The goal of this thesis was to identify indicators suitable for eye-tracking research based on literary research, to assign interpretations to those indicators and to apply them to data. The data used was pre-existing and came from I. Jakubská's research. It contained data from 9 participants. We applied 5 indicators. The results suggest that division between experts and novices or high previous knowledge and low previous knowledge persons is better substituted by division between successful and unsuccessful solvers than it is by division between teachers and pupils, based on the applied indicators of average fixation duration, percentage of fixations of above average duration and regression percentage. Predominant regression type (return sweep vs. backtrack) seems to be an indicator unsuitable for short texts. The order of question assignment can affect values of indicators.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-12-12T11:38:30Z No. of bitstreams: 1 Jo?o Marcos Pulz Araujo.pdf: 1325515 bytes, checksum: be33b5e9bfc57f445ec3fc7d06224753 (MD5) / Made available in DSpace on 2018-12-12T11:38:30Z (GMT). No. of bitstreams: 1 Jo?o Marcos Pulz Araujo.pdf: 1325515 bytes, checksum: be33b5e9bfc57f445ec3fc7d06224753 (MD5) Previous issue date: 2017-12-20 / This research is actually a study of case that investigates a pedagogical project developed by a public school from an inland in the State of S?o Paulo that was called ?Projeto Sarau Liter?rio?. The mentioned Project has a special purpose which is wake up inside of the students the real attention for the literature by means of diversified activities envolving the universe of literature that contributes to bring the students closest for new cultural and stetical expressions relationed with literature. The object of this study was investigate the Project Sarau Literario identifying the reasons that contributed or becomes more difficulty formation of readers students. Observations of fields were made in the classrooms as well as during the production of the Project of Sarau Literario; interviews with members from management team, teachers and students; survey for the students and a documental review of past previous editions records of the Project. The research ? qualitative case study- was mainly based on theory Historic- Cultural and on the review of empirical matter results in an elaborations of four tematical cores: a) collective work at school; b) pedagogical mediation; c) technology; d) changes in student reading behavior. The results highlighted that did not had an engagement from teaching staff and from the management of school that could be consolidates as a collective work just some punctual contributions between organizing teacher from the Project and others teachers. On the other hand, the collective research itself had a rupture and obstacles to conduct the Project in 2016. The study outcomes still indicates to the quality pedagogical mediation which became an specially significant aspect on the proccess of readers literary formation. With regard to technology, althought it had on spotlight on literature revision, it did not reveal however an aspect relevant in the universe of researched. The three thematics cores exhibited brings items for discuss about the causes that contribuited for the changes in students reading behaviors (last thematic core). It highlighted the modifications on students performances in relation literary reading. Therefore the research brings contributions to a reflection on the phenomena which can approach or put away the students from the literary reading and even with the difficulties and challenges, the Project Sarau Literario is a promising propose for the promotion of readers students. / A presente pesquisa ? um estudo de caso que investiga um projeto pedag?gico desenvolvido por uma escola p?blica estadual de uma cidade do interior do estado de S?o Paulo, denominado Projeto Sarau Liter?rio. O referido projeto, em sua iniciativa de despertar o interesse pela leitura liter?ria nos alunos, prop?e diversas atividades envolvendo o universo liter?rio, que colaboram para a aproxima??o dos alunos a novas express?es culturais e est?ticas relacionadas com a literatura. O objetivo da pesquisa foi investigar o Projeto Sarau Liter?rio identificando os fatores que contribuem e/ou dificultam a forma??o de alunos leitores. Foram realizadas observa??es de campo, tanto em sala de aula como durante a realiza??o do Sarau Liter?rio, que no ano de 2016 ficou sob responsabilidade dos alunos dos 6os e 7os anos do ensino fundamental; foram realizadas ainda entrevistas com membros da equipe gestora, professores e alunos; question?rio para os alunos do 6? e 7? ano; e an?lise documental de registros de edi??es anteriores do Projeto. A pesquisa ? qualitativa do tipo estudo de caso ? fundamentou-se na teoria hist?rico-cultural e o processo de an?lise do material emp?rico resultou na elabora??o de quatro n?cleos tem?ticos: a) trabalho coletivo na escola; b) media??o pedag?gica; c) tecnologia; d) mudan?as no comportamento de leitor dos alunos. Os resultados evidenciaram que n?o houve um engajamento do corpo docente e da gest?o da escola que pudesse se consolidar como trabalho coletivo, apenas algumas parcerias de colabora??o pontuais entre a professora organizadora do Projeto e outros professores. Essa colabora??o sofreu uma ruptura em 2016 contribuindo para que o Sarau Liter?rio sofresse algumas perdas significativas de participa??o dos alunos. Os resultados apontaram ainda para quest?es da afetividade nos processos de media??o pedag?gica, que se constitu?ram em aspectos bastante significativos no processo de forma??o de leitores liter?rios. Em rela??o ? tecnologia, embora tenha ganhado destaque na revis?o de literatura, n?o se revelou, contudo, um aspecto relevante no que se refere ao universo pesquisado. Os tr?s n?cleos tem?ticos apresentados trouxeram elementos para a discuss?o sobre os fatores que contribu?ram para as mudan?as no comportamento de leitor dos alunos (?ltimo n?cleo tem?tico). Nele se destacou as altera??es no desempenho dos alunos em rela??o ? leitura liter?ria. Portanto, a pesquisa traz contribui??es para a reflex?o a respeito dos fen?menos que podem aproximar ou afastar os alunos da leitura liter?ria e, mesmo diante das dificuldades, o Projeto Sarau Liter?rio ? uma proposta promissora para a forma??o de alunos leitores.

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

This thesis presents the personality of Vaclav Cerny and his personal library. First, the author turns the Černý's professional resume. The second part focuses on the critical activities readership portrait and popular heroes. Another part is defined Černý's personal library, general characteristics, its formation, the ways in which Černý harvested books, his work with books, literature review, and libraries that Černý visited during his life. The final part describes in detail the part of the library with existential literature, deals with the forerunners of existentialism and the Czech and foreign representatives of this philosophical direction.

This study aims to explore students’ use of study guide websites when assigned novels and similar literary works in the EFL classroom in Swedish upper secondary schools. The study is based on the mixed-method approach and the findings reveal that all students that participated in the questionnaire and the interviews used study guide websites in a sense. By further exploring the reasons behind the use of these websites, three categories were discovered based on the conducted interviews: time, comprehension and interest. The findings also reveal that a few students used the study guide websites as an aid, other students used them to substitute reading the assigned literary work, while a few students used the study guide websites both as an aid and as a substitute. Finally, the study concludes that all the participants from the interviews acknowledge that study guide websites cannot substitute literary works entirely and even though they acknowledge the use of them, they do not believe that these websites include enough detailed information about the literary work.

This diploma thesis focuses on the support of reading and development of reading competences of pupils with autism spectrum disorder (ASD). The theoretical part first discusses individuals with autism spectrum disorder, characteristics of diagnosis and their education. The next section generally summarizies the concepts related to reading. It also looks at the role of the school, teacher and literary eduacation in the development and support of reading. It further discusses teaching methods, which develop reading comprehension. The last part focuces specifically on the reading skills of children with ASD. The part concludes with deficits in reading for meaning and reading comprehension interventions. The aim of this thesis was to find out how teachers develop reading skills for pupils with ASD in primary school. The data was obtained from structured interviews with teachers working with pupils with ASD. The research questions were focused on the level of support for reading by teachers, the specifics of working with pupils with ASD and the use of texts related to student's interests and experiences. Research suggests that teachers don't have much information about the reading comprehension of children with ASD. They are based on their own experience. The experiences of teachers show that children...

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-28T08:56:42Z No. of bitstreams: 1 Lucenilda Sueli Mendes Cavalcante.pdf: 1338606 bytes, checksum: 28ec4ae1f9bda015bbc4e6ee011cd952 (MD5) / Made available in DSpace on 2016-10-28T08:56:42Z (GMT). No. of bitstreams: 1 Lucenilda Sueli Mendes Cavalcante.pdf: 1338606 bytes, checksum: 28ec4ae1f9bda015bbc4e6ee011cd952 (MD5) Previous issue date: 2016-08-30 / The aim of the present work is to analyze practices of literary reading within the school environment by using the collections of books of the PNBE (Programa Nacional Biblioteca na Escola – Brazilian School Library National Program) addressed to the final years of Elementary School (6 to 9 years of age). The study was based on bibliographical research, particularly on theoretical studies concerning children’s and adolescent literature in educational settings, and on experimental research on literary reading practices, as performed in the final years of Elementary School in the district of Santa Inês – MA (a Northeastern state of Brazil). The data obtained from the field research shows that literary books have reached schools. However, the few existing strategies to approach literary reading that make use of the book collections from the PNBE should be reassessed in the light of the theoretical assumptions regarding literary schooling and literary literacy. It is our intention to discuss the importance of literature on human development and its presence in schools focusing on the distribution, circulation and literary reading strategies of the PNBE book collections. Our contention is that actions stemming from the Program that are truly committed to fostering literary literacy in schools will contribute decisively to the development of competent literary readers / O presente trabalho visa analisar as práticas de leitura literária, no âmbito escolar, com uso do acervo do Programa Nacional Biblioteca da Escola (PNBE), destinado aos anos finais do ensino fundamental. Desenvolvido a partir de pesquisa bibliográfica considerando estudos teóricos no âmbito da literatura infantil e juvenil na escola e pesquisa de campo sobre práticas de leitura literária, realizada em escolas de ensino fundamental (anos finais) da rede municipal de Santa Inês, MA. A pesquisa de campo evidencia que a literatura tem chegado às escolas, no entanto, as escassas práticas de leitura literária realizadas a partir dos acervos do PNBE necessitam ser repensadas à luz dos pressupostos teóricos sobre a escolarização da literatura e o letramento literário. Nesse sentido, objetivamos, nessa pesquisa, discutir sobre a literatura na formação humana e sua presença na escola, com ênfase na distribuição, circulação e práticas de leitura literária a partir dos acervos do PNBE. Propomos que as ações desse Programa possam, através da leitura literária na escola, resultar na formação de leitores literários por meio da realização de práticas de leitura condizentes ao letramento literário

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 NazineideB_TESE.pdf: 1500642 bytes, checksum: 2038a1ae83360b2d4d18b76e2a308660 (MD5) Previous issue date: 2011-11-08 / The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic / Focalizamos nesta tese a recep??o da crian?a com defici?ncia intelectual ao texto liter?rio, a partir da observa??o de uma viv?ncia liter?ria num contexto escolar inclusivo, evidenciando as possibilidades que se apresentam na sua constru??o como leitora/ouvinte de literatura. Mediante um estudo de caso, investigamos os modos de participa??o dessa crian?a em situa??es de oferta e recep??o de textos liter?rios, buscando compreender e explicitar os aspectos de seu processo de forma??o leitora inicial. Os dados foram levantados a partir de observa??es nos momentos de leitura e de conta??o de hist?rias no per?odo de novembro e dezembro/2008 e maio e junho/2009, numa turma de uma escola de Educa??o Infantil na qual se encontrava matriculada a referida crian?a, cuja defici?ncia intelectual est? associada ? S?ndrome de Down. Como instrumentos de pesquisa foram utilizados: di?rio de campo, roteiros de entrevistas e videograva??es. As an?lises fundamentaram-se nos estudos de Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) dentre outros. O estudo mostrou que, embora pouco se expressando verbalmente e, por vezes, apresentando limitados n?veis de aten??o, as atitudes corporais, os movimentos e as falas da crian?a investigada denunciaram engajamento e rendi??o ao apelo da sonoridade dos textos partilhados. Esses dados revelam ind?cios de que, sob o patroc?nio de uma a??o mediadora, a crian?a com defici?ncia intelectual pode constituir-se como uma leitora/ouvinte de literatura, desenvolvendo uma escuta sens?vel, seletiva e atenta ao texto liter?rio. Dentre outros aspectos, identificamos que a concep??o de defici?ncia apresentada pela escola, que reconhece seu potencial de desenvolvimento e de aprendizagem, a situa??o de partilhamento, que favorece o exercitar de diferentes formas de se relacionar com os textos atrav?s do outro, e a relev?ncia da oralidade fornecendo as pistas sem?nticas que auxiliam a crian?a na constru??o de sentidos, apresentam-se como fundamentais para seu acercamento ao texto liter?rio, e, portanto, sua forma??o leitora. Dessa forma, reconhecendo suas capacidades e possibilidades, acreditamos ser importante garantir ? crian?a com defici?ncia intelectual um espa?o para a intera??o com o texto ficcional no qual ela possa aprender a reconhecer e vivenciar o seu car?ter l?dico e interativo, degustar de forma prazerosa a sua escuta, beneficiando-se, assim, da experi?ncia est?tica vivenciada, principalmente quando em situa??es coletivas mediadas pelo leitor mais experiente e partilhadas com seus diferentes pares. O estudo indica ainda que atentar para condi??es que garantam um clima favor?vel ? escuta de hist?rias nas salas de aula da educa??o infantil, como o cuidado com a sele??o da hist?ria e com sua pros?dia, o contrato did?tico, a aten??o ?s rea??es individuais, dentre outras, ampliam as possibilidades para que qualquer crian?a deficiente ou n?o experimente-se como leitora/ouvinte de literatura, usufruindo de sua riqueza e magia

This thesis analyses reading lists composed by secondary schools in school year 2016/2017 for the purposes of common general part of maturity exam - oral exam from Czech language and literature. The thesis creates basic material for exploring the form and development of state maturity exam. Reading lists are put into context with literary theoretic conception of canon as the thesis touches upon literary science, pedagogy and didactics. The thesis proceeds from general analysis of literary canon to functions and forms of canon (school canon and maturity exam canon). Then it concentrates on documents, which were available to students taking the maturity exam. The thesis carries out research on collection of 461 secondary schools that offer studies completed by maturity exam. It is followed by presentation of obtained data, verification of its correspondence to binding criteria defined in Katalog požadavků zkoušek společné části maturitní zkoušky (document specifying requirements for common general part of maturity exam) and comparison of obtained data with available sources from school and literary background. The conclusions reveal the content of given part of maturity exam and are set into context of current knowledge of academic and professional society. Keywords Reading lists, maturity exam,...