The aim of this study is to determine how literature teaching in a multicultural context can be used effectively to promote intercultural communication and understanding in South Africa, a relatively young democracy in a period of transition. A selection of short stories from the chosen short story anthologies, Taxi (1996) and Keerpunt(1995), will be analysed with reference to both key elements from theories about intercultural communication and the criteria for multicultural texts. The study will be concluded by a statement about the suitability of the chosen anthologies to promote intercultural communication and understanding through the teaching of literature within a multicultural context. Die doel van hierdie studie is om ondersoek in te stel na hoe literatuuronderrig in 'n multikulturele konteks effektief gebruik kan word om interkulturele kommunikasie en begrip te bevorder veral noudat Suid Afrika ' n relatief nuwe demokrasie in 'n oorgangsperiode is. Hierdie doel word nagestreef deur geselekteerde kortverhale uit die gekose kortverhaalbundels, Taxi (1996) en Keerpunf (1995), te analiseer met verwysing na kernelemente vanuit die teorievorming oor interkulturele kommunikasie asook die kriteria vir 'n multikulturele teks. Aan die einde van hierdie studie word aangedui of die gekose kortverhaalbundels geskikte tekste is om interkulturele kommunikasie en begrip in 'n multikulturele konteks te bevorder deur literatuuronderrig. / Thesis (M.A.)-University of Natal, Durban, 2001.

This thesis contributes to existing discussions of Soviet subjectivity by considering how the efforts of the Party leadership and state agencies to shape personal and collective identities were mediated by the teaching of Russian classics to teenagers. It concentrates in particular on the history of literature course provided by Soviet schools for the upper years. The study addresses the following questions: (1) How was literary expression employed to instigate children's emotions and create interpretive habits as a way of inculcating a Soviet worldview? (2) What immediate effects did the methods have on teenagers? (3) What were the long-term effects of this type of indoctrination? Answering these questions required close reading of material produced by official authorities, such as methodological programmes, teachers' aids, professional journals, and textbooks for class instruction, and also of material produced by those at the receiving end of Stalinist literary instruction, including both sources contemporary to the period under scrutiny (i.e. diaries written between 1936-1941), and later autobiographical material (memoirs, oral history). I argue that for many teenagers growing up during this period, indoctrination in the classroom blurred the boundary between reality and fiction, and provided a moral compass to navigate their social environment, to judge others as well as themselves along prescribed lines, and model their lives on the precepts and slogans of the characters and authors they encountered, particularly the 19th-century radical democrats. Retrospective accounts - interviews, memoirs, and written responses to questions - expose the durability of the moral and ethical lessons derived from Russian classics and reveal the enduring Soviet emotional complex formed by this literary instruction. Investigating the impacts of the study of Russian classics on Soviet recipients, particularly from elite groups such as the city intelligentsia, my discussion highlights the political traction of the literary in, for instance, forming feelings of group belonging and strong emotional responses to differing views. I conclude with a discussion of the relation of this to long-term political effects, including the re-appraisal, in the twenty-first century, of Stalin-era teaching methodology as an effective way of instilling patriotic sentiments in students, and the legacy of Soviet perceptions and practices in the expression of personal and collective identities in the post-Soviet period.

This project arises from recent initiatives aimed at transforming Shakespeare studies in South African high schools, so as to make those studies more learner-centred and interactive, as well as a more useful communicative language-learning experience for second-language (L2) students. It is this interactive methodology that the present project seeks to extend to the relatively neglected area of Shakespeare's figurative language. Drawing on schema theory and response-based approaches to literature teaching, the project shows that figurative language is especially conducive to interactive treatment, whereby students might be encouraged to make sense of metaphors and similes out of their "background knowledge". Guidelines are indicated for putting this into practice in the L2 classroom; and on the basis of these guidelines, materials are developed for an interactive approach to Shakespeare's figurative language. The central phase in this development process involves trying out the materials in five African high schools and then analysing the data collected from them. The classroom try-outs were profitable in so far as they raised issues that had been overlooked in the earlier, theoretical, stage of the development process. A good overall response to the materials' learner-centred approach was indicated, although students experienced difficulties with certain essential tasks. Most seriously, while the materials were successful in accessing students' background knowledge in the form of associations, they were less successful in getting students to use this knowiedge in interpreting metaphors for themselves. Reasons for this feature, and others, are considered and solutions posited. Recommendations for implementing the materials in a larger teaching programme are made.

Acompanha: O Sertão de Coelho Neto revisitado e reeditado / Nos últimos anos que precederam o século XX, surgiu, em meio às incertezas e inquietações frente à novidade da República, o que viria a ser o divisor de águas na trajetória literária de um autor que, até então, havia focado sua intensa produção nos cenários urbanos. As questões advindas do recém obliterado regime escravagista ainda fervilhavam nas esferas da vida social e, sobretudo na literatura, onde encontrou guarida para suscitar discussões e apontamentos diante do cenário que se desenhava. Foi nesse contexto que Sertão (1897), de Coelho Neto, inaugura sua fase regionalista e expõe uma faceta do autor mais voltada para as preocupações sociais de sua época. Severamente atacado pelos modernistas pelo seu estilo repleto de preciosismos da linguagem, o escritor deixou uma marca indelével com uma obra que traduz, possivelmente, as suas qualidades mais evidentes: a imaginação criativa e a capacidade de traduzir seus enredos inusitados em descrições meticulosas. Ainda assim, a tão notada habilidade de Coelho Neto ao manejar as palavras não parece ter sido o bastante para assegurar o devido reconhecimento de sua obra. A produção netiana encontra-se recentemente restrita apenas a alguns círculos literários, não havendo recebido a merecida atenção no decurso do tempo. A popularidade da qual usufruiu nos primeiros tempos não perdurou, em grande parte, senão principalmente, por questões ligadas ao cânone. Em consequência, as posteriores edições de muitas de suas produções, como é o caso do Sertão, não ultrapassaram a primeira metade do século XX. Nessa perspectiva, o presente trabalho busca propiciar a revitalização da coletânea de contos Sertão, por meio da reedição da obra, conforme as normas vigentes do Novo Acordo Ortográfico da Língua Portuguesa, constituindo-se no produto educacional aplicado. O estudo crítico sobre Coelho Neto, aqui apresentado possui o intento de divulgar a vasta produção artística do escritor. / In the last years which come before the twentieth century, emerged, among the uncertainties and concerns facing the novelty of the Republic, what would be the watershed in the literary trajectory of an author who until then, had focused his intense production in the urban scenarios. The issues arising from the recently obliterated slave regime still seethed in the spheres of social life, especially in literature, where they found shelter to raise discussions and observations on the scenario that was been drawn. It was in this context that Sertão (1897), by Coelho Neto, opened his regionalist phase and exposes a facet of the author more focused to the social concerns of his day. Severely attacked by modernists for his language style full of preciosity, the writer left an indelible mark with a work that reflects possibly his most manifest qualities: creative imagination and ability to translate his unusual plots in meticulous descriptions. However, the notable ability of Coelho Neto to handle the words does not seem to have been enough to ensure due recognition for his work. Coelho Neto‘s production is recently restricted to some literary circles and it has not received the deserved attention in the course of time. The popularity enjoyed in the early days did not last, largely, if not mainly, because of issues related to the canon. Consequently, the later editions of various of his productions, such as Sertão, did not exceed the first half of the twentieth century. In this perspective, this paper seeks to promote the revitalization of the collection of short stories, through reissue of the book, according to the current rules of the New Orthographic Agreement of the Portuguese Language, becoming the educational product applied. The critical study on Coelho Neto, presented here, has the intent to disseminate the vast artistic production of the writer.

Acompanha: O Sertão de Coelho Neto revisitado e reeditado / Nos últimos anos que precederam o século XX, surgiu, em meio às incertezas e inquietações frente à novidade da República, o que viria a ser o divisor de águas na trajetória literária de um autor que, até então, havia focado sua intensa produção nos cenários urbanos. As questões advindas do recém obliterado regime escravagista ainda fervilhavam nas esferas da vida social e, sobretudo na literatura, onde encontrou guarida para suscitar discussões e apontamentos diante do cenário que se desenhava. Foi nesse contexto que Sertão (1897), de Coelho Neto, inaugura sua fase regionalista e expõe uma faceta do autor mais voltada para as preocupações sociais de sua época. Severamente atacado pelos modernistas pelo seu estilo repleto de preciosismos da linguagem, o escritor deixou uma marca indelével com uma obra que traduz, possivelmente, as suas qualidades mais evidentes: a imaginação criativa e a capacidade de traduzir seus enredos inusitados em descrições meticulosas. Ainda assim, a tão notada habilidade de Coelho Neto ao manejar as palavras não parece ter sido o bastante para assegurar o devido reconhecimento de sua obra. A produção netiana encontra-se recentemente restrita apenas a alguns círculos literários, não havendo recebido a merecida atenção no decurso do tempo. A popularidade da qual usufruiu nos primeiros tempos não perdurou, em grande parte, senão principalmente, por questões ligadas ao cânone. Em consequência, as posteriores edições de muitas de suas produções, como é o caso do Sertão, não ultrapassaram a primeira metade do século XX. Nessa perspectiva, o presente trabalho busca propiciar a revitalização da coletânea de contos Sertão, por meio da reedição da obra, conforme as normas vigentes do Novo Acordo Ortográfico da Língua Portuguesa, constituindo-se no produto educacional aplicado. O estudo crítico sobre Coelho Neto, aqui apresentado possui o intento de divulgar a vasta produção artística do escritor. / In the last years which come before the twentieth century, emerged, among the uncertainties and concerns facing the novelty of the Republic, what would be the watershed in the literary trajectory of an author who until then, had focused his intense production in the urban scenarios. The issues arising from the recently obliterated slave regime still seethed in the spheres of social life, especially in literature, where they found shelter to raise discussions and observations on the scenario that was been drawn. It was in this context that Sertão (1897), by Coelho Neto, opened his regionalist phase and exposes a facet of the author more focused to the social concerns of his day. Severely attacked by modernists for his language style full of preciosity, the writer left an indelible mark with a work that reflects possibly his most manifest qualities: creative imagination and ability to translate his unusual plots in meticulous descriptions. However, the notable ability of Coelho Neto to handle the words does not seem to have been enough to ensure due recognition for his work. Coelho Neto‘s production is recently restricted to some literary circles and it has not received the deserved attention in the course of time. The popularity enjoyed in the early days did not last, largely, if not mainly, because of issues related to the canon. Consequently, the later editions of various of his productions, such as Sertão, did not exceed the first half of the twentieth century. In this perspective, this paper seeks to promote the revitalization of the collection of short stories, through reissue of the book, according to the current rules of the New Orthographic Agreement of the Portuguese Language, becoming the educational product applied. The critical study on Coelho Neto, presented here, has the intent to disseminate the vast artistic production of the writer.

Orientadores:Maria Viviane do Amaral Veras, Jean-François Massol / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-25T09:39:01Z (GMT). No. of bitstreams: 1 Neves_CynthiaAgradeBrito_D.pdf: 27804892 bytes, checksum: 048e89d72b041e870a1d6ab6d29175a5 (MD5) Previous issue date: 2014 / Resumo: Esta tese, inserida na área da Linguística Aplicada, em especial, em Linguagens e Educação Linguística, procura discutir historicamente o ser ou não ser gêneros literários e poéticos como gêneros discursivos/textuais, traçando uma discussão teórica com Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Soares (2001) e Tezza (2006). Em seguida, a pesquisa assume a perspectiva de uma LA transdisciplinar de acordo com Cavalcanti (1998), Celani (1998), Fabrício (2006), Kleiman (1998), Rajagopalan (2006), Rojo (2006) e Signorini (1998), bem como indisciplinar (Moita Lopes, 1998, 2006) e transgressiva (Pennycook, 2006), com o objetivo de buscar raízes e vínculos transversais com a França, heranças e influências da pedagogia francesa na formação do nosso ensino secundário, sobretudo no século XIX, quando o Colégio Pedro II, a escola modelo, era referência nacional e importava seu currículo dos lycées franceses (Razzini, 2000). Além do Colégio Imperial, fazem parte desse legado também as Congregações Maristas, os Liceus e a Escola Normal. A partir de então, a tese investiga o ensino de Literatura na contemporaneidade, destacando a presença dos gêneros poéticos em currículos e avaliações oficiais estabelecidos pelo Ministério da Educação do Brasil. Nessa etapa da pesquisa, reivindicamos o lugar dos gêneros literários e poéticos nos documentos oficiais que regem o ensino médio nacional. Contrastamos também as avaliações do Exame Nacional do Ensino Médio (ENEM) e do Baccalauréat (bac) francês, sempre atentando para o tipo de formação (competências e habilidades de Linguagens, Códigos e suas Tecnologias) que se almeja dos alunos nessa faixa de escolaridade. Como etapa final, a pesquisa de campo, em consonância com a metodologia de geração de registros e análise crítica dos dados (Moita Lopes, 1994), uma pesquisa qualitativa, subjetivista e interpretativista, de cunho etnográfico (Kleiman, 1998), a partir da observação de um total de 90 horas de aulas de Língua Materna, no Brasil e na França, fazendo-se uso da triangulação: i) o diário de classe e o journal de bord; ii) o questionário dos professores; iii) as avaliações orais e escritas. Na análise do corpus selecionado, atentou-se para currículos e avaliações do Ensino Médio em contraste no Brasil e na França, isto é, observou-se como o ENEM e o bac são trabalhados com os alunos cá e lá; como se realiza o ensino/aprendizagem ¿ seja através da leitura em voz alta ou da escrita ¿ dos gêneros poéticos em sala de aula. Constatou-se que, por detrás dos muros dos lycées franceses e das escolas brasileiras, há muito mais semelhanças nas práticas pedagógicas que diferenças. Tanto cá quanto lá, os alunos procuram burlar os formalismos poético e institucional ao se interessarem pela pessoa do poeta, ao soltarem a voz no rap de protesto, ao interpretarem Rimbaud à sua maneira, ao escreverem poesias com palavras vulgares, ao se deixarem tocar pelo discurso poético: ao (se) ler, (se) dizer, (se) escrever, o aluno-leitor de poesias se coloca no mundo / Abstract: Situated in the field of Applied Linguistics, particularly in the area of concentration Languages and Linguistic Education, this thesis aims at discussing, with regard to history and the shadowing of the Shakespearean wandering "to be or not to be", whether literary and poetic genres are or are not discursive/textual genres. In order to do so, a theoretical discussion will be drawn regarding Bakhtin (1990, 2003), Bosi (2000), Combe (1992), Eagleton (1997, 2012), Genette et al (1986), Macé (2004), Marchuschi (2008), Nancy (2004), Schaeffer (1989), Siscar (2010), Smith (2001), and Tezza (2006). Assuming the perspective of an Applied Linguistics that is transdisciplinary (Cavalcanti,1998; Celani, 1998; Fabrizio, 2006; Kleiman, 1998; Rajagopalan, 2006; Rojo, 2006; Signorini, 1998), indisciplinary (Moita Lopes, 1998, 2006), and transgressive (Pennycook, 2006), the research will seek roots in and cross bonds with France by investigating the influences and heritages of French pedagogy in Brazilian secondary education, especially in the nineteenth century, when the model school Colégio Pedro II was a national reference and imported its curricula from French lycées (Razzini, 2000). Besides the Colégio Imperial, the Congregações Maristas, the Liceus and the Escola Normal also belong to such legacy. Considering it, the thesis investigates Literature teaching in contemporaneity, seeking both to highlight the presence of poetic genres in curricula and official assessments established by the Ministry of Education of Brazil, and to question and claim the place of literary and poetic genres in official documents that rule the national high school. Also, it contrasts the assessments of Brazil¿s National High School Exam (ENEM) and France¿s Baccalauréat (bac), always attentive to the type of training (skills and abilities of Languages, Codes and its Technologies) that students are expected to have in this level of schooling. As a final step, and aligned with a methodology of generating records and critical data analysis (Moita Lopes, 1994), a qualitative, subjectivist and interpretivist ethnographic-orientated field research (Kleiman, 1998) is conducted. The observation of a total of 90 hours of lessons of Mother Tongue, both in Brazil and in France, was carried out using the triangulation technique: i) class record book and journal de bord; ii) teachers¿ questionnaire; iii) oral and written assessments. The analysis of selected corpora took into consideration the curricula and assessments of high school comparing Brazil and France, that is, how the contents of ENEM and bac are worked with students of both countries; how poetic genres¿ teaching/learning process is performed in the classroom - whether through reading aloud or writing. Study results show that, behind the walls of French lycées and Brazilian schools, there are far more similarities than differences in regarding the teaching practices. In both nations, students try to detour themselves from poetic and institutional formalities becoming interested in the poet¿s selfhood, expressing themselves in protest rap, interpreting Rimbaud in their own way, writing poetry with vulgar words, letting themselves be touched by poetic discourse: by reading (themselves), saying (themselves) and writing (themselves), student-readers of poetry place themselves in the world / Doutorado / Lingua Materna / Doutora em Lingüística Aplicada

Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.

M.Ed. (Multiculturalism and Education) / The teaching of Afrikaans faces a variety of problems and challenges in a changing society. It is also evident that in future the teaching of Afrikaans will run parallel with marketing as a dynamic communication medium among the inhabitants of South Afrika (Botha, 1990:85). The above implies that Afrikaans as a language will still be taught as one of the official languages of South Africa. This also coincides with Strydom's remarks (Botha, 1990:85/86) that a new look of Afrikaans needs to be considered with regard to the unfolding of the multicultural reality of South Africa to all those learning the language. Emphasis, in the aim of teaching Afrikaans, rests in its functional use in societal context. Thus it has become inevitable that teachers who teach Afrikaans especially in black high schools require sufficient training. The importance of a well trained teacher for literature teaching cannot be disputed. Kuhn (1989:84), referring to the literature teacher, said "Die onderwyser se benadering in die vak bepaal die kwaliteit van interaksie tussen die teks en die leser grotendeels". In other words the teacher's role is vital in the teaching of literature. The teaching of Afrikaans literature in black high schools involves a considerable host of issues, namely stereotypes, negative attitudes and underqualified teachers. Students in literature classes appear not to understand Afrikaans literature. They are passive which means that literature teaching is dominated by teacher talk. The teacher goes to the extent of over explaining, trying to cover the syllabus. At the...

The enjoyment of any form of literature presupposes, in the reader, an understanding of the subject matter and a fundamental inclination to identify with the characters, to empathize with them and to appreciate varying perspectives. It follows that the choice of text is an important consideration especially, when the reader is not reading in the mother tongue. The choice of novel prescribed by the DET for Second Language, non-White, non-English-speaking, Ciskeian pupils poses many problems which lead to poor examination results. The increasing unpopularity of English Literature among Ciskeian pupils and teachers appears to stem largely from the predominance of works selected from the Great Tradition. To determine how far the choice of texts is responsible for the lack of success of literature teaching in Ciskei is the aim of this investigation. The DET syllabus for Black schools and the set books prescribed for Stds. 9 and 10 between 1980 and 1990 are examined to expose their Euro-centric focus. The effects of the DET examinations on literature study in Ciskei are also considered to show how examinations complicate the situation further. The aims of teaching literature to Second Language pupils are reviewed. Literary merit, relevance, aesthetic value and scope for moral seriousness, skill development are suggested as criteria suitable for an appropriate choice of literary texts for Second Language pupils. A comparative study of the prescribed novel, Silas Marner and an alternative African novel in English, Things Fall Apart has been attempted to find out whether Things Fall Apart is of equal literary value to Silas Marner and, perhaps, more relevant than Silas Marner to the experience of Black pupils. Six teachers have been interviewed for their opinions of the books prescribed. A miniature survey also has been conducted among pupils of Stds. 9 and 10 from selected schools to verify general attitudes to the study of literature. The findings indicate a dire need to make the syllabus more flexible and more open to include good African writing in English, such as Things Fall Apart.

It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.