Ce travail de recherche centré sur la problématique du corpus littéraire se veut une réflexion sur les pratiques d’enseignement passées et actuelles dans leurs traitements des textes littéraires et des modes de lectures convoqués. Notre objectif principal a été de montrer que la littérature subit à l’école des usages particuliers, qu’elle est déterminée par des valeurs et qu’elle relève d’enjeux éducatifs et politiques propres à un contexte géographique et culturel. Par ailleurs, cette investigation s’est attachée à étudier la question des corpus scolaires par rapport au contexte tunisien afin de voir s’il existe en situation FLE des corpus spécifiques qui répondent à des finalités éducatives particulières. En raison de la relation d’interdépendance entre les textes et les pratiques de lecture, nous avons essayé de montrer que l’école occulte souvent dans sa façon de concevoir la lecture scolaire le sujet lecteur et sa subjectivité. C’est dans ce sens que la réception littéraire, phénomène à la fois historique, social et individuel, est abordée en vue des retombées didactiques qu’elle peut avoir sur les apprenants et le choix des textes à l’école. / This research, which focuses on the problem of literary corpus, is a reflection on the past and current teaching practices and modes of readings that treat literary texts. Our main goal is to show that there are specific usages of literature at schools. These are determined by the educational and political values specific to a given geographical and cultural context.Furthermore, this study focuses on studying the issue of school corpus while considering the Tunisian context in order to see if there are specific situations in FLE whereby the corpus meets specific educational goals. Because of the close relationship between texts and reading practices, we have tried to show that the approach to academic reading at school often backgrounds readers and subjectivity. It is in this sense that the literary historical, social and individual reception is a phenomenon that addresses the educational impact of the latter on learners and on the choice of texts at school.

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students’ self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students’ self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students’ self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group’s adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.

La narrativa de Silvina Ocampo (1903-1993) no goza del lugar que merece en la ficción argentina y latinoamericana como obra de la principal cuentista del siglo XX. Hace relativamente poco que su obra comenzó a despertar el interés de la crítica, atención que se evidencia en la cantidad de artículos y disertaciones recientes. Mediante una disección de la narrativa ocampeana a partir de las grandes coordenadas que la intersectan se pueden caracterizar los aspectos peculiares y distintivos de su estilo. Desarrollada tras la consolidación del psicoanálisis y su influencia en la estética surrealista, la narrativa de Ocampo incorpora algunos de esos elementos. El género fantástico también se articula aunque mediante una selección de rasgos configurados a su modo. Si bien Ocampo rechaza la etiqueta de feminista, ciertos aspectos de su estilo sólo pueden explicarse a partir de la visión particular de una mujer escritora y su representación de la identidad y las relaciones. La lectura pormenorizada de varios cuentos recogidos en “Cuentos completos” I y II (1999), once volúmenes publicados durante su vida, pertenecientes a distintos períodos de su producción permiten realizar un análisis diacrónico que ofrece una caracterización redonda de su estilo y evolución. El análisis sincrónico de estos textos incorpora datos históricos acerca del contexto de producción; a la vez que otras obras literarias del período ofrecen un punto de comparación para identificar influencias y contribuciones. Este análisis, realizado desde el marco teórico de la crítica literaria, da cuenta de la presencia de constituyentes narrativos (narrador, ironía, ambigüedad) que configuran espacios de indeterminación, noción postulada por las teorías de la recepción. Éstos explican las peculiares características de la obra ocampeana: su habilidad para inquietar, intrigar, sorprender y, en suma, desestabilizar al lector y sus expectativas. Es más, sirven para explicar la idiosincrática representación de la realidad que emana de su obra, su interés en lo fantástico y la articulación de lo anti-convencional, como mecanismo subversivo para escapar del orden social dominante, lo cual revela sensibilidades protofeministas. La narrativa de Silvina Ocampo se resiste al reduccionismo y construye una visión peculiar y multifacética de la artista y su obra.

This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.

This essay’s aim is to investigate how Rowling uses her novel Harry Potter and the Chamber of Secrets to criticize racism in her magical world and ours. A secondary aim concerns how Rowling’s critical stance creates ways to resist racism for readers in the EFL classroom. Therefore, a comparison from a Critical Race Theory (CRT) perspective is made with focus on certain sequence comparisons between the novel and the film. Teachers need to highlight problems like racism in classrooms and fantasy novels and movies are exceptional tools to raise awareness and teach critical thinking to students.

L’année 1401 marque un tournant dans la carrière littéraire de Christine de Pizan. Son engagement dans la querelle sur Le Roman de la Rose n’est pas anodin. En affrontant les représentants du premier humanisme français, l’écrivaine réfute le discours misogyne véhiculé par Jean de Meun. Opposant Dante à Jean de Meun, elle critique un usage de la glose qui ne relève pas d’une intention d’auteur clairement définie et se livre à une réflexion sur la question de l’interprétation des textes littéraires. Sa défense morale des femmes, dans Le débat sur le Roman de la Rose et Le livre de la Cité des dames révèle un engagement profond dans la politique de son époque. En prenant position en faveur de la régente Isabeau de Bavière, Christine développe un discours sur les vertus, destiné aux lecteurs désireux d’illustrer les qualités qui aident à bien gouverner. L’Epistre Othea et Le livre de l’advision Cristine illustrent l’importance de la glose, à même de guider le lecteur dans la construction du sens. S’inscrivant dans le sillage de Nicole Oresme et de Thomas d’Aquin, Christine propose une réflexion claire sur les vertus intellectuelles et morales qui permet de comprendre et de retrouver le sens de la justice à une époque où les nombreuses crises de folie de Charles VI mettent l’équilibre du royaume en péril. Le livre du chemin de long estude, Le livre des fais et bonnes meurs du sage roy Charles V, Le livre de l’advision Cristine , Le livre du corps de policie, Le livre de la Mutacion de Fortune développent une poétique de la justice qui devient une solution possible à l’instabilité politique. / The year 1401 marked a turning point in the literary career of Christine de Pizan. Her interventions in the debate about the Roman de la Rose were not harmless. In confronting the representatives of the first wave of French humanism, Christine sought to refute the misogynist discourse proposed by Jean de Meun. In contrasting Jean de Meun with Dante, she criticizes Jean de Meun’s recurrent and unfulfilled promise of a gloss which mystifies authorial intention, and in so doing initiates a new reflection on how literary texts should be interpreted. Her moral defense of women during the debate on the Roman de la Rose and The Book of the City of Ladies also reveals a profound involvement in the politics of her age. As part of her taking a clear position in favour of the regency of Isabeau de Bavière during her husband’s periods of mental illness, Christine developed a particular discourse on the virtues aimed at illustrating for interested readers those qualities necessary for good government. L’Epistre Othea and Le livre de l’advision Christine illustrate the importance of a genuine gloss, particularly in guiding readers toward elucidating the sense of a text. Her reflections here follow in the wake of the works of Thomas Aquinas and Nicole Oresme and propose an unambiguous meditation on the intellectual and moral virtues which is designed to aid readers to discover and to understand better the meaning of justice in an age during which the period’s of Charles VI’s mental illusion endangered the stability of the kingdom. Le livre du chemin de long estude, Le livre des fais et bonnes meurs du sage roy Charles V, Le livre de l’advision Cristine , Le livre du corps de policie, Le livre de la Mutacion de Fortune all elaborate a poetics of justice which Christine proposes as a possible solution to the political instability of her time.

The main goal of this thesis is a solution proposal of MS Dynamics AX2012 for mobile device. Output is in form of an analysis. Base on it could be the solution implemented. Only selected warehouse processes are concerned with which brings the mobile device usage higher effectiveness. Partial goal is actual warehouse processes clarification on standard MS Dynamics AX2012 application. Their reality underscores business processes explanation in parallel. First step to reach the goals mentioned is available technologies and possibilities exploration. Warehouse and its processes are studied base on resources available and own experience from given branch. The same method is used for getting information about software, data collecting and hardware. Warehouse processes in MS Dynamics AX2012 description is based on Microsoft training materials and own professional experience. Analytical mobile application solution proposal is based on analysis of information studied within this thesis and own experience with suggesting similar modifications. Added value is model, how can be standard enterprise resource planning system customized for usage on mobile devices. Plus is also demonstration of warehouse processes on the most current version of chosen application in line with real business processes. Point is not only an IT solution with no relation to real usage. Contribution to completeness is comparing other SW types and HW selection. Rational structure of document leads the getting information to reach the goal. Theoretical part deals with general warehouse logistics and a possibility of related technologies usage. In the analytical part are ideas from theoretical part applied when processes on standard version of MS Dynamics AX2012 are described. Last and the most fundamental part, is dedicated for solution proposal of mobile version application.

Considering that subjectivity is a little discussed aspect in academic researches that deal with reading, this work has as its central objective to analyze how it – the subjectivity – is presented in the dissertations defended by the master's degree students linked to the Postgraduate Program in Letters from Federal University of Sergipe in the period between 2010 and 2016. For this, we use a bibliography that discusses, above all, the reading process and the questions related to the reader. In order to achieve this goal, we have brought to the center of the discussion some positions and concepts of Compagnon (1999; 2009), showing that the literature occupies a place that is much more encompassing than it is imagined and all questioning that permeates it; Candido (1988, 2006), who helps us to understand literature from a more social perspective; Todorov (2010), making us think about the literature itself and what it represents for society; Bloom (2001), who focuses more on the process of literary reading, since, for him, reading presents us unimaginable worlds. In addition to the citations of these theorists, which appears with more recurrence in the body of the text, we also list some positions of Iser (1979) and Jauss (1999). They are responsible for the Aesthetics of Reception, current of thought quite pertinent for the reader's appreciation. In addition, Jouve (2012), Rouxel (2013) and Langlade (2013) bring discussions about the subjective character of literary reading. To encompass other aspects concerning the figure of the reader, we use the assumptions brought by Eagleton (2006), Eco (1988), Culler (1997) and Barthes (2008). / Tendo em vista que a subjetividade é um aspecto pouco discutido nas pesquisas que tratam da leitura, este trabalho tem como objetivo central analisar como ela – a subjetividade – se apresenta nas dissertações defendidas pelos mestrandos vinculados ao Programa de Pós-Graduação em Letras da Universidade Federal de Sergipe, no período entre 2010 e 2016. Para tanto, nos valemos de uma bibliografia que discute, sobretudo, o processo de leitura e as questões pertinentes ao leitor. A fim de alcançar tal objetivo, trouxemos para o cerne da discussão alguns posicionamentos e conceitos de Compagnon (1999; 2009), mostrando que a literatura ocupa um lugar bem mais abrangente do que se imagina e todo questionamento que a permeia; Candido (1988; 2006), que nos ajuda a compreender a literatura sob uma perspectiva mais social; Todorov (2010), fazendo com que pensemos a respeito da literatura em si e do que representa para a sociedade; Bloom (2001), que se concentra mais no processo de leitura literária, uma vez que, para ele, a leitura nos apresenta mundos inimagináveis. Além das citações desses teóricos, as quais aparecem com mais recorrência no corpo do texto, elencamos também alguns posicionamentos de Iser (1979) e Jauss (1999), responsáveis pela Estética da Recepção, corrente bastante pertinente para a valorização do leitor. Além disso, Jouve (2012), Rouxel (2013) e Langlade (2013), que trazem discussões a respeito do caráter subjetivo da leitura literária. Para abranger os demais aspectos concernentes à figura do leitor, nos utilizamos dos pressupostos trazidos por Eagleton (2006), Eco (1988), Culler (1997) e Barthes (2008). / São Cristóvão, SE

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Final Conclusion Work (TCF) is written in the format of a dissertation and presents a practical proposal of training intervention for critical literary readers. This approach was realized through pedagogical workshops of reading of short stories of Marina Colasanti, which theme the violence against women in the domestic space. In a didactic way, this version is divided into two parts: a theoretical one, called "Reading of the female body: concepts and methodological approaches", and a practice, "Literary workshops: questioning domestic violence". This field research took place at a municipal school in Ribeirópolis/SE, in a class from the 9th year of elementary school. As this is an intervention action peculiar of the action-research, this study happened in three moments: bibliographical research and preparation of the workshops; application of these and data collection and, finally, the reading practice developed in the workshops. Methodologically, we discuss the formation of the reader of the literary text through the theoretical approaches of Umberto Eco, Anne Rouxel, Leonor Werneck, Armando Gens and Carlos Gomes, valuing the particularities of the literary text and acting of a collaborating reader; Next, we pass over to a study of the marks of gender violence in literary narratives through Judith Butler's approaches about gender deregulation, the classification of the female body by Elódia Xavier and the types of domestic violence highlighted by Marina Colasanti according to Carlos Gomes. The intervention proposal was divided into seven workshops. The first two are aimed at identifying the horizon of students’ expectations about domestic violence through the identification of the typology of the female body proposed by Elódia Xavier. The third and fourth workshops are practices of reading of Colasanti’s short stories, developed through debates, production of drawings and answers to questionnaires. The last workshops recapture the discussion about gender inequality in several spaces: reader community, at the media and into the literary text and privilege the elaboration of critical multimodal readings of the selected stories with the choice of images for the elaboration of videos. Finally, the participants set up a presentation in digital format of the story read and show to the workshop participants. In addition to the training of literary readers, this practical proposal of intervention is intended to promote reflections about the social traits of gender inequality, identifying and combating the symbolic and psychological forms of domestic violence. / Este Trabalho de Conclusão Final (TCF) está redigido no formato de uma dissertação e apresenta uma proposta prática de intervenção de formação de leitores literários críticos. Essa abordagem foi realizada por meio de oficinas pedagógicas de leitura dos contos de Marina Colasanti, que tematizam a violência contra a mulher no espaço doméstico. De forma didática, esta versão divide-se em duas partes: uma teórica, denominada “Leitura do corpo feminino: conceitos e abordagens metodológicas”, e uma prática, “Oficinas literárias: questionando a violência doméstica”. Esta pesquisa de campo aconteceu em uma escola municipal de Ribeirópolis/SE, em uma turma do 9º ano do Ensino Fundamental. Como se trata de uma ação de intervenção própria da pesquisa-ação, este estudo aconteceu em três momentos: pesquisa bibliográfica e preparação das oficinas; aplicação dessas e coleta de dados e, por último, a prática de leitura desenvolvida nas oficinas. Metodologicamente, debatemos a formação do leitor do texto literário por meio das abordagens teóricas de Umberto Eco, Anne Rouxel, Leonor Werneck, Armando Gens e Carlos Gomes, valorizando as particularidades do texto literário e atuação de um leitor colaborador; Em seguida, passamos para um estudo das marcas da violência de gênero em narrativas literárias, por meio das abordagens sobre a desregulação de gênero, proposta por Judith Butler, a classificação do corpo feminino, elaborada por Elódia Xavier e os tipos de violência doméstica destacadas por Marina Colasanti conforme Carlos Gomes. A proposta de intervenção foi dividida em sete oficinas. As duas primeiras são voltadas para a identificação do horizonte de expectativa dos estudantes acerca da violência doméstica por meio da identificação da tipologia do corpo feminino proposta por Elódia Xavier. As terceira e quarta oficinas são práticas de leitura dos contos de Colasanti, desenvolvidas através de debates, produção de desenhos e respostas a questionários. As últimas oficinas retomam a discussão sobre a desigualdade de gênero em diversos espaços: comunidade do leitor, na mídia e no texto literário e privilegiam a elaboração de leituras críticas multimodais dos contos selecionados com escolha de imagens para elaboração de vídeos. Por fim, os participantes montam uma apresentação em formato digital do conto lido e apresentam para os participantes das oficinas. Além da formação do leitor literário, esta proposta prática de intervenção tem a pretensão de promover reflexões sobre as marcas sociais da desigualdade de gênero, identificando e combatendo as formas simbólicas e psicológicas de violência doméstica. / Itabaiana, SE

A prática cotidiana do professor de língua portuguesa, apesar de ele estar ciente da necessidade de intensificar o trabalho com leitura, muitas vezes carece de materiais de pesquisa, tempo e informações mais específicas para o desenvolvimento de propostas de leitura que atendam as demandas dos documentos oficiais de ensino e das matrizes de referência das provas externas. É para suprir parte dessa necessidade que o objetivo geral desta pesquisa se estabelece: indicar possibilidades de trabalhos de leitura do gênero discursivo conto em sala de aula, visando a subsidiar propostas didático-pedagógicas de leitura desse gênero discursivo. O conto é um gênero discursivo sugerido pelos documentos oficiais de ensino para a leitura no Ensino Fundamental e Médio e, como explicam os PCN (BRASIL, 1998), por meio da literatura é possível confrontar linguagens nas práticas sociais e na história, explorar recursos de linguagem, reconhecer valores sociais e humanos. Especificamente, esta pesquisa tem os objetivos: 1) identificar as características e especificidades do gênero conto que devem ou podem ser consideradas nas práticas de leitura em sala de aula; 2) indicar habilidades de leitura que podem ser exploradas no gênero discursivo conto, considerando inclusive as habilidades de leitura sugeridas pela Matriz de Referência do Sistema Nacional de Avaliação da Educação Básica e pelos níveis de proficiência na escala de leitura do PISA ; 3) exemplificar, a partir de um corpus de cinco contos, atividades de leitura desenvolvidas a partir das Matrizes de Referência e da escala de leitura citadas, a partir das potencialidades do gênero discursivo conto. Teoricamente, esta pesquisa se fundamenta em estudos literários sobre o conto; na concepção socioenunciativa da linguagem advinda dos trabalhos do filósofo russo Bakhtin, particularmente nos conceitos de gênero discursivo e dialogismo; na abordagem sociocognitiva de leitura e no trabalho pedagógico com gêneros discursivos proposto por Dolz e Schneuwly. Essa fundamentação teórica forneceu os subsídios necessários para a análise qualitativa dos dados desta pesquisa, que se desenvolveu no âmbito do projeto OBSERVATÓRIO/UNITAU 2011 2014 Competências e habilidades de leitura: da reflexão teórica ao desenvolvimento e aplicação de propostas didático-pedagógicas, financiado pelo Programa Observatório da Educação CAPES/INEP sob n 23038010000201076. O resultado dessa pesquisa é a elaboração de uma sequência didática como sugestão para a leitura do conto que deverá fornecer subsídios para o desenvolvimento de práticas de leitura em sala de aula. A leitura de obras literárias, como é o caso do conto, permite amplas possiblidades do diálogo entre sentidos e conhecimentos. Concluímos essa pesquisa, acreditando que o trabalho com a sequência didática de leitura em projetos contribui para o desenvolvimento da competência leitora de nossos alunos. Por meio da exploração de habilidades de leitura, a sequência didática pode favorecer a apropriação do conhecimento de modo significativo, capacitando os jovens a se tornarem sujeitos críticos e capazes de agir em sociedade. / Even though Portuguese teachers are aware of the necessity of intensifying reading activities, they lack research material, time and more specific information for the development of reading proposals which cater for the demands of the official documents and of the reference matrix of external evaluation. Starting from this necessity, the aim of this research is to show possibilities of classroom reading activities involving the discursive genre short story so as to subsidize didactic-pedagogic proposals about this genre. The reading of short stories is recommended in Elementary, Junior and High Schools by the official documents. According to PCN (Brazil, 1998), Literature provides the possibility to confront languages in social practices and History; explore language resources and recognize social and human values. Our specific aims are: 1) identify the characteristics and specificities of this genre short story which should be considered in classroom reading activities; 2) show reading abilities that can be explored by means of the given genre, taking into account the reading abilities suggested by Reference Matrix of the Elementary School National Evaluation System and by the PISA reading proficiency levels; 3) based on a corpus composed of five short stories, give examples of reading activities developed according to the documents mentioned above, exploring the potentialities of this genre. The theoretical foundation for this research are literary studies of short stories; Bakthins socio-enunciative conception of language, especially the concept of discursive genre and dialogism; the sociocognitive reading approach and the pedagogical work with discursive genres proposed by Dolz and Schneuwly. The theoretical framework mentioned provided us with the necessary subsides for a qualitative analysis of our data, which was developed within a project called OBSERVATÓRIO/UNITAU 2011 2014 Competências e habilidades de leitura: da reflexão teórica ao desenvolvimento e aplicação de propostas didático-pedagógicas, sponsored by the Programa Observatório da Educação CAPES/INEP sob n 23038010000201076. The result of this research is the development of a didactic sequence as a suggestion for the reading of short stories which will help develop classroom reading activities since the reading of literary works, such as short stories, promotes great possibilities for dialogue between senses and knowledge. In conclusion, we believe that the work with reading didactic sequence in projects contribute to the development of students reading competence. By exploring reading abilities, the didactic sequence can favor knowledge appropriation in a significant way, enabling youngsters to become critical and to act in society.