Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-23T10:41:12Z No. of bitstreams: 1 mariacristinaweitzeltavela.pdf: 1551513 bytes, checksum: b59a9c0f75518390cf9be39908f0ad4c (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T02:27:11Z (GMT) No. of bitstreams: 1 mariacristinaweitzeltavela.pdf: 1551513 bytes, checksum: b59a9c0f75518390cf9be39908f0ad4c (MD5) / Made available in DSpace on 2016-04-24T02:27:11Z (GMT). No. of bitstreams: 1 mariacristinaweitzeltavela.pdf: 1551513 bytes, checksum: b59a9c0f75518390cf9be39908f0ad4c (MD5) Previous issue date: 2013-10-04 / Este estudo buscou desenvolver uma pesquisa acadêmica acerca da formação de leitores literários – o que, como, quando, onde e por que leem textos literários – considerando um grupo de 50 alunos do ensino médio do Colégio de Aplicação João XXIII, da Universidade Federal de Juiz de Fora. De maneira a analisar as experiências de ensino de literatura nessa escola, também foram selecionados 3 professores de literatura do ensino médio. As questões levantadas neste estudo se referem à formação literária dos jovens, às dificuldades encontradas na leitura do texto literário, aos motivos que os levam a escolher os best-sellers e não os textos literários clássicos, à relação atual dos jovens com a leitura de uma maneira geral, à escolha dos textos literários pelos professores (como é feita e que critérios utiliza), ao papel do professor na formação de leitores literários, entre outras. Para isso, optou-se por uma pesquisa qualitativa do tipo etnográfico, em que foram utilizadas observações, entrevistas, análise de documentos e gravações em áudio. Sendo a leitura uma preocupação que vai além da escola, é dela, ainda, que se espera a formação de um leitor que não apenas compreenda o texto lido, mas que goste de ler e mantenha frequência na leitura. É nossa hipótese que a investigação teórica e a pesquisa sobre o ensino de literatura possam otimizar metodologias e estratégias alternativas capazes de atrair e despertar, nos jovens leitores, o gosto e a fruição para a boa literatura. / This study aimed at developing an academic research on the process of growing literary text readers – what,how,when,where and why they read literary texts—with a group of fifty high school students from Colégio de Aplicação João XXIII, from the Federal University of Juiz de Fora. As a way to analyze the experience of teaching literature at school, three Literature teachers were chosen. The questions which were raised in this study refer to the students’ literary background, to the difficulties they face to read this kind of text, to the reasons which lead them to choose the best-sellers instead of the classic literature, to the current relation between the youth and reading itself, to the literary text choices made by the teachers (how it is done and which criteria are used for the selection), to the teachers’ role in the process, among other relevant ones. For the research, it was used the qualitative research method, on its ethnographic branch, and observations, interviews, document analysis and audio records were implemented all through the study. Even thought the process of reading is a goal that goes beyond the school time, it is at the school itself that it is expected the development of strategies and attitudes which help the reader to do better than understanding the text he reads but also increasing his pleasure on reading and his doing the reading as a frequent activity. We understand that the theoretical investigation and the research on literature teaching can help to optimize it deeply.

Esta dissertação de mestrado apresenta como tema as propostas de práticas didáticas de ensino de literatura no Ensino Médio. A escolha desse tema se justifica pela necessidade de se analisar e refletir sobre as propostas de trabalho pedagógico que organizam, em sala de aula, o ensino e aprendizagem de literatura, especialmente considerando a atual crise no ensino de literatura, confirmada por dados de avaliações em larga escala, como o Saresp. Para esse estudo, estabeleceu-se, como objetivo geral, discutir a proposta para o ensino de literatura do EM a partir do material didático oficial da Secretaria de Educação do Estado de São Paulo. Para o desenvolvimento desse objetivo geral, foi estabelecido, como objetivo específico, analisar as adequações e inadequações das atividades e dos exercícios do material didático oficial em relação aos aspectos teórico-metodológicos que fundamentam esta dissertação. Esse objetivo específico realizou-se por meio de uma pesquisa nos material didático de Língua Portuguesa - Códigos, Linguagens e suas Tecnologias, distribuído pela Secretaria da Educação de São Paulo, para os três anos do Ensino Médio. A pesquisa, quanto à metodologia, dividiu-se em duas partes: a primeira, de caráter quantitativo, focalizou a frequência de textos pertencentes à esfera literária no material didático e forneceu o recorte do objeto de estudo. A segunda parte, de natureza qualitativa, analisou o desenvolvimento didático do estudo de textos literários a partir de seis amostras dos exercícios e atividades apresentados aos alunos. A pesquisa, de base bakhtiniana, insere-se no âmbito da Linguística Aplicada por focalizar a linguagem em situações de uso. A partir da pesquisa realizada, pôde-se concluir que, embora se manifestem leves alterações quanto a modelos superados de ensino de literatura, a proposta do material didático ainda não incorporou avanços consistentes com relação ao ensino de literatura e à formação do leitor reflexivo e crítico. / This work approaches the issue of proposed teaching practices in teaching literature in high school. The choice of this subject is justified by the necessity to reflect on the proposals for organizing educational work in the classroom, the teaching and learning of literature , especially considering the current crisis in the teaching of literature, confirmed by data from large-scale assessments, as Saresp. For this study, it was established as a general objective to analyze the proposed practice for the teaching of literature in secondary education from the official lecture notes distributed by the Education Department of the State of São Paulo. For the achievement of this general goal, it was established, as a specific objective, analyzing the adequacies and inadequacies of activities and exercises in official lecture notes in relation to theoretical and methodological issues underlying this work. This specific objective was accomplished by means of a research in the official lecture notes in Portuguese - Codes, Languages and its Technologies, distributed by the Secretary of Education of São Paulo, for the three years of high school. The research was divided into two parts: the first one was a quantitative approaching, focused on the frequency of texts belonging to the literature in the official lecture notes and provided the selection of texts to study. The second part, a qualitative approaching, analyzed the didactic development of the study of literary texts from six samples of exercises and activities inserted in the official lecture notes. The research, according to Bakhtins theory, is inserted within the scope of Applied Linguistics due to focusing on language use situations. From the survey, it was concluded that, although slight changes related to obsolete models of teaching literature, the proposal of the official lecture notes has not incorporated yet consistent advances related to the teaching of literature and the development of reflective and critical reader .

Syftet med studien var att öka kunskapen om hur grundlärare i årskurs 4–6 resonerar om valet av skönlitteratur i sin undervisning och vad dessa val grundar sig på. Frågeställningarna i studien är följande:  ·       Hur beskriver lärarna skönlitteraturens betydelse och funktion i sin undervisning?  ·       Vilka faktorer tar lärarna hänsyn till i sina val av skönlitterära böcker?  Som metod för att besvara studiens syfte har kvalitativa semistrukturerade intervjuer använts. Intervjuerna har genomförts med fyra grundlärare från tre olika län som har ett särskilt intresse för skönlitteraturen i sin undervisning.  I resultatet framgår att det som påverkar lärarnas litteraturval allra mest är deras elever. Dock upplever lärarna att det kan vara svårt att hitta skönlitteratur som passar alla elever och poängterar därför vikten av att ha tillgång till en variation av skönlitterära böcker. En annan aspekt som lärarna uppmärksammade som betydelsefull var att själva vara pålästa om boken för att kunna diskutera innehållet och svara på elevernas frågor. För tankar skall aldrig lämnas åt sitt öde menade lärarna. / The aim of this study was to increase the understanding of the selection process used by elementary school teachers for literary fiction and their reasoning behind it. The following questions are included in this study: ·       How do teachers describe the meaning and function of literature in their teaching? ·       What factors do teachers consider in their choice of fiction?  Semi-structured interviews have been used as a research method. The interviews were conducted with four elementary school teachers from three different schooling districts in Sweden. The teachers selected were responsible for choosing the literary fiction.   The results show that the teacher’s choices are made for the benefit of the students. However, teachers experienced difficulties finding literature that suits every student. It is important that the reading selection is varied. Another important aspect that was highlighted during this study was that teachers themselves are knowledgeable and well-read on the subject. This enhances their ability to answer student’s questions and to further academical discussions. Like the teachers said, thoughts should never be left to their fate.

Ekokritik är ett relativt outforskat område i skolan, men blir alltmer relevant med tanke på klimatnödläget. Studiens syfte är därför att undersöka den didaktiska potentialen med ekokritik i gymnasieskolans svenskundervisning samt utreda i vilken utsträckning det finns märkbara ekokritiska teman i Selma Lagerlöfs novell “En historia från Halland”. I vår studie låter vi elever analysera novellen utifrån ekokritiska frågeställningar. Langers (2011) teori om föreställningsvärldar och de tillhörande fem faserna appliceras i utformandet av metoden. I resultatet åskådliggör vi sedan var eleverna befinner sig i sina analyser och hur de tillämpar Langers faser (2011). Vi utgår från den hermeneutiska forskningstraditionen och tolkar elevernas reception av novellen. Resultatet visar att det finns ekokritiska teman i “En historia från Halland” då den skildrar människans relation till naturen. Dessutom kan vi se att det finns didaktisk potential med ekokritik i gymnasieskolan.

No description available.

Based on the extensive goals and mission in the Swedish curriculum regarding literature and analysis, this study examines how said curriculum and two textbooks, for the third course in Swedish in upper secondary school, suggests learning activities for literary analysis. Using content analysis and an adapted model of paradigms as a framework, themes are reviewed for how literary analysis is described and literature teaching is prescribed. The results show that the dominating paradigms in the subject purpose-text is mainly learner oriented and cultural, while the course content text and evaluation text is dominantly focused on the formal aspects of literature. The evaluation text is also notably void of learner-oriented focus. The textbooks show a priority of the content-oriented paradigms and are shown to differ greatly from the paradigms of the curriculum. The results of the textbooks are noticeably similar and suggest congruency in priorities between textbook authors, while the differences between curriculum documents are major. The results are discussed in relation to the Swedish political discourse of measurability in learning, and in relation to the textbook making process and its influences.

Denna systematiska litteraturstudie ägnas åt att undersöker vad dagens tillgängliga forskning belyser om litteraturundervisning i skolans mellanår samt om forskningen lyfter något om litteraturundervisning som kan vara fruktbar för högpresterande elever. Tidigare forskning visar att undervisningen behöver stärkas när det gäller att stimulera och utmana högpresterande elever. Samtidigt lyfter vissa studier fram undervisningsformer som kan vara användbara inom ramarna för den ordinarie undervisningen och som kan leda till att inga elever behöver falla mellan stolarna.

Research shows that there are several benefits that can be extracted from the usage of literature in EFL. The question is which benefits teachers tend to make use of in their classrooms. The present study set out to map upper secondary school teachers’ reflections on the topic of literature in EFL, in general as well as in relation to language learning. The three research questions were to find out (1) teachers’ views regarding opportunities as well as challenges of literature in the EFL classroom, (2) how EFL teachers reason around their own uses of literature in EFL, and lastly, (3) how EFL teachers reflect on literature in relation to language learning. The data was collected from semi-structured interviews with three teachers. The study found that, overall, the teachers viewed literature as an important part of EFL partly because it can be utilized to acquire tools for literary analysis, to learn about the world, to create a basis for discussion about difficult topics and lastly, to develop language proficiencies.

Esta pesquisa contextualiza a formação da disciplina escolar Língua Portuguesa, as transformações ocorridas no ensino de literatura e investiga os discursos que circulam em documentos curriculares oficiais voltados para o ensino de língua portuguesa sobre o conceito de literatura. Para tanto, analisa-se o currículo de literatura para o ensino médio, etapa final da educação básica no Brasil, a partir das discussões propostas pelas teorias pós-críticas do currículo, sobretudo pelos Estudos Culturais e Multiculturalismo Crítico, além das formulações de Foucault sobre as formações discursivas e os mecanismos que (des)autorizam a emergência de enunciados. São foco da investigação documentos curriculares oficiais de âmbito nacional, particularmente os Parâmetros Curriculares Nacionais Ensino Médio Linguagens, Códigos e suas Tecnologias (MEC, 2000), as Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais PCN+ Ensino Médio Linguagens, Códigos e suas Tecnologias (MEC, 2002), as Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias (MEC, 2006) e a Base Nacional Comum Curricular (MEC, 2018). A pesquisa indica que, nos documentos oficiais, o discurso oficial se sobrepõe aos discursos pedagógicos e acadêmicos. Quanto ao ensino de literatura, nota-se um movimento de deslocamento de o que e por que se ensina, procurando-se abarcar não apenas o estudo de obras canônicas, social e culturalmente valorizadas. Especificamente em relação aos conceitos de Literatura/literatura, e de literário e não literário, duas formações discursivas coexistem: a primeira, ligada à tradição escolar e aos saberes hegemônicos do cânone literário; e a segunda, associada a saberes não hegemônicos, cujos textos nem sempre tiveram o estatuto de obra literária / This research contextualizes the formation of the Portuguese language school discipline, the transformations occurred in the teaching of literature and investigates the discourses that circulate in official curricular documents aimed at the teaching of Portuguese language on the concept of \"literature\". The literature curriculum for high school, the final stage of basic education in Brazil, is analyzed from the discussions proposed by the post-critical theories of the curriculum, especially by Cultural Studies and Critical Multiculturalism, in addition to Foucault\'s the discursive formations and the mechanisms that (des)authorize the emergence of statements. National Curricular Parameters - Secondary Education - Languages, Codes and their Technologies (MEC, 2000), the Complementary Educational Guidelines to National Curricular Parameters - PCN + Secondary Education - Languages, Codes and their technologies (MEC, 2002), Curricular Guidelines for High School: languages, codes and their technologies (MEC, 2006) and the National Common Curricular Base (MEC, 2018). The research indicates that, in official documents, official discourse overlaps pedagogical and academic discourses. As for literature teaching, there is a movement of displacement of \"what\" and \"why\" is taught, seeking to encompass not only the study of canonical works, socially and culturally valued. Specifically in relation to the concepts of Literature / literature, and literary and non-literary, two discursive formations coexist: the first, linked to the school tradition and the hegemonic knowledge of the literary canon; and the second, associated with non-hegemonic knowledge, whose texts have not always had the status of literary work

De inspiração etnográfica, esta pesquisa tem por objetivo a tentativa de mapear a realidade do ensino-aprendizagem da dramaturgia shakespeariana no ensino superior brasileiro, trazendo à tona, além das questões literárias, questões pedagógicas e metodológicas. Desse modo, o caráter interdisciplinar é enfatizado, tendo sempre em mente, entretanto, as especificidades do texto dramatúrgico. Com base na filosofia educacional de Paulo Freire e de alguns de seus seguidores, principalmente Henry Giroux, bell hooks e Moacir Gadotti, propõe-se refletir sobre esse ensino-aprendizagem no contexto do início do século XXI, marcado pela intensa influência do cinema, da televisão e da internet. Para tanto, foram observadas algumas aulas da Universidade Federal de Santa Catarina, da Universidade Federal do Rio de Janeiro e da Universidade de São Paulo. Nessa última, por um período de quatro anos. Foram entrevistados professores de Literaturas de Expressão Inglesa, de diversos estados brasileiros, shakespearianos e não shakespearianos. Questionários fizeram parte do estudo, além da discussão de alguns textos teóricos relacionados à literatura e ao seu ensino, como, por exemplo, o trabalho de Elaine Showalter e da professora brasileira Lígia Chiappini. O desejo de ação transformadora, presente na pedagogia crítica, cujas sólidas raízes se encontram no pensamento freireano, a prática de alguns docentes, assim como as vozes de discentes, em sua maioria da Universidade de São Paulo, impulsiona-nos a reconhecer a necessidade incessante de refletir sobre a nossa ação pedagógica. Uma ação que também se faz política, ampliando as possibilidades do debate em prol de um ensino mais crítico. / This study, which has an ethnographic base, maps the teaching of Shakespeare in Brazilian universities and raises literary, educational and methodological questions. It is thus an interdisciplinary study but does not lose sight of the specific qualities of the dramatic text. Using the educational philosophy of Paulo Freire and his followers, especially Henry Giroux, bell hooks and Moacir Gadotti, it examines the teaching and study of Shakespeare at the beginning of the 21st century, which has been marked by the influence of the cinema, television and Internet. The methodology used includes the observation of classes at the Federal Universities of Santa Catarina and Rio de Janeiro and the University of São Paulo, where classes were observed during a period of four years. Interviews were made with university teachers of Literatures in English, both Shakespearians and non-Shakespearians, in a number of Brazilian states. Questionnaires were also used to discover the opinions of students and teachers. In addition to the work of Paulo Freire, that of Elaine Showalter and the Brazilian professor Ligia Chiappini were also used to provide a theoretical framework. The desire for transforming actions, which can be seen in critical pedagogy and which is rooted in the thinking of Paulo Freire, and the practice of certain teachers, the voices of students, the majority of whom are from the University of São Paulo, helps us to realise the need to reflect on our educational actions. This action is also a political action, thereby widening the possibilities of debate for a more critical teaching.