Thesis (Ph. D.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 187-200). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004 & res_dat=xri:pqdiss & rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation & rft_dat=xri:pqdiss:NR29637.

Thesis (B.A.)--Haverford College, Dept. of English, 2009. / Includes bibliographical references.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-06-28T19:45:17Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO COM CATALOGAÇÃO ANDREZA.pdf: 2534209 bytes, checksum: 72d1d17e06bb5a293a191f5143b69074 (MD5) / Made available in DSpace on 2016-06-28T19:45:17Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO COM CATALOGAÇÃO ANDREZA.pdf: 2534209 bytes, checksum: 72d1d17e06bb5a293a191f5143b69074 (MD5) Previous issue date: 2015-07-31 / A literatura apresenta profunda relevância para a formação integral do indivíduo. Repensar e modificar a maneira de ler o texto literário e propor atividades de leitura que levam ao letramento literário contribui para a vida social e cognitiva do sujeito, levando-o a desenvolver sua capacidade de crítica e argumentação, além de fazê-lo compreender o mundo em que vive e se sentir parte dele. O letramento literário compreende, desta forma, as práticas de leitura literária como função social e colabora para a sua formação como leitor independente. É possível encontrar muitas pesquisas que incentivam a leitura, porém encontramos poucas dissertações que orientam o trabalho com o letramento literário na escola, com a leitura dos clássicos, do como fazer, do como ler e do como proceder com esses textos. Desta maneira, esta dissertação discute a importância do letramento literário como objetivo a ser atingido no ensino de literatura. Nessa perspectiva, esse texto busca evidenciar os benefícios que a leitura literária, mediada adequadamente, pode fornecer para a formação social e leitora do aluno. Apresentamos o conceito de letramento, para, então, compreender o letramento literário, pois é preciso partir dos conceitos basilares para se avançar à mediação da leitura literária na escola. A partir das reflexões sobre letramentos, propomos uma sequência de atividades, de acordo com os fundamentos do letramento literário de Cosson (2014a), aplicável ao 7º ano do ensino fundamental, para uma escola da rede pública federal do Recife, tendo por base o livro “O Pequeno Príncipe”, de Saint Exupéry. Utilizamos a pesquisa bibliográfica centrada, principalmente, nas obras de Paulino (1998) Paulino e Pinheiro (2004), Lajolo (2000), Kleiman (1995, 2005), Soares (2003, 2005), Colomer (2007), Dalvi, Rezende e Jover-Faleiros (2013), Cosson (2014), entre outros autores. Desta forma, este estudo originou-se da necessidade de mais estudos sobre o ensino de literatura com vistas à formação do letramento literário do aluno e ampliar as reflexões sobre o ensino de literatura na escola. / Literature presents a deep relevance to a person‟s whole formation. Rethinking and modifying the manner of reading a literary text and proposing reading activities which lead to the literary literacy contribute to the person‟s social and cognitive life, leading them to develop their capacity of criticizing and argumentation and, besides, make possible for them to understand the world in which they live and feel part of it. This way, literary literacy comprehends the literary reading practices as a social function and something useful to develop an independent reader. It‟s possible to find many researches that reinforce the reading practice; nevertheless, only few studies really provide an effective orientation for the application of literary literacy at school, through the reading of classic literary texts, clarifying how to read them, what to do and how to deal with them. Thus, this work discusses the importance of literary literacy as a goal to be achieved by literature teaching. From this perspective, this text aims to highlight the benefits which literary literacy, if managed adequately, can provide for the student‟s social and intellectual formation. This research presents, yet, the concept of literacy, so that we can make clear the meaning of literary literacy, because it‟s necessary to begin from the basic concepts in order to move forward with the literary literacy management at school. Considering the wonderings about literacy, we propose a set of activities, according to the principles of Cosson for literary literacy, applied to 7th grade of a federal public middle school in Recife, having as basis the book The Little Prince, by Saint Exupéry. We have mainly focused our bibliographic research on Paulino (1998) Paulino e Pinheiro (2004), Lajolo (2000), Kleiman (1995, 2005), Soares (2003, 2005), Colomer (2007), Dalvi e Jover-Faleiros (2013), Cosson (2014), among others. Therefore, this study originated from the need for more studies around the topic, objecting the student‟s literary literacy formation and the broadening of considerations about literature teaching at school.

Thesis (Ph.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed June 15, 2009). Includes abstract. Includes bibliographical references.

Esta dissertação teve o objetivo geral de contribuir para o processo de letramento literário de pais de alunos da educação infantil, motivando-os a ler para seus filhos, sobretudo ensinando-os como fazê-lo. Diante disso, além de garantir aos pais o acesso a livros de literatura infantil de qualidade, a pesquisa teve o propósito de estabelecer uma comunidade de leitores, oportunizando aprendizagens e o desenvolvimento de capacidades interpretativas que lhes permitissem construir sentidos nas obras lidas. A escolha do letramento literário se deve à relevância que a literatura tem para a formação integral das pessoas. Além do mais, foi possível constatar muitos trabalhos que incentivam a leitura e poucos que ensinam como se deve ler e falar com as crianças sobre os livros lidos, e ainda com foco apenas na formação dos professores, desconsiderando que as práticas interacionais orais, vivenciadas na família, configuram o processo de letramento das crianças. Somam-se a isso as constantes queixas das professoras sobre a falta de acompanhamento da família ao projeto de leitura em casa, promovido pela escola. Autores como Vygotsky e Bakhtin constituíram as bases teóricas para o desenvolvimento desta pesquisa por darem um papel central à linguagem. A metodologia utilizada foi a pesquisa-ação e contou com uma sequência de atividades, realizadas com um grupo de vinte e cinco pais ou responsáveis de alunos de uma Escola Municipal de Educação Infantil de uma cidade do Vale do Paraíba. Com base em situações de interação, foi possível conhecer como se dão os eventos de letramento proporcionados pelos pais, como no caso da leitura em casa, a partir do questionamento da sua leitura em termos quantitativos e qualitativos, constatando sua pouca familiaridade com os livros e uma concepção utilitária da leitura, voltada muito mais para a decodificação e para o cumprimento de uma obrigação escolar. A partir de experiências vivenciadas nos doze encontros realizados, mediados pela pesquisadora, em contato com livros da literatura infantil, com a linguagem verbal e a não-verbal, e situações interacionais em que estavam presentes outras concepções de leitura, além da decodificação, os pais ampliaram seu olhar e ressignificaram suas ações. Assim, desenvolveram sua capacidade interpretativa, notaram que a leitura podia mobilizar sua atenção, abrir-lhes novos horizontes com o despertar de novos sentidos, e lhes dar prazer, passando a ler mais e melhor para os filhos. O estudo permitiu concluir também que as características das práticas de letramento dos pais dependem do contexto, na maioria das vezes, negado pela escola. / The main objective of this dissertation is to contribute to the literary literacy of parents of primary school students, motivating them to read to their children and especially to teach them how to do it. Besides providing the parents with access to good quality childrens literature books, this research aimed at establishing a readers community, promoting learning and the development of interpretative capacities that allowed them to build meanings. The choice for literary literacy is due to the relevance Literature has in peoples whole formation. Furthermore, it was possible to notice that there are many researches which motivate reading, but just a few teach how to do it and to speak with children about the books they read and these few focus on teachers education, not taking into account the ways in which familys oral participation can contribute to childrens literacy process. We also noticed teachers constant complaints about the lack of familys follow-up of reading projects promoted by the school. Authors such as Vygotsky and Bakthin are the theoretical bases for this research due to the central role they both give to language. The methodology applied was action-research and it also included a sequence of activities performed with a group of twenty-five parents or legal tutors of students of a municipal Primary School in Vale do Paraíba. Based on the interaction situations, it was possible to know how the literacy events promoted by parents take place, as in the case of reading at home. By using a qualitative and quantitative questionnaire about reading, we could observe little familiarity with books and a utilitarian conception of reading, focusing on decodification and the fulfillment of a school task. Starting with the experiences we had in the twelve meetings organized and held by the researcher, the parents had their view of reading widened due to the contact with childrens books, with the verbal and nonverbal language, and interactional situations which put them in contact with other reading conceptions, besides decodification. This gave them a new meaning to their actions. Thus, they could develop their interpretative capacity and realized that reading could mobilize their attention, open new horizons by awakening new meanings, giving them pleasure, making them read more and better to their children. This study also showed us that parental practical literacy practices depend on the context, most of the time denied by schools.

This study reports on the impact of the Authorial Empathy Scale (AES), a tool designed to measure responses to literature that balance attention both to authors’ aesthetic choices and to empathetic engagement with the narrative world, on teachers’ instructional practices and students’ written and spoken responses. The research is guided by the following research questions: (1) In what ways, if any, does a literary unit intervention designed to foster readings of authorial empathy shape the teaching practice of two secondary ELA teachers? (2) In what ways, if any, does a literary unit intervention designed to foster readings of authorial empathy shape secondary students’ responses to texts? Data consist of stimulated-recall interviews and discussion transcripts of teachers and students that were analyzed for the goals, tools, and sources of their decisions. The major findings are the use of the AES seemed to facilitate a common approach among teachers and students for generating more balanced responses to texts. However, sustaining the balanced responses faced challenges in the form of institutional rubrics, IRE discussion patterns, and the specific demands of writing tasks. Students who evidenced greater mastery of the conventions of academic writing tended to generate more authorially empathetic responses to texts. During the Authorial Empathy unit, students tended to engage in more extensive and collaborative talk turns during discussion. The results make clear the importance for teachers to select texts, tasks, and tools that support the use of the AES in guiding students to respond with authorial empathy. / Literacy & Learners

The thesis deals with the use of classical and contemporary literature for the development of reading literacy at primary schools. We focused mainly on the research of popular literature of third to fifth grade primary pupils. We also investigated what extra-curricular reading materials teachers choose to develop their pupils' reading literacy and how they work with them. In the theoretical part, we present a brief insight into the issue of reading literacy, current research results, methods, strategies and factors influencing reading literacy. In the research part, we present the results of a questionnaire survey of pupils' parents, where the main attention was paid to the preferences of titles, authors and genres of their children. In the practical part, we followed up on the results of these surveys and designed worksheets with activities aimed at promoting reading comprehension and developing reading strategies. We focused mainly on their motivational and entertaining character. Worksheets with activities were verified in selected classes of primary schools and supplemented by rich reflection from practice.