O presente trabalho é resultado da investigação envolvendo Roleplaying game, literatura e sociedade. As estruturas ficcionais e as formas do conto maravilhoso, presentes nas narrativas interativas, propiciam um resgate e reatualização da produção contemporânea na perspectiva da criação coletiva do enredo e na elaboração das personagens no fluxo de ficções. Foram utilizados como corpus as discussões nos fóruns do gênero, registros de jogadores sobre casos felizes e resultados infelizes no uso das regras da gramática da ficção. A prática que torna o leitor um cuidadoso manipulador da ficção, sujeito e criador de narrativas, pode ser observada na experiência com autoria e educação realizada numa escola pública. Finalmente, as narrativas interativas são um indicativo da necessidade de criação do ser humano ao relatar os feitos de suas personagens e os caminhos de suas histórias; denunciam não apenas as estruturas literárias e ficcionais em jogo, mas a presença de um leitor habilidoso na manipulação do universo cultural que o rodeia, cujas regras elementares são as da autoria. / The present search is resulted of the investigation involving Roleplaying loves, literature and society. The structures fictionists and the forms of the wonderful story, presents in the interactive narratives, propitiate a rescue and actualization of the contemporary production in the perspective of the collective creation of the plot and in the characters\' elaboration in the flow of fictions. It was used as a corpus of discussions in the forums of the gender, players\' registrations on happy cases and unhappy results in the use of the rules of the grammar of the fiction. The practice that turns the reader a careful manipulator of the fiction, subject and creator of narratives, it can be observed in the experience with authorship and education, accomplished at a public school. Finally, the interactive narratives are an indicative of the creation need that the human being possesses where, when telling their stories, they not just denounce the literary structures and fictionists in game, but a skilled reader\'s presence in the manipulation of the cultural universe that surrounds it, whose elementary rules are the one of the authorship.

O presente trabalho é resultado da investigação envolvendo Roleplaying game, literatura e sociedade. As estruturas ficcionais e as formas do conto maravilhoso, presentes nas narrativas interativas, propiciam um resgate e reatualização da produção contemporânea na perspectiva da criação coletiva do enredo e na elaboração das personagens no fluxo de ficções. Foram utilizados como corpus as discussões nos fóruns do gênero, registros de jogadores sobre casos felizes e resultados infelizes no uso das regras da gramática da ficção. A prática que torna o leitor um cuidadoso manipulador da ficção, sujeito e criador de narrativas, pode ser observada na experiência com autoria e educação realizada numa escola pública. Finalmente, as narrativas interativas são um indicativo da necessidade de criação do ser humano ao relatar os feitos de suas personagens e os caminhos de suas histórias; denunciam não apenas as estruturas literárias e ficcionais em jogo, mas a presença de um leitor habilidoso na manipulação do universo cultural que o rodeia, cujas regras elementares são as da autoria. / The present search is resulted of the investigation involving Roleplaying loves, literature and society. The structures fictionists and the forms of the wonderful story, presents in the interactive narratives, propitiate a rescue and actualization of the contemporary production in the perspective of the collective creation of the plot and in the characters\' elaboration in the flow of fictions. It was used as a corpus of discussions in the forums of the gender, players\' registrations on happy cases and unhappy results in the use of the rules of the grammar of the fiction. The practice that turns the reader a careful manipulator of the fiction, subject and creator of narratives, it can be observed in the experience with authorship and education, accomplished at a public school. Finally, the interactive narratives are an indicative of the creation need that the human being possesses where, when telling their stories, they not just denounce the literary structures and fictionists in game, but a skilled reader\'s presence in the manipulation of the cultural universe that surrounds it, whose elementary rules are the one of the authorship.

This study describes and compares the reading habits and attitudes of students and parents in Title I and Non-Title I schools. The study was conducted because reading is an important basic skill that all children must acquire. The information gathered can be used to help parents provide beneficial experiences for their children in reading. The literature review addresses literature and research related to factors identified as impacting readiness for school and reading achievement in elementary-age students. Research indicates that family structure, amount of time children spend watching television, availability of learning tools, and home literacy activities may be related to school readiness and academic success. The population consisted of third, fourth, and fifth grade students and their parents in three school systems in northeast Tennessee. Title I schools included those with a 75% or higher free or reduced lunch rate. Two survey instruments were used û a parent questionnaire and a student questionnaire. Data collection consisted of letters to directors of school systems requesting permission for schools to participate in the study, and letters to principals, including the purpose of the study and asking permission to administer surveys. After securing permissions, materials were sent to teachers, who helped coordinate the study at the school level. The data were analyzed, using frequencies and percentages, with tables, charts, and figures. The questions on the surveys were analyzed to answer the four research questions. This study found that, when compared to students and parents in Non-Title I schools, students and parents in Title I schools were less likely to read at home for enjoyment, use the public library, or read magazines and newspapers. Results demonstrate that students and parents in Title I schools, overall, read less than students and parents in Non-Title I schools, reported having fewer books at home of their own, reported having fewer educational materials at home, and students were found to read to their parents less often. Both students in Title I and Non-Title I schools reported watching television every day, although the amount of time they watch varied.

Made available in DSpace on 2016-04-28T19:58:44Z (GMT). No. of bitstreams: 1 DANIELA OSORIO PALIN DE MORAES.pdf: 348779 bytes, checksum: d00d4c75ada85f7852f170b3528a257e (MD5) Previous issue date: 2005-11-08 / This dissertation paper aims at unfolding the process as well as the proceedings which underlies the construction of character identity by the narrator which is found in the contemporary fiction written by Chico Buarque de Holanda a Brazilian writer Some vital thematic issues were focused both in the light of the historic and descriptive methods Bakhtin`s dialogism so as to rescue the features of post modern narrator in confront with the classical narrator mainly the role which is transferred to the character In the first chapter the dialogue between Walter Benjamim and Silviano Santiago is used as our theoretical underpinnings to establish the counterpoints between the character on the leading role and in the secondary one within the plan of different voices interaction in the romance discourse in the BENJAMIM (1995) and BUDAPESTE (2003) analyses corpus In the second chapter I focus on the analyses of identity construction which marks the dissolution of prose structure owing to the position of questioning space on an attempt to inscribe it into modernity by providing it with a new time and shape through the character In the third chapter the experience of the narrator is focused and exemplified through identity crises and character s fragmentation in a representational simulacrum Two identities manifested in buarqueana prose are found within the random relations of the esthetic plan: that of the contemporary novel and that of the fictional character through the interactive experience of reading between narrator character and reader / Esta dissertação tem o objetivo de revelar o processo e os procedimentos construtivos da identidade da personagem pelo narrador na ficção contemporânea brasileira do escritor Chico Buarque de Hollanda Alguns aspectos temáticos fundamentais foram tratados tanto pelo método histórico como pelo descritivo o dialógico bakhtiniano de modo a resgatar o perfil do narrador pós-moderno em confronto com o narrador clássico sobretudo transferido à personagem No primeiro capítulo o diálogo Walter Benjamim e Silviano Santiago é nosso suporte teórico para estabelecer os contrapontos entre as personagens principais e secundárias no plano da interação das vozes no discurso romanesco no corpus de análise BENJAMIM (1995) e BUDAPESTE (2003) No segundo capítulo a análise da construção da identidade é prioritária marcando a dissolução da estrutura da prosa pela postura de questionamento do espaço na tentativa de inscrevê-la na modernidade dando-lhe um novo tempo e forma através da personagem No terceiro capítulo é enfocada e exemplificada a experiência do narrador pela crise da identidade e fragmentação da personagem em simulacros representacionais Encontram-se nas relações aleatórias do projeto estético duas identidades manifestas na prosa buarqueana: a do romance contemporâneo e a da personagem ficcional por meio da experiência interativa da leitura entre narrador personagem e leitor