Made available in DSpace on 2015-04-09T12:28:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-12-10Bitstream added on 2015-04-09T12:48:02Z : No. of bitstreams: 1 000813473.pdf: 1855155 bytes, checksum: a282984014da8b6b52b099bbfd99a52d (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesta tese, apresentam-se resultados de pesquisa de Doutorado em Educação vinculada ao Grupo de Pesquisa e ao Projeto Integrado de Pesquisa “História do Ensino de Língua e Literatura no Brasil”, coordenados por Maria do Rosário Longo Mortatti. Com o objetivo de contribuir para a compreensão da história do ensino da literatura infantil e sua relação com questões até então não exploradas sobre a história da formação de professores, focalizaram-se aspectos relacionados ao “ensinar a ensinar” literatura infantil nos cursos de formação de professores primários no estado de São Paulo, no período compreendido entre 1947 e 2003, datas, respectivamente, da primeira e da última vez em que se constatou a presença da matéria/disciplina “Literatura infantil” nos programas de ensino dos cursos de formação de professores primários desse estado. Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica, desenvolvida por meio da utilização dos procedimentos de localização, recuperação, reunião, seleção e ordenação de fontes documentais e leitura de bibliografia especializada, reuniram-se referências de diferentes tipos de textos relacionados ao ensino da literatura infantil no estado de São Paulo. Dentre os textos localizados, foram selecionados para análise da configuração textual os manuais de ensino, por serem os mais representativos em relação aos objetivos da pesquisa. Essa análise possibilitou compreender que: a institucionlaização do ensino da literatura infantil na formação de professores esteve diretamente relacionada à construção de um saber escolar sobre esse gênero literário que, na ausência de um saber teórico ou saber de referência sobre o assunto, passou a “funcionar” como uma teorização. Esse saber escolar, formulado e disseminado no interior do ensino da literatura infantil na formação de professores, encontrou sua sustentação... / In this dissertation, we present results of a doctoral study in Education in the scope of the Research Group and the Integrated Research Project “History of Teaching Language and Literature in Brazil”, coordinated by Maria do Rosário Long Mortatti. Aiming to contribute to the understanding of the history of teaching children’s literature and its relation to the history of teacher education, we focus on some aspects related to “teaching to teach” children’s literature on teacher education courses for primary school in São Paulo State. The period is delimited between 1947 and 2003, respectively the first and last years in which we found the presence of “Children’s Literature” as a school subject in the teaching programs of teacher education courses. Through historical approach, focusing on documentary and bibliographical research and using procedures of locating, recovering, assembling, selecting, ordering documentary sources and reading specialized bibliography, we gathered references of different types of texts related to teaching children’s literature in São Paulo State. Among the texts that we found, we selected teaching manuals for the analysis of textual configuration, for being the most representative in relation to the research objectives. This analysis enabled us to understand that: the inclusion of teaching children’s literature in teacher education has been directly related to the construction of a school knowledge about this literary genre that, in the absence of a theoretical or reference knowledge on the subject, proceeded to “work” as a theorization. This school knowledge, formulated and disseminated within teaching children’s literature in teacher education, has been theoretically supported by concepts of Psychology. This has directly contributed to the formation of a concept of children’s literature related to children’s mental development. Finally, with the strength of an ...

Made available in DSpace on 2015-03-03T11:52:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-08-12Bitstream added on 2015-03-03T12:06:31Z : No. of bitstreams: 1 000809496.pdf: 1480144 bytes, checksum: cc28cc98a1b1ea55771102c0bb9c0ed1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Essa dissertação de mestrado situa-se no âmbito dos fundamentos da educação e, para embasar seus argumentos, dirige-se ao estudo teórico acerca do ensino de literatura como possibilidade de humanização do indivíduo, do conceito de arte, literatura e catarse. É realizada a retomada histórica do termo catarse desde Aristóteles para, mais adiante, analisá-lo com maior rigor nas obras do filósofo húngaro, George Lukács, e do educador brasileiro, Dermeval Saviani. Com base nesses estudos, esse trabalho discute a catarse como uma categoria estética e ética por compreender que o processo catártico pode, por meio da arte, suscitar no indivíduo a vivência de determinadas emoções e pode também, seja pela arte ou pela ciência, despertar, nele, um novo posicionamento intelectual capaz de lhe reclamar ações constantemente pautadas pela ética. A catarse, dessa maneira, é vista como parte de um processo de humanização do indivíduo. Defende-se que a literatura como forma de expressão artística articulada aos grandes problemas do desenvolvimento da humanidade pode exercer um papel relevante na formação humana, pois pode acarretar a catarse no leitor e assim contribuir para o seu processo de humanização. É imprescindível que o sujeito seja orientado quanto à recepção estética e qualidade das obras literárias e, então, reflete-se sobre o ensino de literatura eficaz a essa orientação e devidamente comprometido com a especificidade da escola: a transmissão do conhecimento mais elaborado. Essa pesquisa compreende o ensino de literatura com base nos pressupostos da Pedagogia Histórico-Crítica, portanto, como parte do processo de socialização do saber sistematizado, como transmissão e recriação de valores e conhecimentos da sociedade, enfim, como trabalho educativo que contribui para a formação intelectual e humanística dos indivíduos / This master dissertation research is situated within the framework of foundations of education and to support their arguments, addresses the theoretical study about the teaching of literature as a possibility for humanization of the individual, the concept of the art, literature and catharsis. The historic resumption of catharsis term since Aristotle is performed to later review it more thoroughly in the works of the hungarian philosopher, George Lukács, and of the brazilian educator, Dermeval Saviani. Based on such studies, this paper discusses the catharsis as an aesthetic and ethical category, in that it comprises that the cathartic process can, through art, arouse in the individual the experience of certain emotions and can also, through art or science, stimulate, in the same, a new intellectual position capable of require you actions constantly guided by ethics. Catharsis, that way, is seen as part of a process of humanization of the individual. It is argued that the good literature, artistic expression articulated to the great problems of development of humanity, can exercise an important role in the human formmation because it can cause the catharsis in the reader and thus contribute to the process of their humanization. The individual should be instructed as to the aesthetic reception and the quality of the literary works and then is discussed the effective teaching of literature to this guidance and duly committed to the specificity of the school: the transmission of more elaborate knowledge. This research comprises the teaching of literature based on the assumptions of Pedagogy Historical-Critical, therefore, as part of the socialization process of systematized knowledge, as transmission and recreation of values and knowledge of the society, in short, as an educational work that contributes to the intellectual formation and humanistic of the individuals

Bakgrund: Många människor drabbas av stroke varje år och detta kan medföra olika långa återhämtningsprocesser för dessa människor. I hälso- och sjukvården ska patienternas hälsa främjas och de behöver förutsättningar att återfinna livskvalitet. Patienterna uppger att de upplever bland annat känslor av osäkerhet inför framtiden och att de behöver stöd i deras återhämtning. Deras anhöriga uppger att de behöver mer kunskaper samt information inför att kunna stödja patienterna i deras återhämtning. Syfte: Att beskriva vårdarnas erfarenheter av att stödja återhämtning hos patienter som drabbats av stroke. Metod: En systematisk litteraturstudie baserad på 13 artiklar. Artiklarna analyserades enligt Evans beskrivning av analysmetod och presenterades som en beskrivande syntes. Resultat: Vårdarna beskrev att deras funktion som stöd för patienterna var en central och viktig förutsättning för patienternas återhämtning. De beskrev sina erfarenheter av att stödja patienterna både kroppsligt och mentalt, men även utmaningarna i att stödja återhämtning som uppstod i mötet med patienterna, deras anhöriga och för vårdarna själva. Slutsats: Även fast vårdarna beskrev olika strategier för att stödja patienterna kroppsligt och mentalt, uppenbarades det att brist på tid och kunskap var ett problem som utmanade vårdarna att kunna stödja patienternas återhämtning.

Bakgrund:Att som patient befinna sig i livets slut är en subjektiv upplevelse, dock finns det generella drag. Det är därför relevant för sjuksköterskor att få kunskap om upplevelser i livets slut. Detta för att vägleda och ge stöd under patientens sista tid. Anhöriga kan uppleva rädsla då de vistas med sin familjemedlem, då de var oroliga över att deras familjemedlem skulle avlida i deras närvaro. Problem: Aktuell forskning visar på brister i vården gällande livets slut. Det fanns en bristande delaktighet i samtalet kring patientens tillstånd. Syfte: Var att beskriva patienters upplevelser i livets slut. Metod: Detta är en systematisk litteraturstudie med beskrivande syntes där 11 vetenskapliga artiklar har analyserats. Resultat: Analysen resulterade i två teman vilka var lindrat lidande och lidande. Inom dessa teman skapades fem subteman: lindrat lidande genom tro, lindrat lidande genom acceptans, lindrat lidande genom sociala relationer, lidande genom att förlora sitt jag, lidande genom att inte vara färdig med livet, lidande genom oro för framtiden och lidande genom att uppleva smärta. Slutsats: Patienter upplevde både ett lidande och lindrat lidande i livets slut. Variationer av upplevelserna kunde bero på åldersgrupper och etniskt ursprung.

Esta dissertação investiga a evolução do pensamento educacional, buscando aproximações com as rupturas paradigmáticas da ciência, para verificar como esses processos se intercruzam no ensino de Literatura. A pesquisa pauta-se na exploração bibliográfica. Os paradigmas da ciência e suas implicações no processo educativo fundamentam-se em referenciais teóricos de Aranha (2006), Behrens (1999), Bertalanffy (1973), Capra (1996), Moraes (2002), Morin (2000, 2002, 2004) e Santos (1988). No que se refere ao ensino Literatura, busca-se suporte teórico em Candido (2011), Coelho (1980,2000), Cosson (2006), Pinto (2014), Zilberman (1990, 2005) e Zinani e Santos (2002, 2004). A imersão teórica, de um lado, evidencia que o ensino de Literatura centrado no viés cronológico dos períodos literários, no uso do texto para transmissão de valores ou para o ensino da gramática da língua relaciona-se à concepção de ciência advinda do paradigma tradicional, dominante. De outro, práticas leitoras que concebem a literariedade dos textos, a atribuição de sentidos a partir das vivências do estudante e das condições oferecidas pelo professor mediador trazem as marcas do modelo científico emergente, do pensamento sistêmico na educação. O resgate temporal realizado sobre a presença da Literatura desde os primórdios da constituição da pátria brasileira e as ações necessárias para a escolarização do literário demonstram como o ensino de Literatura tem associação com o momento histórico vivido pela nação e com o padrão científico de pensamento adotado na época. A pesquisa sinaliza que o ensino de Literatura, pelo viés da religação dos saberes, pode ser o fio condutor para as mudanças que se fazem necessárias ao processo educativo contemporâneo e a orientação metodológica de Cosson (2006) para a promoção do letramento literário é uma possibilidade de ensino sob a perspectiva sistêmica. Através das relações estabelecidas entre a evolução do pensamento educacional e as rupturas paradigmáticas da ciência sugere-se que o ensino de Literatura seja orientado para a formação do leitor, centrado no processo de humanização, nas significações que o aluno constrói para suas leituras e nas interações estabelecidas com a realidade. A investigação também apresenta subsídios teóricos para o ensino de Literatura, no Ensino Médio, consoante com os pressupostos contemporâneos de educação e de ciência, a partir da perspectiva do letramento literário. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-11-22T12:31:25Z No. of bitstreams: 1 Dissertacao Mariele Gabrielli.pdf: 1744159 bytes, checksum: 916252eb71278e050c70d9e98deda59c (MD5) / Made available in DSpace on 2016-11-22T12:31:25Z (GMT). No. of bitstreams: 1 Dissertacao Mariele Gabrielli.pdf: 1744159 bytes, checksum: 916252eb71278e050c70d9e98deda59c (MD5) Previous issue date: 2016-11-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This dissertation investigates the development of educational thinking, seeking approaches with the science’s paradigmatic ruptures, to verify how these processes intersect in teaching Literature. The research is based in the bibliographic exploration. The paradigms of science and its implications in the educational process are based in theoretical frameworks from Aranha (2006), Behrens (1999), Bertalanffy (1973), Capra (1996), Moraes (2002), Morin (2000, 2002, 2004) and Santos (1988). About the teaching of Literature the theoretical support is based in Candido (2011), Coelho (1980, 2000), Cosson (2006), Pinto (2014), Zilberman (1990, 2005) and Zinani and Santos (2002, 2004). The theoretical immersion, on one hand, shows that the Literature teaching centered in chronological base of literary periods, the use of text for transmission of values or the language of grammar teaching, it relates to the design of science arising from the traditional, dominant paradigm. On the other hand, reading practices that conceive literariness of texts, the significations from de students’ experiences and the conditions offered by the mediator teacher, it has the marks of emerging scientific model, the systemic thinking in education. The temporal redemption about the presence of Literature since the beginning of the constitution of the Brazilian nation and the necessary actions for the literary schooling demonstrate how the teaching of Literature is associated with the historical moment lived by the nation and the scientific thinking adopted at the time. The research indicates that the teaching of Literature, by reconnection of knowledge, may be the indicator of the changes that are necessary to the contemporary educational process and Cosson (2006) methodological guidance for the promotion of literary literacy is a possibility of teaching in the systemic perspective. Through the relationships established between the evolution of educational thinking and the science’s paradigmatic ruptures, it is suggested that the teaching of Literature is directed to the reader formation, centered on the humanization process, the significations that the student prepares for his readings and interactions established with reality. The research also provides theoretical support for the teaching of Literature, in High School, according to contemporary assumptions of education and science, from the perspective of literary literacy.

Acompanha: Da crueldade à duplicidade da alma humana: sequência expandida a partir de clássicos do terror / Segundo os documentos oficiais que norteiam as práticas pedagógicas na rede básica, o ensino da literatura deve ser significativo e potencializar o uso da leitura e da escrita, tornando a experiência literária, um aprendizado que possibilita a reflexão, a crítica e o crescimento intelectual, que resultam da experiência estética. Frente a este pressuposto, o presente trabalho objetiva ressaltar a importância da leitura de obras clássicas, destacando sua imprescindibilidade enquanto patrimônio cultural que deve integrar o repertório dos aprendizes; destacar a imortalidade das obras de Machado de Assis e Stevenson, bem como defender a importância de privilegiar a abordagem sincrônica do texto literário e não apenas a dimensão cronológica, a qual limita o texto a uma visão meramente historiográfica. Portanto, foi elaborada uma proposta didática para o segundo ano do Ensino Médio, a qual tem como textos-base o conto machadiano “A causa secreta” (1886) e o romance O médico e o monstro (1886), de Robert Louis Stevenson, clássicos do terror. Como embasamento teórico foram utilizados os conceitos de Rildo Cosson, o qual discute o ensino de literatura, a importância da seleção de textos e propõe duas sequências: a básica e a expandida; Italo Calvino, que defende a imortalidade das obras clássicas; Antonio Candido, que salienta o papel humanizador da literatura como direito inalienável e incompressível, como também, Leyla Perrone-Moisés, para a qual, o cânone constitui um bem inigualável, que deve ser oportunizado aos educandos, independente da classe social ou dos desafios que possam surgir. Como metodologia, foi desenvolvida uma pesquisa-ação, de caráter qualitativo e bibliográfico. Por fim, as ações desenvolvidas mostram que o ensino de literatura deve abranger as obras clássicas e que a sequência expandida representa uma fecunda possibilidade para tornar o cânone uma realidade prática e não apenas uma recomendação que não se efetiva, de fato, nas aulas de Português. / According to the official documents that guide the pedagogical practices in the basic school system, the teaching of literature must be meaningful and enhance the use of reading and writing, making the literary experience a learning which enables reflection, critical and intellectual growth, that result from aesthetic experience. Given this assumption, the present study aims to highlight the importance of reading classical opus, showing its indispensability as a cultural heritage that must integrate the repertoire of learners; emphasize the immortality of Machado de Assis’s and Stevenson’s works, defending the importance to previlege the synchronic approach of the literary text and not only the chronological dimension, which limits the text to a merely historiographical vision. Therefore, a didactic proposal has been prepared for the second year of high school, which is based on Machado's tale The Secret Cause (1886) and the novel Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis Stevenson, classics horror. As theoretical base the concepts of Rildo Cosson were used, which discuss the teaching of literature, the importance of selecting texts and his proposed sequences: the basic and the expanded; Italo Calvino, who defends the immortality of classical works; Antonio Candido, who emphasizes the humanizing role of literature as inalienable and incompressible rights, as well as Leyla Perrone-Moisés, for her, the canon is unparalleled well, what should be offered to students, regardless of social class or challenges that could arise in the reading route. As methodology, an action research of qualitative and bibliographical nature was developed. Finally, the taken actions show that the teaching of literature should cover the classics, and that the expanded sequence represents an opportunity to make the canon a practical reality and not just a recommendation that is not effective, in fact, in the Portuguese lessons.

Acompanha: Da crueldade à duplicidade da alma humana: sequência expandida a partir de clássicos do terror / Segundo os documentos oficiais que norteiam as práticas pedagógicas na rede básica, o ensino da literatura deve ser significativo e potencializar o uso da leitura e da escrita, tornando a experiência literária, um aprendizado que possibilita a reflexão, a crítica e o crescimento intelectual, que resultam da experiência estética. Frente a este pressuposto, o presente trabalho objetiva ressaltar a importância da leitura de obras clássicas, destacando sua imprescindibilidade enquanto patrimônio cultural que deve integrar o repertório dos aprendizes; destacar a imortalidade das obras de Machado de Assis e Stevenson, bem como defender a importância de privilegiar a abordagem sincrônica do texto literário e não apenas a dimensão cronológica, a qual limita o texto a uma visão meramente historiográfica. Portanto, foi elaborada uma proposta didática para o segundo ano do Ensino Médio, a qual tem como textos-base o conto machadiano “A causa secreta” (1886) e o romance O médico e o monstro (1886), de Robert Louis Stevenson, clássicos do terror. Como embasamento teórico foram utilizados os conceitos de Rildo Cosson, o qual discute o ensino de literatura, a importância da seleção de textos e propõe duas sequências: a básica e a expandida; Italo Calvino, que defende a imortalidade das obras clássicas; Antonio Candido, que salienta o papel humanizador da literatura como direito inalienável e incompressível, como também, Leyla Perrone-Moisés, para a qual, o cânone constitui um bem inigualável, que deve ser oportunizado aos educandos, independente da classe social ou dos desafios que possam surgir. Como metodologia, foi desenvolvida uma pesquisa-ação, de caráter qualitativo e bibliográfico. Por fim, as ações desenvolvidas mostram que o ensino de literatura deve abranger as obras clássicas e que a sequência expandida representa uma fecunda possibilidade para tornar o cânone uma realidade prática e não apenas uma recomendação que não se efetiva, de fato, nas aulas de Português. / According to the official documents that guide the pedagogical practices in the basic school system, the teaching of literature must be meaningful and enhance the use of reading and writing, making the literary experience a learning which enables reflection, critical and intellectual growth, that result from aesthetic experience. Given this assumption, the present study aims to highlight the importance of reading classical opus, showing its indispensability as a cultural heritage that must integrate the repertoire of learners; emphasize the immortality of Machado de Assis’s and Stevenson’s works, defending the importance to previlege the synchronic approach of the literary text and not only the chronological dimension, which limits the text to a merely historiographical vision. Therefore, a didactic proposal has been prepared for the second year of high school, which is based on Machado's tale The Secret Cause (1886) and the novel Strange Case of Dr. Jekyll and Mr. Hyde (1886) by Robert Louis Stevenson, classics horror. As theoretical base the concepts of Rildo Cosson were used, which discuss the teaching of literature, the importance of selecting texts and his proposed sequences: the basic and the expanded; Italo Calvino, who defends the immortality of classical works; Antonio Candido, who emphasizes the humanizing role of literature as inalienable and incompressible rights, as well as Leyla Perrone-Moisés, for her, the canon is unparalleled well, what should be offered to students, regardless of social class or challenges that could arise in the reading route. As methodology, an action research of qualitative and bibliographical nature was developed. Finally, the taken actions show that the teaching of literature should cover the classics, and that the expanded sequence represents an opportunity to make the canon a practical reality and not just a recommendation that is not effective, in fact, in the Portuguese lessons.

Esta dissertação investiga a evolução do pensamento educacional, buscando aproximações com as rupturas paradigmáticas da ciência, para verificar como esses processos se intercruzam no ensino de Literatura. A pesquisa pauta-se na exploração bibliográfica. Os paradigmas da ciência e suas implicações no processo educativo fundamentam-se em referenciais teóricos de Aranha (2006), Behrens (1999), Bertalanffy (1973), Capra (1996), Moraes (2002), Morin (2000, 2002, 2004) e Santos (1988). No que se refere ao ensino Literatura, busca-se suporte teórico em Candido (2011), Coelho (1980,2000), Cosson (2006), Pinto (2014), Zilberman (1990, 2005) e Zinani e Santos (2002, 2004). A imersão teórica, de um lado, evidencia que o ensino de Literatura centrado no viés cronológico dos períodos literários, no uso do texto para transmissão de valores ou para o ensino da gramática da língua relaciona-se à concepção de ciência advinda do paradigma tradicional, dominante. De outro, práticas leitoras que concebem a literariedade dos textos, a atribuição de sentidos a partir das vivências do estudante e das condições oferecidas pelo professor mediador trazem as marcas do modelo científico emergente, do pensamento sistêmico na educação. O resgate temporal realizado sobre a presença da Literatura desde os primórdios da constituição da pátria brasileira e as ações necessárias para a escolarização do literário demonstram como o ensino de Literatura tem associação com o momento histórico vivido pela nação e com o padrão científico de pensamento adotado na época. A pesquisa sinaliza que o ensino de Literatura, pelo viés da religação dos saberes, pode ser o fio condutor para as mudanças que se fazem necessárias ao processo educativo contemporâneo e a orientação metodológica de Cosson (2006) para a promoção do letramento literário é uma possibilidade de ensino sob a perspectiva sistêmica. Através das relações estabelecidas entre a evolução do pensamento educacional e as rupturas paradigmáticas da ciência sugere-se que o ensino de Literatura seja orientado para a formação do leitor, centrado no processo de humanização, nas significações que o aluno constrói para suas leituras e nas interações estabelecidas com a realidade. A investigação também apresenta subsídios teóricos para o ensino de Literatura, no Ensino Médio, consoante com os pressupostos contemporâneos de educação e de ciência, a partir da perspectiva do letramento literário. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This dissertation investigates the development of educational thinking, seeking approaches with the science’s paradigmatic ruptures, to verify how these processes intersect in teaching Literature. The research is based in the bibliographic exploration. The paradigms of science and its implications in the educational process are based in theoretical frameworks from Aranha (2006), Behrens (1999), Bertalanffy (1973), Capra (1996), Moraes (2002), Morin (2000, 2002, 2004) and Santos (1988). About the teaching of Literature the theoretical support is based in Candido (2011), Coelho (1980, 2000), Cosson (2006), Pinto (2014), Zilberman (1990, 2005) and Zinani and Santos (2002, 2004). The theoretical immersion, on one hand, shows that the Literature teaching centered in chronological base of literary periods, the use of text for transmission of values or the language of grammar teaching, it relates to the design of science arising from the traditional, dominant paradigm. On the other hand, reading practices that conceive literariness of texts, the significations from de students’ experiences and the conditions offered by the mediator teacher, it has the marks of emerging scientific model, the systemic thinking in education. The temporal redemption about the presence of Literature since the beginning of the constitution of the Brazilian nation and the necessary actions for the literary schooling demonstrate how the teaching of Literature is associated with the historical moment lived by the nation and the scientific thinking adopted at the time. The research indicates that the teaching of Literature, by reconnection of knowledge, may be the indicator of the changes that are necessary to the contemporary educational process and Cosson (2006) methodological guidance for the promotion of literary literacy is a possibility of teaching in the systemic perspective. Through the relationships established between the evolution of educational thinking and the science’s paradigmatic ruptures, it is suggested that the teaching of Literature is directed to the reader formation, centered on the humanization process, the significations that the student prepares for his readings and interactions established with reality. The research also provides theoretical support for the teaching of Literature, in High School, according to contemporary assumptions of education and science, from the perspective of literary literacy.

This research is based on the hypothesis that response-based approaches to teaching literature and an outcomes-based system of education (OBE) are conceptually incompatible. This thesis claims that reader response involves processes that cannot be accommodated pedagogically within a system based on pre-determined outcomes. Furthermore, the kind of assessment prescribed by OBE is inappropriate to the nature of reader response. The hypothesis is based on three main premises. The first is that each reader brings a highly individual and complex set of personal schemata to the reading of imaginative texts, and these schemata have a decisive influence on the nature of a reader’s response. This means that response during imaginative engagements with literary texts tends to be idiosyncratic, and therefore largely unpredictable. Because of this, it would be inappropriate for a teacher, working within an OBE system, to try to teach towards pre-selected outcomes and to attempt to ensure that these outcomes, based on responses to literary texts, are in fact achieved. The second premise is that readers’ imaginative engagements with literary texts are essentially hidden events, which even the individual reader cannot fully bring to the surface and articulate. Because they are complex, and to some extent inaccessible, it would be inappropriate to assess the processes of response in the form of tangible evidence that a particular kind of response has taken place, or an outcome achieved. The third premise is that responses need time to grow and develop and do not merely happen quickly and cleanly. Consequently, aesthetic response, already a complex and inaccessible process, has no clearly distinguishable beginnings or endings. It would therefore be inappropriate to try to pinpoint the exact nature and parameters of a particular response or fragment it into a discrete unit of competence or knowledge. A two-dimensional problem emerges. The first is a conceptual one: whether there is an inherent tension between encouraging response to imaginative literature on the one hand, and accepting the rationale for OBE, on the other. The second dimension of the problem is empirical: whether teachers of literature experience any tension of either a conceptual or a practical nature when following response based approaches within the OBE system of Curriculum 2005, and if so, what they do in order to cope. In exploring the conceptual problem, the argument of this thesis is supported by reception theory and reader response criticism. The former provides key theoretical principles and insights that illuminate the nature of aesthetic reading, while the latter describes and analyses the nature, extent and manifestations of response in educational contexts, underpinned by both reception theory and empirical research. Together they offer evidence that personal response is determined by a complex range of processes, and is the core activity in reading for aesthetic purposes. This thesis also examines the conceptual basis and the structure of OBE as interpreted in both Curriculum 2005 and the revised National Curriculum Statement. The purpose of this is to establish the extent to which the philosophy and modus operandi of these curricula are rooted in notions of competence, and the requirement that learners give tangible demonstrations of pre-determined outcomes being achieved. If it is found that the curricula do lean heavily on pre-determined outcomes in regard to competencies that must be demonstrated, it may be concluded that 1) reader response activities are incompatible with OBE in a South African context, and 2) the potential exists for such incompatibility to create obstacles to creative and effective literature teaching. This can lead to difficulties for the teacher, who will then have to adopt acceptable strategies to cope with the situation. These strategies may ultimately be to the detriment of the pupils, particularly if the teacher seeks a compromise between genuine response and the kinds of activities that would yield precise, palpable measures of attainment that can be easily demonstrated. Exploring the empirical dimension of the problem involves investigating the responses of both teachers and teacher trainers to the experience of promoting response-based literature teaching and learning in an OBE environment. In order firstly investigated whether the practitioners do encourage reading response as a core activity in reading for aesthetic purposes. The extent to which practitioners have a sound grasp of the conceptual issues relevant to this research is also investigated. Insight into such issues depends on teachers and teacher trainers understanding the nature of reader response, on the one hand, and the rationale and structures of the relevant OBE curricula, on the other. Whether, and to what extent, practitioners experience tensions through their awareness of conceptual incompatibilities is also investigated. It should be borne in mind that practitioners work in real contexts in which a variety of complex factors play a role in determining how they respond to pressures from the environment. It cannot therefore be expected that teachers and others involved in delivering the curriculum will be able to reflect on purely conceptual issues without being influenced to an extent by more practical or logistical considerations. However, this study argues that the extent to which they are able to identify the relevant factors that affect the conceptual underpinnings of their practice will determine the degree to which their responses support the argument of this thesis. Together, the empirical and the theoretical findings offer qualitative evidence that should illuminate the nature and extent of the problem.

This study applies Sperber and Wilson's relevance theory to the comprehension of figurative language in poetry. Students' understanding of metaphor as a linguistic category and comprehension of metaphorical texts are analysed in terms of the principle of relevance. Patterns of comprehension in English first language (Ll) and English second language (ESL) students' analyses of metaphorical texts are discussed and through an analysis of similarities and differences in these patterns of comprehension an attempt is made to develop a pedagogy around relevance theory. Relevance theory's particular emphasis on the role played by "context" in cognition is seen to have significance for the teaching of literature in South African universities. Relevance theory's account of cognition generates a range of educational principles which could be specifically applied to the teaching of metaphor. An appraisal of the strengths and difficulties students experience in expressing their understanding of metaphor in an academic context is included. This was done to further develop relevance theory into a pedagogical approach which takes into account the academic context in which writing occurs. The investigation of the particular difficulties that English metaphor poses for ESL students entailed acquiring a working knowledge of the ways in which metaphor is taught and assessed in DET schools. The interpretations of students of different linguistic, social and educational backgrounds reveal unifying elements that could be incorporated into a pedagogy based on relevance theory. Such a pedagogy would be appropriate to the multilingual/multicultural/multiracial nature of classes in South African universities and would be a more empowering approach to the teaching of English metaphor.