Having different kinds of literature is an important part of the education in school and schoolbooks, in shape of reading-books, are common in the first year of primary school. The texts pupils encounter in school are important for how they form their identity and thoughts about what is right or wrong and what is natural or unnatural. People of other ethnicity than Swedish, or with another skin colour than white, have often in the past been portrayed negatively in reading-books as if they are of less worth. According to the Curriculum for the Compulsory School System (Lpo94) the school shall act for understanding of all people and every person’s equal value. The study analyses how ethnicity is portrayed in reading-books for pupils in the first year of primary school. I have also compared these books to see if they differ from each other and, if this is the case, how they differ. In addition, I have investigated if the books follow the curriculum of the Swedish school system according to ethnicity. The books I have chosen to analyse are four different schoolbooks published 1995-2008 which are used in Swedish schools in a specific community. The method I have used is text analysis. My results show that some reading-books still portray people with ethnicity other than Swedish in a demeaning way and that “white” people often are shown as the norm. The study also shows good examples of a more diverse inclusion of different settings, characters with other ethnicity and their role in the reading-books. The diversity gives the possibility for a more individual interpretation and gives room to show the multicultural society as the new norm.

The topic of the diploma thesis is Concerning Chosen Translations of the Poem The Raven by E. A. Poe - an Attempt at a Comparison. The thesis deals with the comparison of Czech translations which have been written over the period of the last twenty years. The original text would be also dealt with, since there come up distinct shifts of meaning within the process of translation. However, the author will not omit different aesthetical qualities of the original and target language. An observation of schoolbooks for teaching literature at secondary and high schools will be added together with an attempt to determine the most frequently included translation which could therefore be considered as canonic. The output of the thesis should be an analysis evaluating whether including the translation in schoolbooks is appropriate and offering a constructive suggestion on an alternative one.

Primary school in Sweden has an important task to counteract traditional gender patterns and promote equality. The purpose of this study is to investigate how three fiction books portray girls and women as well as boys and men. The three chosen books are Rodrick regerar Dagbok för alla mina fans (2009), Glasbarnen (2012) and Det är jag som är Mickan (2015). This thesis will review whether the books were compatible with the national curriculum for Swedish school for the grade 1-9. To support our investigation, we have used Hirdman’s gender theory as a framework. Hirdman’s gender theory concerns the intersection of the gender and the hierarchy where the male is displayed as the norm. The study was executed with a qualitative text analysis. The results show that only two of the three chosen books correspond to the current curriculum requirements of counteracting traditional gender patterns. The third book promotes rather than counteracts traditional gender patterns as it still assigns more traditional characteristics and actions to boys, men, girls and women depending on gender. These results are evidence of and suggest that it is important to review the material we use for educational purposes because there are books that describe boys and girls in an unfair behavior, therefore this requires discussing the norms that is conveyed in the students’ fiction books.

Esta pesquisa, circunscrita à área da história da educação brasileira, tem como objeto de estudo o educador e escritor de literatura infantil Thales Castanho de Andrade (1890-1977). O trabalho tem como objetivo tratar de elementos relativos ao autor, à sua produção literária e atuação no magistério vistos na perspectiva da análise dos principais aspectos que envolveram a sua trajetória, a qual é acompanhada desde o período de sua formação nos anos de 1910, a divulgação de sua obra mais conhecida, o livro Saudade, publicado em 1919, até os anos de 1930, quando ao final da década percebe-se um arrefecimento de suas publicações. Assim, primeiramente, situamos o lugar de sua formação, a cidade de Piracicaba, e observamos determinados tópicos da história das instituições de ensino a que ele esteve relacionado, o Grupo Escolar, a Escola Complementar e a Escola Prática Agrícola de Piracicaba. O evento do Primeiro Congresso de Ensino Agrícola, ocorrido em 1911 em São Paulo é outro dos temas tratados. Agregamos à análise, como fundamentação teórica, as proposições de Nicolau Sevcenko e Ângela de Castro Gomes, que ao trabalharem com a história dos intelectuais, examinando para tanto o material literário e o da imprensa na análise do pensamento e do contexto histórico, apropriaram-se dos instrumentos teóricos da história social, a mesma a opção desta pesquisa. As noções de \"rede de sociabilidade\" e de \"microclimas\" referidas por Ângela de Castro Gomes são aplicadas neste trabalho para explicar o surgimento do \"bloomsbury caipira\", um agrupamento de intelectuais e artistas local, do qual fazia parte Thales de Andrade, que contribuiu para a sua inserção no campo literário e educacionais dos anos vinte e trinta. A contextualização da produção literária e a apresentação do conjunto dessas obras publicadas são outros pontos abordados. Também averiguamos a discussão a respeito da concepção de literatura, promovida pelo autor, bem como a confrontação de sua produção com a de Monteiro Lobato. Finalmente, procuramos observar os aspectos referentes à construção de perfis do autor realizada pela imprensa piracicabana. O material privilegiado para este momento da análise é a coleção de recortes da hemeroteca da Biblioteca Municipal de Piracicaba. Apresentamos como resultados e conclusões do trabalho o exame da produção literária, realizada no âmbito da educação. Dessa maneira, a análise procura responder em que medida seus livros foram elaborados e postos ao serviço da escola. É preciso levar em conta que o autor, ao fazer a sua literatura, tinha como horizonte a realização da vida no campo como principal objetivo de sua produção, tornando-se por isso, uma referência ao ruralismo. Entretanto, aliado a esse ideal, Thales se identificava às tendências da educação em desenvolvimento na época, unindo, dessa maneira, seu projeto literário ao educativo, o qual contemplava a modernização da instrução pública contextualizada ao ambiente rural. Nesse sentido é possível perceber na produção andradeana certo grau de aproximação entre a sua literatura e as sugestões propostas pelos movimentos educacionais dos anos vinte e trinta. / This research is circumscribed to the brazilian education history. Its aim is to study the educator and writer of infantile literature Thales Castanho de Andrade (1890-1977). It deals with elements related to the author, his literary works, and mastery seen under the perspective of analyzing the main aspects which involved his trajectory since his formative period in the 1910 decade, the divulging of his best known book Saudade, published in 1919, till the late years of the 30 decade, when a slackening of his work is noticed. So, to begin with, we firstly located Piracicaba City, his background place, and detected some topics of the teaching establishments to which he was related such as the \"Grupo Escolar\", \"Escola Complementar\" and \"Escola Prática Agrícola de Piracicaba\". The \"Primeiro Congresso de Ensino Agrícola\" (First Congress of Agricultural Teaching), which happened in 1911 in São Paulo City is also one the themes dealt with. As a theoretical basis, we have aggregated to the analysis the propositions by Nicolau Sevcenko and Angela de Castro Gomes, who, on working about the history of intellectuals examined the literary and the press materials to analyze thinking and the historical context. They used the theoretical instruments of social history, the same option of this research. The notions of \"sociability net\" (rede de sociabilidade) and \"microclimates\" (microclimas) which Angela de Castro Gomes refers to are mentioned in this work to explain the arising of \"Bloomsbury caipira\" (countryman Bloomsbury), a local gathering together of artists and intellectuals in which Thales de Andrade took place, contributed to his entering the literary and educational fields in the 20 and 30 decades. The context of the literary production and the presentation of the published works are also subjects approached. We also inquired about the discussion on literature concept by the author, as well as about the comparison of his works with Monteiro Lobato\'s. Finally we searched about the aspects referring to the building of the author\'s profiles by the \"Piracicaba\" press. The material chosen for this research is a clipping collection of \"Biblioteca Municipal de Piracicaba\". We can present as a result and conclusion of the research, the examination of the literary production in the education field. This way the analysis is expected to answer to what extent his books were elaborated and put at the disposal of education. It is necessary, however, to take on account that the author, on doing his literary works, had as his landmark the reality of rural life as the chief purpose of his works, becoming so, a reference to ruralism. Meanwhile, searching for ideal, Thales identified himself, with the tendencies of the developing education of the time, so linking his literary project to the educational on which looked at the modernization of public education in the context of rural environment. In this sense, it is possible to get from the \"andradeana\" production a certain degree of approach between his literature and proposals by the education movements in the 20 an 30 decades.

Made available in DSpace on 2016-04-27T16:33:09Z (GMT). No. of bitstreams: 1 Lucilene Rezende Alcanfor.pdf: 6273025 bytes, checksum: 5fcb62257d7da6a27b070d983a29045b (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study investigates the historiographical production and circulation of Thomaz Galhardo s (1852-1904) school books, as well as literacy instruction and reading practices proposed by him. He was a primary education teacher who made from his production a political action in the public education scene of Sao Paulo state, during the end of the Empire and the first decades of Republic. As an intellectual, he held a privileged social position in strategic roles on public education and took part on the foundation of the first teacher associations of that state. He was actively involved on the organization of boards of education, and bills for the education amendment on this state. The study focused, however, on his activities as a school book author for primary education. Thomaz Galhardo was part of a new generation of didactic books authors, that from primary education started to produce a graduated series of reading books. He was known for this type of didactic material, especially as the author of Cartilha da Infância, a book which is part of the series Na escola e no Lar. Based on theoretical and methodological framework of Alain Choppin, this study intends to create an inventory of the production and circulation of this author, with particular attention to the peculiarities of the market for school books on that period. The analysis of the method proposed by Thomaz Galhardo allows us to place his works within the discussion of literacy and reading practices of the end of XIX century to the beginning of XX century, analyzing his production from the permanence of successive editions. This evidence proves the importance of school tradition, since the books used for literacy and reading, through their production and extent of use, have left deep marks on the thoughts concerning the knowledge of primary education on historical formation of literate societies / Este trabalho é um estudo historiográfico da produção e circulação dos livros escolares de Thomaz Galhardo (1852-1904), bem como das práticas de alfabetização e leitura propostas por este autor. Professor de instrução primária que fez da sua produção uma ação política no cenário público educacional paulista no final do Império e nas primeiras décadas da República. Como intelectual, ocupou lugar privilegiado em cargos estratégicos na instrução pública e participou da fundação das primeiras associações de professores de São Paulo. Envolveu-se ativamente na organização dos conselhos de educação e nos projetos de lei para a reforma da educação deste estado. Thomaz Galhardo fez parte de uma nova geração de autores de livros didáticos, originários do ensino primário, que passaram a produzir séries graduadas de livros de leitura. Conhecido por esse tipo de material didático, principalmente como autor da Cartilha da Infância, livro pertencente à série Na escola e no lar. A pesquisa dedicou-se especificamente à análise de suas atividades como autor de livros escolares para o ensino primário. Com base no arcabouço teórico e metodológico de Alain Choppin, procuramos inventariar a produção e circulação dos livros de Thomaz Galhardo, atentando para as peculiaridades do mercado de materiais didáticos do período. A análise do método empregado pelo autor permitiu-nos situar suas obras no debate acerca das práticas de alfabetização e leitura do final do século XIX para o XX, analisando sua produção a partir da permanência de sucessivas edições. Seus indícios comprovam a importância da tradição escolar, uma vez que os livros de alfabetização e leitura, por sua produção e pela amplitude de seu uso, deixam marcas profundas para se pensar os saberes da escola primária na formação histórica das sociedades letradas

Societies are surrounded by unaware attitudes and views about what is masculine and what is feminine and this can contribute to people being raced differently. Boys and girls are shaped to think and act in different ways from an early age because of their gender. According to the curriculum in the Swedish school system, the school has an important task to prevent such perceptions young people have about sex and gender. Reading books are still a central source where students gather information in the Swedish school. Therefore, I find it interesting to examine how gender is produced in three Swedish reading books from three different periods (1950s, 1970s and 2000s) to see what similarities and differences there are between the texts and the study has been based on three questions: How are men/boys and women/girls described in the reading books based on their characteristics, interests and pursuits? How much space in the texts are represented by men/boys and by women/girls? What masculinities and femininities can be found in the texts and which ones are the most desirable? I have used a text analysis in my research to analyse the three reading books and based my theory on that gender is a social construction. My results show that the three reading books produce male and female structures based on the fact that men and women, boys and girls are opposites and are kept apart by qualities, pursuits and interests. Notions of what is masculine and feminine are also reflected in the texts by constructions of hegemonic masculinity and emphasized femininity. Further constructions concerning gender in the reading books are that men and boys have more space than women and girls and also that the personalities of men and boys grow at the expense of women and girls.

The aim of this diploma thesis entitled "Didactic interpretation of Čapek's works in literary education for the 2nd stage of primary education" is to chart how the works of Karel Čapek are represented in each series of reading books for the 2nd stage of primary education. It will also further evaluate the choice of works represented and introduce the fundamental concepts in Čapek's work. The thesis is divided into many parts. The first of these is concerned with the current state of literary education, the question of literacy, and other individuals who have an effect on the process of literary education. Furthermore, recorded methods that are used in literacy lessons are outlined. The methods that focus principally on the development of literacy are described in more detail. On the basis of classic literature a didactic interpretation is described, its situation, function, determinants and policies. The thesis concisely describes Čapek's works. A key part of the thesis is made up of the analysis of reading books from many different publishers Alter, Fraus, Nová škola, Prodos and SPN. The thesis focuses not only on how many snippets of the work of Karel Čapek are found in any given reading book, but also takes into account the representation of the genre and the ideas presented alongside the texts. After evaluation, the actual concept that the entirety of Čapek's work attempts to cover is introduced.

Made available in DSpace on 2016-12-08T16:35:09Z (GMT). No. of bitstreams: 1 DisseDenise.pdf: 4052156 bytes, checksum: 6a159f2fb301c83f547a2f5ceeb5c613 (MD5) Previous issue date: 2009-02-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has the purpose of analyzing the Série Graduada de Leitura Fontes , taking as parameter the Public Education Reform of Orestes Guimarães, which happened in Santa Catarina during the years of 1911 through 1935. Assumed the non religious teaching in the public schools, guideline of mentioned reform, it examines adjustments and deviations between educational contend published in the Serie Fontes and the regulatory official determinations to which the text book was submitted. Based on official documents and newspapers of that period we will draw a view of the conflicts resulting from the separation from the religious principles and Christian moral of the Schools, taking aim to detect possible interferences in the lessons composition of the Serie Fontes , its causes and consequences / A presente pesquisa tem como objetivo fazer uma análise da Série Graduada de Leitura Fontes tendo como parâmetro a Reforma da Instrução Pública de Orestes Guimarães, realizada em Santa Catarina entre os anos de 1911 a 1935. Partindo do pressuposto da instituição do ensino laico nas escolas públicas, fio condutor da reforma citada, busca-se identificar ajustes ou desvios entre os conteúdos educativos veiculados na Série Fontes e as determinações regulamentares oficiais a que os livros escolares estavam submetidos. Com base em documentos oficiais e jornais do período será traçado um panorama dos conflitos que se sucederam em torno do afastamento dos preceitos religiosos e da moral cristã das escolas, visando detectar possíveis interferências na composição de lições presentes na Série Fontes, suas causas e consequências

Esta pesquisa, circunscrita à área da história da educação brasileira, tem como objeto de estudo o educador e escritor de literatura infantil Thales Castanho de Andrade (1890-1977). O trabalho tem como objetivo tratar de elementos relativos ao autor, à sua produção literária e atuação no magistério vistos na perspectiva da análise dos principais aspectos que envolveram a sua trajetória, a qual é acompanhada desde o período de sua formação nos anos de 1910, a divulgação de sua obra mais conhecida, o livro Saudade, publicado em 1919, até os anos de 1930, quando ao final da década percebe-se um arrefecimento de suas publicações. Assim, primeiramente, situamos o lugar de sua formação, a cidade de Piracicaba, e observamos determinados tópicos da história das instituições de ensino a que ele esteve relacionado, o Grupo Escolar, a Escola Complementar e a Escola Prática Agrícola de Piracicaba. O evento do Primeiro Congresso de Ensino Agrícola, ocorrido em 1911 em São Paulo é outro dos temas tratados. Agregamos à análise, como fundamentação teórica, as proposições de Nicolau Sevcenko e Ângela de Castro Gomes, que ao trabalharem com a história dos intelectuais, examinando para tanto o material literário e o da imprensa na análise do pensamento e do contexto histórico, apropriaram-se dos instrumentos teóricos da história social, a mesma a opção desta pesquisa. As noções de \"rede de sociabilidade\" e de \"microclimas\" referidas por Ângela de Castro Gomes são aplicadas neste trabalho para explicar o surgimento do \"bloomsbury caipira\", um agrupamento de intelectuais e artistas local, do qual fazia parte Thales de Andrade, que contribuiu para a sua inserção no campo literário e educacionais dos anos vinte e trinta. A contextualização da produção literária e a apresentação do conjunto dessas obras publicadas são outros pontos abordados. Também averiguamos a discussão a respeito da concepção de literatura, promovida pelo autor, bem como a confrontação de sua produção com a de Monteiro Lobato. Finalmente, procuramos observar os aspectos referentes à construção de perfis do autor realizada pela imprensa piracicabana. O material privilegiado para este momento da análise é a coleção de recortes da hemeroteca da Biblioteca Municipal de Piracicaba. Apresentamos como resultados e conclusões do trabalho o exame da produção literária, realizada no âmbito da educação. Dessa maneira, a análise procura responder em que medida seus livros foram elaborados e postos ao serviço da escola. É preciso levar em conta que o autor, ao fazer a sua literatura, tinha como horizonte a realização da vida no campo como principal objetivo de sua produção, tornando-se por isso, uma referência ao ruralismo. Entretanto, aliado a esse ideal, Thales se identificava às tendências da educação em desenvolvimento na época, unindo, dessa maneira, seu projeto literário ao educativo, o qual contemplava a modernização da instrução pública contextualizada ao ambiente rural. Nesse sentido é possível perceber na produção andradeana certo grau de aproximação entre a sua literatura e as sugestões propostas pelos movimentos educacionais dos anos vinte e trinta. / This research is circumscribed to the brazilian education history. Its aim is to study the educator and writer of infantile literature Thales Castanho de Andrade (1890-1977). It deals with elements related to the author, his literary works, and mastery seen under the perspective of analyzing the main aspects which involved his trajectory since his formative period in the 1910 decade, the divulging of his best known book Saudade, published in 1919, till the late years of the 30 decade, when a slackening of his work is noticed. So, to begin with, we firstly located Piracicaba City, his background place, and detected some topics of the teaching establishments to which he was related such as the \"Grupo Escolar\", \"Escola Complementar\" and \"Escola Prática Agrícola de Piracicaba\". The \"Primeiro Congresso de Ensino Agrícola\" (First Congress of Agricultural Teaching), which happened in 1911 in São Paulo City is also one the themes dealt with. As a theoretical basis, we have aggregated to the analysis the propositions by Nicolau Sevcenko and Angela de Castro Gomes, who, on working about the history of intellectuals examined the literary and the press materials to analyze thinking and the historical context. They used the theoretical instruments of social history, the same option of this research. The notions of \"sociability net\" (rede de sociabilidade) and \"microclimates\" (microclimas) which Angela de Castro Gomes refers to are mentioned in this work to explain the arising of \"Bloomsbury caipira\" (countryman Bloomsbury), a local gathering together of artists and intellectuals in which Thales de Andrade took place, contributed to his entering the literary and educational fields in the 20 and 30 decades. The context of the literary production and the presentation of the published works are also subjects approached. We also inquired about the discussion on literature concept by the author, as well as about the comparison of his works with Monteiro Lobato\'s. Finally we searched about the aspects referring to the building of the author\'s profiles by the \"Piracicaba\" press. The material chosen for this research is a clipping collection of \"Biblioteca Municipal de Piracicaba\". We can present as a result and conclusion of the research, the examination of the literary production in the education field. This way the analysis is expected to answer to what extent his books were elaborated and put at the disposal of education. It is necessary, however, to take on account that the author, on doing his literary works, had as his landmark the reality of rural life as the chief purpose of his works, becoming so, a reference to ruralism. Meanwhile, searching for ideal, Thales identified himself, with the tendencies of the developing education of the time, so linking his literary project to the educational on which looked at the modernization of public education in the context of rural environment. In this sense, it is possible to get from the \"andradeana\" production a certain degree of approach between his literature and proposals by the education movements in the 20 an 30 decades.

This thesis deals with the process of creating a didactic material for students of the Year 7 in Czech secondary school. The thesis studies factors influencing the selection of titles and individual extracts of texts for students. It also focuses on creating tasks related to the texts. This process and its results is the outcome of the analysis of effective pedagogical documents and the number of selected readers. The aim of this thesis is to create a set of worksheets for students to help them study literature and develop their reading skills. Moreover, the worksheets should motivate students to read contemporary Czech literature for children even when out of the school. The final part of the thesis comments on each worksheet, focusing on the process of selecting individual extracts and providing possible ways of using this didactic material in lessons of literature. Key words Czech language and literature, worksheets, readers, didactic tools, contemporary Czech literature for children, teaching literature, secondary school, motivation to read