2004), Kleiman (2005), Solé (1998) and others, besides consulting official documents such as NCPs (1997) and BNCC (2017). After presenting the theoretical basis, we present the intervention plan, which is divided into two moments: the basic didactic sequence, which has as its generating text the poem, and the expanded sequence, which focuses on the novel. With this intervention project, we hope to awaken the habit of reading, which will result in active student-reader training in the teaching and learning process. In this way, we will be allowing the learner to use his / her world knowledge to establish relationships within and outside the text, in a space of interlocution mediated by the textual structure.

Orientador: Ana Maria da Costa Santos Menin / Banca: Dagoberto Buim Arena / Banca: Ana Luzia Videira Parisotto / Resumo: A leitura e a produção textual têm sido alvo de grandes discussões por parte de educadores que atribuem o fracasso escolar ao aluno pelo fato de não saberem ler e que, ao escreverem, frequentemente, fazem narrações que não contam histórias; textos expositivos que não expõem idéias; textos argumentativos que não defendem pontos de vista nenhum. Leitura e escrita são consideradas, de um modo geral, atividades inseparáveis. Lê - se para escrever. Escreve-se para ler. A leitura é, pois, um processo no qual o leitor realiza um trabalho ativo de significados do texto, através dos seus objetivos, do conhecimento prévio. A leitura continuada e significativa leva o leitor a escrever com mais eficiência, pois a possibilidade de produzir bons textos tem sua origem na prática da leitura, espaço da construção de intertextualidade e fonte de referências modelizadoras.O presente estudo resulta de uma pesquisa de mestrado em Educação, na Unesp de Presidente Prudente, na linha de... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Reading and writing have been the subject of much discussion among educators who attribute the student failure at school to the fact that he was not able to read. When it comes to writing, stories often tell no tales, expositions present no ideas, argumentative texts put forward no points of view. Reading and writing are generally considered inseparable: you read to write; you write to read. Reading, therefore, is the process through which the reader performs the active work of interpreting a text, through its goals, using prior knowledge. Continued reading enables the reader to write significantly more effectively, because the potential to produce good texts originates in the practice of reading, the understanding of... (Complete abstract click electronic access below) / Mestre

This study analyses the comparative frequency of “direct reader address” in English and Swedish walking guidebook texts. Through a quantitative and qualitative analysis of specific linguistic features that constitute “direct reader address”, the study aims to highlight the importance of considering reader expectation of a text, i.e. the target culture’s text conventions when translating. The linguistic features in focus are those which help to establish a familiar relationship between reader and writer and thus set up an imaginary dialogue. These are: second-person pronouns, first-person inclusive plural pronouns and verbs in the imperative mood. A translation corpus of walking-guidebook extracts (10 English originals, 11 Swedish originals and their English translations) and my own Swedish-to-English translation of such a text were analysed in order to a) determine to what extent “direct reader address” is used in Swedish and English original walking guidebooks; b) determine to what extent “direct reader address” is retained and used in English translations of Swedish walking guidebooks; and c) discuss the implications of this for translators of such texts. The results of the investigation show that although “direct reader address” does appear in both Swedish and English original guidebooks, it is more prevalent in English ones. Imperative verbs are the most common of all the relevant linguistic features. The results also show that the trend is not only to retain in English translations what “direct reader address” existed in Swedish originals but also sometimes to add “direct reader address” for reasons of syntax and idiomatic usage. The implications are that a target culture’s text conventions are consequential when translating a walking guidebook because they relate to reader expectation, in particular in relation to linguistic features of “direct reader address”. To translate well, and where deadlines allow, it is recommended that a translator’s strategy should try to address reader expectation.