Composée jusqu’à présent de douze romans écrits entre 1967 et 2009, l’œuvre de Jacques Poulin entretient avec la ville de Québec une relation tout à fait particulière. Or, ce n’est pas la ville tout entière qui intéresse cet auteur québécois, mais le quartier historique du Vieux-Québec. Dans cet univers, protégé par les remparts de la ville et par le fleuve Saint-Laurent, un personnage-type poulinien se promène, traverse la ville, en sort quelquefois – en répondant tantôt à l’appel de l’ouest, du côté de l’Amérique, tantôt à l’appel de l’est, vers les origines françaises – mais toujours pour y revenir. Nous allons étudier la relation qui s’instaure entre la ville et le personnage qui la traverse. Cette ville, qui n’est jamais décrite au sens propre du terme, reste pourtant reconnaissable pour le lecteur poulinien. Afin d’explorer comment se construit son image, Les Villes invisibles d’Italo Calvino s’avèrent une clé précieuse. À travers l’œil de cet auteur italien, nous allons prêter attention au dialogue qui se noue entre lecteur et narrateur dans la création de la ville littéraire. Les nombreux mouvements d’entrée et de sortie, la présence d’un parcours cyclique permettent de repérer une certaine analogie de la ville avec l’œuvre. En essayant de repérer les enjeux qui travaillent l’espace de la ville, nous nous proposons de mettre en évidence la poétique dont le Vieux-Québec est chargé dans l’œuvre de Jacques Poulin et d’analyser la quête identitaire, collective et personnelle, qui s’y joue, mais pour laquelle il est tout aussi bien un répondant symbolique. / Composed till now of twelve novels written between 1967 and 2009, the work of Jacques Poulin maintains a very special relationship with Quebec City. Yet this Quebecois author is not interested in the entire city, but rather the historic quarter of Old Quebec. In this world, protected by the city’s ramparts and the St. Lawrence River, a Poulinian character type wanders through the city, leaving occasionally – sometimes in response to the call of the West, from America, sometimes to the call of the East, from his French origins – but always returning.This thesis will study the relationship established between the city and the character who passes through it. The city, which is never described in the true sense of the term, is nevertheless recognizable for the Poulinian reader. In order to explore how its image is built, Italo Calvino’s Invisible Cities will prove to be a valuable key. Through the eyes of this Italian author, this thesis will pay special attention to the dialogue that develops between reader and narrator in the creation of the literary city. The numerous comings and goings and the presence of a cyclical path allow the reader to notice a certain analogy between the city and the work. By attempting to identify the issues at work towards building the city’s space, this thesis proposes to bring to light the poetics of Old Quebec abundant in Jacques Poulin’s work and to analyze the search for identity, collective and personal, which is at play, but for which he is just as much a symbolic respondant.

Title: Popularity of the sports media in the press and on the Internet - the sociodemographic profile of readers Target: The aim of thesis is to analyze the popularity of the media in sport. The thesis is focused on the sports media in the press and on the Internet and their development over the last few years. Own contribution of the thesis is the creation of socio-demographic profile of reader and exploring its relationship to sport. After that created profiles are compared to find similarities and differences. Methods: The research part of the thesis is based on analysis and processing of data from market research. Research is focused on sports media in print and on the internet, therefore is the final chapter of the research used the method of comparison that reveals differences and similarities of both types of media. The theoretical part of the thesis uses methods of analysis of documents. Results: The results of the thesis show us that print and online media experience different time and this is also reflected in the sports media. The print media loses popularity and their future is uncertain, on the the other side online media have experienced a sharp increase in popularity in recent years. This is obviously reflected in the different socio-demographic structure of the sports readers both...

La manipulation est présente au cœur de l’œuvre d’Albert Camus. Elle s’exerce tant au niveau des personnages qu’au niveau du lecteur. Jean-Baptiste Clamence, dans La Chute, est un personnage extrêmement manipulateur. A la fin de son discours, il énonce ce que furent ses techniques de manipulation. A la lumière de La Chute, on découvre une nouvelle facette de l’œuvre d’Albert Camus, celle de la manipulation.Il existe différents manipulateurs. Il y a ceux qui le font avec un immense plaisir ou ceux qui manipulent pour le bien d’autrui. La manipulation s’exerce parfois au service d’un autre manipulateur. Des événements historiques peuvent être générateurs de manipulation en mettant ces personnages en action.Les personnages manipulés réagissent aussi de différentes manières. On peut dissocier les inconscients des conscients non consentants qui se battent pour s’en libérer. Il existe aussi des personnages conscients de leur manipulation et consentants de l’être.A l’adresse du lecteur, Albert Camus utilise différentes techniques comme le jeu sur les duos, les références à la Bible ou à ses différents écrits. Albert Camus met en place un processus nécessaire de compréhension qui rend le jugement impossible. La Chute apparaît comme le mode d’emploi de la manipulation. A travers les techniques de Jean-Baptiste Clamence, on découvre donc celles d’Albert Camus. Le premier Homme est d’ailleurs la seule œuvre exempte de manipulation et marque un tournant dans l’œuvre d’Albert Camus. / Manipulation is present in Albert Camus’s work. It acts at the level of both the characters and the reader. Jean-Baptiste Clamence, from The Fall, is an extremely manipulative character. At the end of his speech, he lists and describes his manipulation techniques. The Fall reveals a new aspect of Albert Camus’s work : manipulation.There are several kinds of manipulator: those who find personal pleasure in such behaviours, and those who act for the good of others. Manipulation may sometimes benefit another manipulator. Historical events may generate manipulation; they activate Camus’s characters.Manipulated characters also react in different ways. Some are unaware, others may be aware but are non-consenting and fight to free themselves, and other characters are aware of being manipulated and accept it.At the reader’s level, Albert Camus uses different techniques such as the play between duos, references to the Holy Bible or tho his own writings. Albert Camus creates an understanding which makes judgement impossible. The Fall almost resembles an instruction manual for manipulation. Through Jean-Baptiste Clamence’s techniques, we discover those of Camus himself. The First Man is the only one of Camus’s books that is free of manipulation, and in this respect represents a turning-point in his work.

Ph.D. University of the Witwatersrand, Faculty of Humanities, 2012 / This thesis studies the readership of literature that was banned under the various laws that comprised the censorship system, focusing on the apartheid period, from the 1950s until the early 1990s. It investigates the conditions under which banned and subversive literature existed in the underground network despite the ever-looming censorship apparatus. It is based on theories drawn from the history of the book, sociology of literature, South African literary histories, and on data from secondary and primary sources such as archival material and interviews with, and testimonies from, readers. This thesis focuses on the roles of readers in alternative circuits, by examining the modalities of sourcing, distributing, reading and sharing of imported and local banned publications. It seeks to demonstrate that readers did read banned books and books likely to be banned, showing creativity in the various strategies used to get these books into the country and to share them amongst the largest number of readers, using texts in various fashions, and actively participating to the South African literary industry and broader socio-political affairs.

Esta pesquisa tem por objetivo mapear, descrever e analisar um determinado perfil de leitores da educação básica, refletindo sobre aspectos da prática de leitura literária, de alunos de 8º e 9º anos, da Escola Estadual, localizada em Sousas, no município de Campinas SP. O foco temático foi compreender a relação do discente com o livro e a leitura, especialmente a literária, tendo em vista suas práticas de leitura de textos literários, indicados (ou não) pela escola. A metodologia estabeleceu-se numa pesquisa-ação de abordagem qualitativa e descritiva. Os procedimentos de coleta de dados realizaram-se por meio de questionários com perguntas abertas e fechadas, na esteira do proposto por GIL (2008) e pela realização de grupo focal visando à obtenção de dados mais precisos que pudessem indicar dimensões mais subjetivas implicadas nos atos de leitura, e por entrevista com as professoras das turmas para sondagem e conhecimento de suas práticas de leitura de obras literárias. Os resultados obtidos permitiram afirmar que esses alunos da escola pública, de modo geral, não possuem domínio sobre as diferenças de gêneros das obras literárias e nem são capazes de desenvolver uma compreensão mais aprofundada dos sentidos das leituras literárias. Uma vez que os alunos realizam as leituras de acordo com suas possibilidades pessoais e oportunidades promovidas pela escola, a ausência de um tempo possível e legítimo para a leitura dentro da escola impacta negativamente sua capacidade leitora, ainda que um número significativo de alunos demonstre interesse pela leitura. O referencial teórico norteador fundamentou-se nos estudos sobre leitura e lugar do leitor em Michèle Petit (2013), Teresa Colomer (2007), Daniel Pennac (1993), além de Chartier (2011), Rezende (2013) e Dalvi (2013). / This research aims to map, describe and analyze a profile of readers of basic education and reflecting on the aspects of the practice of literary reading and reading habits of the 8th and 9th grade students of the public and state school, located in the neighborhood of Sousas, district of the city of Campinas São Paulo. The thematic focus in literature, especially the literary one, in view of the practices of reading literary texts, indicated (or not) by the school. The work intends to understand the student\'s relationship with the books and the reading. In order to do so, it was necessary to recognize and describe the identity of these students, as readers, considering their practices of reading literary texts. The methodology was established in a research-action with a qualitative and descriptive approach. The data collection procedures were performed through questionnaires with open and closed questions, along the lines proposed by GIL (2008), and through the accomplishment of a focus group to obtain more accurate data such as statements that could indicate more subjective information regarding the reading act, in addition there is some interviews with the teachers for better understanding of their in-class practices related to literary works. The results obtained allowed to affirm that these students of the public school, in general, do not have mastery of the understanding of genres of the literary works and nor are able to develop a more in depth understanding of the senses of the literary readings. Once students perform the readings according to their personal possibilities and opportunities promoted by the school, the absence of a possible and legitimate time for reading within the school negatively impacts their reading ability, although a significant number of students show an interest in reading. The theoretical reference framework was based on the studies on reading and place of the reader in Michèle Petit (2013), Teresa Colomer (2007), Daniel Pennac (1993), Chartier (2011), Rezende (2013) and Dalvi.

A acessibilidade, como um conceito geral, se refere à capacidade de produtos, meios, serviços e dispositivos em alcançar o uso por pessoas com deficiência. A acessibilidade naWeb diz respeito à capacidade destas pessoas em utilizá-la, acessar os conteúdos e poder participar ativamente dela, interagindo e gerando novos conteúdos. A Web de hoje em dia oferece ricas experiências aos usuários, porém muitas barreiras são enfrentadas por usuários com deficiências visuais, devido à falta de atenção dada pelos desenvolvedores às questões de acessibilidade das páginas. A construção de uma página que atenda adequadamente aos requisitos de acessibilidade é uma tarefa técnica complicada. Diversos padrões e recomendações foram criadas para tal, mas o domínio desses padrões e a compreensão de como eles ajudarão na experiência de usuários com deficiências não é simples. Ferramentas existentes validam detalhes técnicos da implementação das páginas, geralmente seguindo uma lista de itens ou recomendações a serem verificadas, mas essas ferramentas não expõem ao desenvolvedor o efeito final na experiência que um usuário cego terá ao visitá-la, ou evidenciam a importância relativa de cada problema encontrado. Neste trabalho, estudou-se a viabilidade e o potencial de um simulador de leitor de tela, cujo público alvo são os próprios desenvolvedores, de forma a auxiliar a análise de acessibilidade de uma página para usuários com deficiência visual. Dois protótipos foram desenvolvidos e avaliados, buscando verificar as lacunas existentes em outras abordagens que ele possa alcançar. / Accessibility, as a general concept, refers to the capacity of products, services and environments to be used by people with disabilities. Web accessibility, therefore, constitutes the ability of the web to be any person, including people with disabilities. The web nowadays offers rich experiences to its users, but there are many barriers that a person with visual disabilities faces while browsing the web. Building a web page that is well adapted to accessibility requirements is a complicated technical task. Several standards and guidelines have been created to achieve this, but mastering these standards and understanding how they will help these users experiences isnt simple. There are existing tools to validate technical details of a web pages implementation, usually referring back to the standards or a list of items to be verified, but these tools dont tell the web developer the effects that each problem will have in the final experience, or the relative importance of each existing problem. In this research, we studied the viability and potential of a screen reader simulator, targeting web developers as its main user group, in order to support the accessibility analysis of a webpage for blind users. Two prototype versions were developed and evaluated, in order to verify the gaps from other types of tools that this approach can reach.

O trabalho situa-se na área da Ciência da Informação e tem como tema a leitura mediada como ação para a sensibilização e formação do leitor e usuário de biblioteca. São objetivos da pesquisa desenvolver e analisar práticas de leitura mediada com alunos do Ensino Fundamental I em escola pública. Partindo do pressuposto de que a leitura mediada com alunos das séries iniciais permite sensibilizá-los para a leitura, possibilitando que se tornem competentes para freqüentar uma biblioteca, o estudo analisou onze encontros de leitura mediada, realizados em biblioteca escolar de escola pública, com duas turmas de quarta série. Para o desenvolvimento da pesquisa, foi elaborado estudo teórico em torno do tema, focalizando a leitura numa perspectiva interativa. As ações na escola foram registradas em relatórios de atuação, utilizados nas análises. A pesquisa demonstrou que a leitura mediada realizada em biblioteca escolar permite sensibilizar o aluno para a leitura autônoma e o uso da biblioteca. Com a Leitura Mediada, o conhecimento prévio dos alunos foi ampliado; o texto fundador, necessário para novas leituras, foi construído; e a relação com o livro foi estabelecida de maneira significativa. / This study is situated within the realm of Information Science and its core component is the mediated reading as a tool to sensitize and form the reader and library user. The aim of the research is to develop mediated reading practices with Elementary I Students and asses the outcome of these mediated reading practices. The hypothesis that mediated reading will lead students from elementary grades to be more sensitive/receptive to reading, enabling these students to become self sufficient in the use of a library. We set up eleven meetings of mediated reading, taking place in a public school library, to observe the subjects. For the development of this research, we elaborated a theory around the subject/theme. This study was supported by measures in school, from which derived (resulted) activity reports, which were then analyzed, taking into account the fundamentals that formed our theory. The research demonstrated that mediated reading in public libraries will lead to sensitive readers and increase of library use among students. With Mediated Reading we were able to extend the students previous knowledge. The basic text, necessary for future reading, was built, and the relationship with a book was reinforced significantly.

Este trabalho se faz no bojo das relações que se tecem entre o homem, o mundo e as máquinas, no limiar do terceiro milênio, em que a profusão de mensagens e a hibridização de linguagens, cada vez mais estão presentes em nossas vidas a exigir habilidades de leitura e compreensão diferentes das exigidas em épocas passadas. Com o advento da era tecnológica, jovens e crianças são seduzidos pelos gadgets, e demonstram uma espécie de reação condicionada, sem consciência e sem reflexão, um olhar apático a tudo o que não esteja carregado de movimentos, flashes, sons, imagens. Considerando isso, refletiu-se sobre a complexidade sígnica em que estamos inseridos e o processo de transformação da cultura, do pensamento e das linguagens, que eclode com a revolução digital, promovendo novas articulações e relações de entendimento tanto no âmbito cognitivo quanto no afetivo, pessoal. A pesquisa visa, então, sinalizar caminhos para sensibilizar o ser humano. Propomos nossa discussão, no âmbito e nas fronteiras da literatura e educação de jovens e crianças, pela via da leitura da literatura infantil e juvenil, da poesia, das artes em geral, visto que, são manifestações dotadas de qualidades capazes de suscitar novos olhares e provocar múltiplas semioses pela fruição e cognição. Compreendemos que este é o meio pelo qual o ser desta nossa era poderá transcender e voltar a experienciar um olhar de encantamento, apreendendo e aprendendo a lidar com as emoções e informações necessárias para a formação de um ser humano mais justo, solidário, ético e agente transformador de si e da sociedade em que vive. / This work focuses on the interwoven relations between man, world and machines on the threshold of the Third Millennium, when the multiplicity of messages and the hybridization of languages are each time more present in our lives and demand new reading abilities. With the advent of the technological era, youngsters and children are seduced by the gadgets and show a kind of conditioned reaction, without conscience or reflection, an apathetic view on everything that is not charged with movements, flashes, sounds, images. Considering this, we reflected on the signical complexity in which we are inserted and the process of changes in culture, thought and languages triggered by the digital revolution, which promoted new articulations and understanding of both the cognitive and affective ambits. So, this research aims to suggest ways to sensitize the human being. We propose our discussion within the frontiers of literature and childrens/youngsters education, supporting that childrens and juvenile literature, poetry and arts in general are expressions able to evoke new views and multiple semiosis through fruition and cognition. We understand this is the way through which our eras man will be able to transcend and to experience an enchanted view again, apprehending and learning how to manage the emotions and information needed to the formation of a fairer, more sympathetic and ethic human being, an agent who transforms himself and the society he lives in.

Cette thèse étudie dans l’oeuvre d’Albert Camus, les formes que prend un thème récurrent, le malentendu. Cette omniprésence pourrait s’expliquer d’abord par la vie de l’auteur, particulièrement par les traumatismes de l’enfance : une étude comparative des deux oeuvres autobiographiques montre bien le douloureux malentendu avec la mère. Mais l’incompréhension se situe aussi sur le plan politique et moral, car les positions ambiguës de l’écrivain sur la question algérienne ont suscité de violentes polémiques avec les intellectuels, alors que Camus n’a cessé de dénoncer l’injustice dont étaient victimes les autochtones. La réception de l’oeuvre n’a pas échappé à cette difficulté. Camus a été « mal-entendu » par la critique, tant en France métropolitaine qu’en Algérie, si bien qu’il met en place un imposant paratexte afin d’éviter toute « mauvaise » lecture. Ainsi, toutes les expériences vécues par l’auteur (le malentendu avec la mère, avec les intellectuels, avec les critiques…) nourriront son oeuvre qui sera marquée par l’incompréhension entre ses personnages, par un déchirement dans leurs relations dû à une différence au niveau de la pensée, de la culture, de la race. / The following thesis studies the forms that the recurrent theme of misunderstandingtakes in the writings of Albert Camus. This omnipresence could be explained first bythe author’s life, especially his childhood trauma: a comparative study of twoautobiographical works shows the painful misunderstanding with the mother. But themisunderstanding is also located on the political and moral levels, as the writer’sambiguous positions on the Algerian question started up violent controversies withintellectuals although Camus has always denounced the injustice whose victims werethe aboriginal. The reception of his writings has not escaped this difficulty. Camuswas "poorly understood" by critics, both in France and Algeria, so he sets up animposing paratext to avoid "bad" reading. Thus, all the author’s experiences of(misunderstanding with the mother, with intellectuals, with critics ...) feed up hiswritings - which will be marked by misunderstanding between the characters - with atear in their relationship caused by a difference at the level of thought, culture, race.

Made available in DSpace on 2016-04-28T18:23:35Z (GMT). No. of bitstreams: 1 Renata Angelica Pozzetti.pdf: 822564 bytes, checksum: d16899c2762d426d4dfc54ffd867cadd (MD5) Previous issue date: 2007-11-09 / The theme reported in this research concerns about the teacher-reader s formation and the reading teaching aiming at investigating the formation of the reading teacher in videoconference and in the reading social practice in group. This research aims at having a different look to the teacher-reader formation, responsible in a certain way, for cultivating the readers will and therefore he needs to know the theories of the reading teaching and experiences new ways of reading, such as the think-aloud in group, in which the co-construction and negotiation of meanings in the interaction of the readers in group occur. The data of the research were elaborated according to the videoconference destined to the teachers of the public schools, who belong to the Programa Ler e Viver , and according to the reading social practice of the high-thinking in group (Zanotto, 1995, 1998) in which two teachers who are finishing the course are involved with the purpose of getting the conception of reading that is in each of those practices and the theoretical and methodological theories that can be given to the teacher in formation (Kleiman, 1995; Soares, 1998). Then, I have suggested a research in which the corpus, the treatment and the data analysis are based on the qualitative research, more precisely, the Ethnographic one. The Ethnographic research can be considered the base to the reflection of how the teacher-reader formation and the reading are. As a researcher I got a different position in each of both moments: as an observer during the videoconference and as an observer-participant (Atkenson & Hammersley, 1998) in the think-aloud in group, without any intention of modifying people or the environment. / O tema abordado nesta pesquisa é a formação do professor leitor e o ensino de leitura com o objetivo de investigar a formação do professor de leitura em videoconferência e na prática social de leitura em grupo. Justificam esta pesquisa a necessidade de um olhar diferenciado para a formação do professor leitor, formador de leitores e que por isso, precisa conhecer as bases teóricas do ensino de leitura e experenciar novas maneiras de ler e perceber que o ato de leitura ocorre por meio do co-construção de sentidos negociados entre os componentes da interação leitor-texto. Os dados da pesquisa foram constituídos pela videoconferência realizada para professores da rede pública, que são participantes do Programa Ler e Viver, e pela prática social de leitura do pensar alto em grupo (Zanotto,1995,1998) com duas professoras concluintes desse curso, na tentativa de detectar a concepção de leitura subjacente a cada uma dessas práticas de formação e quais embasamentos teóricos e metodológicos oferecem ao professor em formação (Kleiman, 1995; Soares, 1998). Para tanto, propus uma pesquisa que envolveria a geração, coleta, tratamento e análise dos dados segundo a metodologia da pesquisa qualitativa de cunho etnográfico, base para a reflexão sobre a formação do professor-leitor e de leitura. Minha posição, enquanto pesquisadora, foi diferenciada em cada um dos dois momentos: de observadora, durante a videoconferência, e, de observadora participante (Atkinson & Hammersley, 1998) no pensar alto em grupo, sem intenção ou pretensão de introduzir modificações nas pessoas ou ambientes