Esta dissertação explora ocorrências de leitura não convencional, deslizes cometidos por leitores ao entrar em contato com textos. Mesmo fugindo de uma abordagem moralista e classificatória, foi levada em conta a diferença entre o trabalho realizado por sujeitos que já podem ser considerados leitores competentes daquele empreendido por leitores que carecem de maior aprofundamento em sua educação. Isso posto, é preciso esclarecer que as ocorrências de deslizes foram consideradas parte do processo de construção de conhecimento (ESTEBAN, 2000, 2001; SUASSUNA, 2004), razão por que nossa tentativa de interpretar as formulações desviantes e suas causas visava romper com a lógica do fracasso e, em seu lugar, buscar uma problematização que pudesse resultar na criação de novos saberes. O corpus foi constituído por materiais de duas naturezas: a) notícias; e b) textos publicados na internet e os comentários a respeito deles publicados pelos leitores. Com base em um referencial teórico que contemplava diferentes vertentes do estudo da leitura (GREIMAS, 1979; MARCUSCHI, 1985; FREIRE, 1991; GERALDI, 1993, 1996; SOLÉ, 1998; BRANDÃO, 1998; CARDOSO, 1999; POSSENTI, 2002, 2009; SMITH, 2003; BARZOTTO, 2009; MARCUSCHI, 2009; RIOLFI, 2015), buscou-se recuperar o percurso que levou alguém a ler de modo não convencional. Algumas das fontes de leituras não convencionais que se tornaram visíveis com o aprofundamento da análise foram elementos linguísticos como incompreensão de temporalidade e conjugação verbal, dificuldade de partilhar ironia, atribuição inexata de sentidos a palavras polissêmicas e desconhecimento dos efeitos de sentido gerados por conjunções e locuções conjuntivas. Entre os elementos extratextuais, destacamos o alheamento ao conteúdo do texto, quando o leitor parece tirar conclusões com base em manchetes; o viés de confirmação, quando a pessoa só lê para confirmar o que já estava procurando, e a interferência de crenças, experiências e ideias individuais. Concluímos que, para evitar que as leituras desviantes coloquem em risco a própria elaboração intelectual, como alertou Riolfi (2015), é urgente que, na escola, tome-se a leitura como objeto prioritário. Em vista disso, cabe aos professores instruir seus alunos de modo a ressignificar a relação entre textos e leitores e, assim, redefinir os meandros da interpretação. / This investigation focuses on unconventional reading occurrences, slips committed by readers when reading texts. Even though we avoid a moralistic and classificatory approach, we took into account the difference between the work performed by individuals who may already be considered competent readers and the one performed by readers who lack a deepening in their education. The idea that these slips in reading are considered part of the knowledgebuilding process (ESTEBAN, 2000, 2001; SUASSUNA, 2004) is essential to this study. Thats the reason why our attempt to interpret the deviant formulations and their causes is intended to break with the logic the failure and, instead, seek a questioning that can result in the creation of new knowledge. The corpus consisted of two kinds of materials: a) news; and b) texts published on the Internet and comments about them posted by readers. Based on a theoretical framework which included different theories about Reading (GREIMAS, 1979; MARCUSCHI, 1985; FREIRE, 1991; GERALDI, 1996; SOLÉ, 1998; BRANDÃO, 1998; CARDOSO, 1999; POSSENTI, 2002, 2009; Smith, 2003; BARZOTTO 2009; MARCUSCHI, 2009; RIOLFI, 2015), we sought to recover the path that led a person to read as they did. Some of the causes of unconventional readings that became visible in the analysis were linguistic elements such as incomprehension of verb conjugation, difficulty to understand irony, inaccurate attribution of meanings to polysemous words and unfamiliarity with the meanings created by conjunctions. Among extra-textual elements, we highlight the aloofness regarding the content of the text, when the reader seems to draw conclusions based on headlines; the confirmation bias, when one reads only to confirm what they already thought about something, and the interference of beliefs, experiences and individual ideas. We concluded that, in order to prevent that deviant readings put intellectual development in danger, as Riolfi (2015) suggested, it is urgent that schools take reading as a priority. Therefore, teachers must instruct their students so that the relationship between texts and readers can be reframed, which will thus redefine the meanders of interpretation.

Esta dissertação explora ocorrências de leitura não convencional, deslizes cometidos por leitores ao entrar em contato com textos. Mesmo fugindo de uma abordagem moralista e classificatória, foi levada em conta a diferença entre o trabalho realizado por sujeitos que já podem ser considerados leitores competentes daquele empreendido por leitores que carecem de maior aprofundamento em sua educação. Isso posto, é preciso esclarecer que as ocorrências de deslizes foram consideradas parte do processo de construção de conhecimento (ESTEBAN, 2000, 2001; SUASSUNA, 2004), razão por que nossa tentativa de interpretar as formulações desviantes e suas causas visava romper com a lógica do fracasso e, em seu lugar, buscar uma problematização que pudesse resultar na criação de novos saberes. O corpus foi constituído por materiais de duas naturezas: a) notícias; e b) textos publicados na internet e os comentários a respeito deles publicados pelos leitores. Com base em um referencial teórico que contemplava diferentes vertentes do estudo da leitura (GREIMAS, 1979; MARCUSCHI, 1985; FREIRE, 1991; GERALDI, 1993, 1996; SOLÉ, 1998; BRANDÃO, 1998; CARDOSO, 1999; POSSENTI, 2002, 2009; SMITH, 2003; BARZOTTO, 2009; MARCUSCHI, 2009; RIOLFI, 2015), buscou-se recuperar o percurso que levou alguém a ler de modo não convencional. Algumas das fontes de leituras não convencionais que se tornaram visíveis com o aprofundamento da análise foram elementos linguísticos como incompreensão de temporalidade e conjugação verbal, dificuldade de partilhar ironia, atribuição inexata de sentidos a palavras polissêmicas e desconhecimento dos efeitos de sentido gerados por conjunções e locuções conjuntivas. Entre os elementos extratextuais, destacamos o alheamento ao conteúdo do texto, quando o leitor parece tirar conclusões com base em manchetes; o viés de confirmação, quando a pessoa só lê para confirmar o que já estava procurando, e a interferência de crenças, experiências e ideias individuais. Concluímos que, para evitar que as leituras desviantes coloquem em risco a própria elaboração intelectual, como alertou Riolfi (2015), é urgente que, na escola, tome-se a leitura como objeto prioritário. Em vista disso, cabe aos professores instruir seus alunos de modo a ressignificar a relação entre textos e leitores e, assim, redefinir os meandros da interpretação. / This investigation focuses on unconventional reading occurrences, slips committed by readers when reading texts. Even though we avoid a moralistic and classificatory approach, we took into account the difference between the work performed by individuals who may already be considered competent readers and the one performed by readers who lack a deepening in their education. The idea that these slips in reading are considered part of the knowledgebuilding process (ESTEBAN, 2000, 2001; SUASSUNA, 2004) is essential to this study. Thats the reason why our attempt to interpret the deviant formulations and their causes is intended to break with the logic the failure and, instead, seek a questioning that can result in the creation of new knowledge. The corpus consisted of two kinds of materials: a) news; and b) texts published on the Internet and comments about them posted by readers. Based on a theoretical framework which included different theories about Reading (GREIMAS, 1979; MARCUSCHI, 1985; FREIRE, 1991; GERALDI, 1996; SOLÉ, 1998; BRANDÃO, 1998; CARDOSO, 1999; POSSENTI, 2002, 2009; Smith, 2003; BARZOTTO 2009; MARCUSCHI, 2009; RIOLFI, 2015), we sought to recover the path that led a person to read as they did. Some of the causes of unconventional readings that became visible in the analysis were linguistic elements such as incomprehension of verb conjugation, difficulty to understand irony, inaccurate attribution of meanings to polysemous words and unfamiliarity with the meanings created by conjunctions. Among extra-textual elements, we highlight the aloofness regarding the content of the text, when the reader seems to draw conclusions based on headlines; the confirmation bias, when one reads only to confirm what they already thought about something, and the interference of beliefs, experiences and individual ideas. We concluded that, in order to prevent that deviant readings put intellectual development in danger, as Riolfi (2015) suggested, it is urgent that schools take reading as a priority. Therefore, teachers must instruct their students so that the relationship between texts and readers can be reframed, which will thus redefine the meanders of interpretation.

The diploma thesis is focused on the problems of children readership and its main aim is to reveal the influence of the literary work that is very popular among readers on the interpretation of concrete literary text. By the means of research it tries to detect how the work Harry Potter by J. K. Rowling and its popularity affect the perception of literary text with respect to pupils of the 6th grade in primary school and students of 1st year in secondary school. The defined aim is studied mainly through reader's perception of literary characters in the concrete literary text; the main focus is aimed at perception of character hierarchy, creation of relationships with characters and perception of the main character of the work Harry Potter. Thanks to these findings it is possible to say whether the children readers are able to perceive the concrete literary text independently on the work by J. K. Rowling and its popularity or whether they are constantly under its influence and are not able to free themselves from its dominance. According to final discoveries it is possible to approach the work within the context of literary classes and overall literary education. Summarizing the results, the research has revealed that the influence of the phenomenon called Harry Potter and its popularity is quite...

No description available.

Résumé This diploma thesis under the title Posibilities of Cognitive Lingvistic Concept Methaphor has two goals. The first is describe teachers attitudes towards methaphor in literary education. The second is show a posibilities of new concept of methaphor. There are two parts of thesis: theoretical and practical. The first part defines methapor as linguistic, literary and cognitive phenomenon. I also deal with a way how cognitive lingvistic concept of methaphor improves a process of education and how it interconnects the lessons of literature and Czech language. The second part of thesis is based on a research of results. I describe a general approaches of teachers toward methaphor during an interpretation of poetic text. I compared these approaches with an inovative education model. Finally I made a few suggestions of new approach to educational process in literary education

This dissertation is a study on the works of the Swedish author Carl Jonas Love Almqvist during the final years of his exile in America. Focusing on the monumental 1438-page unpublished manuscript 'About Swedish Rhymes', the study first presents the textual material and then discusses the text from different formal and content-based aspects essential to an understanding of Almqvist's works in exile. In the manuscripts preserved from his last years of exile, i.e. the period after 1860, Almqvist refers to 'Mr Hugo's Academy, established in the year 1838' introduced in one of the volumes of The Book of the Wild Rose (1839). In comparison with his earlier fiction about academic "cabinet meetings", this fiction of such an academy, conceived in exile, is in some ways extraordinary. A close reading of the texts reveals that the aging Almqvist, contrary to previous opinions about him, maintained strict control over the activity: the extension and division of the record, as well as its references to time and space, all indicate a complete consistency and an exact mimetic order. The consideration of 'About Swedish Rhymes' starts out from exterior qualities. The observations are first considered in relation to the author's statements on the importance of the manuscript for the literary work of art. Subsequently, the genesis of the "exile" texts is re-examined. One key question here is whether the manuscript was completed in Philadelphia, or was continued in Bremen during the final year of his life. The content of the conversations in the records of the cabinet meetings is also analyzed. Although questions of metre and versification dominate, the text also deals with a variety of widely differing subjects, including discussions about the use of language and linguistic norms. The fictitious frame that the cabinet meeting provides for the purpose of discussing metre and rhyme is also considered. Here we find various improvised verses composed at the cabinet meeting and put into the mouth of the authentic versifier H.J. Seseman. One important question is whether the cabinet-meeting discussions about the metre in these verses are intended to be a serious contribution to scholarly debate, or whether they in fact have ironic undertones. Next, the narration of the "exile" texts is discussed from the point of view provided by its own fictitious perspective, together with the author’s relation to irony, satire and parody. The concluding chapter deals with verse-making in the record of rhyming. The emphasis is laid on the analysis and characterization of the various rhymed verses collected under the title Sesemana. One essential question concerns the 'rubbishy' or 'plain' character of these poems. The present analysis indicates that questions of rubbish, textual triviality and the like must bow to the broader question of the character of the poems in a deeper sense. Seseman's poetry is considered in relation to the Songes collection. Finally the question of how rhythm manifests itself as 'free verse' in a number of these poems with more serious content is also discussed.

Made available in DSpace on 2017-07-10T18:55:26Z (GMT). No. of bitstreams: 1 Lucielen Porfirio.pdf: 522478 bytes, checksum: 120e6f485faab939a4f8ab24bf1f53d1 (MD5) Previous issue date: 2006-02-17 / Text interpretation is a complex process that depends not only on linguistics aspects, but also cognitive and extra linguistics. In order to interpret a text, any reader must, initially, be able to decode the language and formulate mental representations of the message brought by the text. In order to do so, he will need, necessarily, to make hypothesis and inferences, and activate his previous knowledge, either linguistics or extra linguistics. Besides, the reader must locate the main ideas of the text that are expressed in the lexical items and in the relation among them. In such case, it s reasonable to admit that the identification of isolated terms in a text and the analysis of its real function in it are both very important elements for the text interpretation work. Several methods might be used for working with text interpretation. Among the most common we have the answer to questions (oral or written) about the content of the text, and more recently the Information Extraction (IE). This one is a method that consists, fundamentally, on identification and extraction of relevant linguistic aspects (lexical, syntactic and conceptual semantic) used for different types of objectives, such as: summarization, categorization and text interpretation. Through the location of keywords and linguistics structures the method goal is identify and extract the most important information that together may allow the individual to understand the subject discussed there more easily. Assuming that the interactions among lexical items are one of the most important elements in text interpretation, the goal of this paper is to discuss in what way the reader could better explore this relation, in order to help him to interpret a text. For the analysis three keywords were tracked in a research corpus in the dominium of gastroenterology: intestine , cause and helicobacter pylori . Based on the lexical patterns of collocation, colligation and semantic prosody, these words were investigated, observing how the linguistic relations of each one could reveal meanings and help in interpretation process. As a result, we noticed that through the observation of the lexical patters it was possible to extract information regarding the text subject, as well as important aspects discussed in them, such as diseases, its causes, effects and treatments, even without having access to the whole texts. / A interpretação de textos é um processo complexo por natureza que depende não apenas de aspectos lingüísticos, mas também, cognitivos e extralingüísticos. Para interpretar um texto, todo leitor deve, inicialmente, ser capaz de decodificar o código desse texto e formular as representações mentais sobre o que é trazido como mensagem. Para tanto, o leitor precisará, necessariamente, levantar hipóteses, fazer inferências, e ativar seus conhecimentos prévios, tanto os lingüísticos quanto os de mundo (extralingüísticos). Além disso, o leitor deve localizar as principais idéias contidas num texto, as quais estão expressas nos itens lexicais e nas interações entre eles. Sendo assim, é razoável admitir que a identificação de termos isolados num texto e a análise das suas verdadeiras funções constituem, ambos, elementos de alta relevância para um trabalho de análise interpretativa. Vários métodos têm sido utilizados para se trabalhar a interpretação de textos. Dentre os mais comuns, citamos o exercício de respostas a perguntas (orais ou escritas) e, mais recentemente, a extração de informação. A extração de informação (EI) de textos é um método que consiste, fundamentalmente, na identificação e extração de aspectos lingüísticos relevantes (lexicais, sintáticos e semântico-conceituais), usados para diferentes tipos de finalidades, tais como: a sumarização, a categorização e a interpretação textual. A partir da localização de palavras-chaves e de estruturas lingüísticas, o objetivo do método é não só identificar, mas também extrair do texto as informações importantes que, em conjunto, possam permitir ao indivíduo compreender mais facilmente o assunto ali tratado. Assumindo que as interações entre os itens lexicais são, senão os únicos, um dos elementos mais importantes na interpretação de textos, o objetivo dessa pesquisa é discutir de que maneira essas relações poderiam ser melhor exploradas pelo leitor, para auxiliá-lo no trabalho interpretativo. Para a análise três palavras-chaves foram rastreadas num corpus de pesquisa no domínio da gastroenterologia: intestino , causa e helicobacter pylori . Com base nos padrões lexicais da colocação, coligação e prosódia semântica, as ocorrências de cada uma das palavras foram analisadas, com o intuito de verificar como as relações lingüísticas revelam sentidos e auxiliam no processo interpretativo. Como resultado, observamos que, mesmo sem acesso ao texto como um todo, a partir das ocorrências dos padrões foi possível extrair informações relativas ao assunto dos textos, bem como de aspectos importantes neles discutidos, tais como patologias, suas causas e efeitos.

Diploma thesis deals with possibilities of interpretation of landscape park type ornamented farm in Veltrusy castle area in the current context. Park is treated as an artificial place, which function changes in the course of history. The concept of space is used in the sense of meaningful place, which one can understand and be identified with. In the empirical part, we try to reveal the primary structure and characteristic motifs of the park, which are important for the interpretation of its meanings in new historical context, so as to maintain its identity and dynamics. As the text has as many interpretations as readers, so has the park as many interpretations as visitors. Park enters into an ongoing dialogue with its users, but in the changing historical context. The aim of this work is not an effort to create "one holistic" interpretation of the park, but to provide the basis for individual interpretation. In conclusion we consider the possibility to convey the structure and nature of the park to visitors and make them more responsive to the identity of the park and give them the possibility of individual interpretation.

The thesis is focused on finding the philosophical dimension of a story, with respect to stories for children. It is also concerned with the variable possibilities how to use stories in the Philosophy for Children dialogue. Using the knowledge of literally science and using the articles about the role of story in Philosophy for Children, the thesis elaborates the definition of the philosophical dimension of story. Its further attempt is to suggest general method how to seize the philosophical dimension of every possible story for the purpose of philosophical dialogue with children. The suggested method is applied on the stories The Little prince by A. Saint-Exupery and The Lion, the Witch and the Wardrobe by C.S. Lewis in the last part of the thesis.

Made available in DSpace on 2017-07-10T18:56:30Z (GMT). No. of bitstreams: 1 Leidiane.pdf: 524055 bytes, checksum: e8c7ba289bd55c50477bc6ffa0daa723 (MD5) Previous issue date: 2012-03-12 / Given the difficulty of students to interpret a text, this research aims at providing some reflections on the interpretive process in the teaching of Portuguese. Specifically, we discuss the importance of linguistic elements in text interpretation. Among the various language resources, this study addresses the elements that collaborate in the construction of meaning and in the texture in text, focusing on referencing. This process constitutes a discursive activity carried out through the construction and reconstruction of objects of discourse, carried out by individuals in a process of interaction, which means that it carries, among other factors, the interests and views of interlocutors involved in speech (KOCH; ELIAS, 2006). For a refined understanding of the corpus, considering the limits and possibilities of this research, we decided to emphasize, among the possible elements for referencing in Portuguese, the non-coreferential retrieval operations, since they are conceived as a form of manifestation of the text producer (KOCH, 2005). We assume that the approach of this language resource in the teaching of Portuguese can help students in textual interpretation, in view of its role in the process of extracting relevant information from text. Aiming at diagnosing the use of referencing strategies, we analyze answers for comprehension questions of students from the 5th grade of a public school in Cascavel (Paraná, Brazil). Firstly, we examine the students interpretation of two versions of the fable The fox and the grapes, without a previous approach of the linguistic strategy proposed. Secondly, we examine the students interpretation of two versions of the fable The wolf and the lamb, after approaching non-coreferential anaphora. We found that, by using this kind of anaphora in their responses, students evinced their choices for highlighting features or characteristics of the referent, and thus evaluate it according to their beliefs and views. We found that students used strategies to reconstruct the referent, demonstrating comprehension of the texts read. We conclude that such linguistic mechanism is much more than just a retrieval resource, but it constitutes a mark and evidence of a strategy used in producing the utterance, which portrays the recategorization of objects of discourse. This process has relevant argumentative value, since the selection of certain types of non-coreferential anaphora is based on a number of discursive factors and reflects the speaker s communicative purposes. For this study, the main theoretical frameworks come from Kleiman (2009), Koch (2004, 2005, 2006, 2008, 2009), Koch and Elias (2006), Mondada and Dubois (2003), and others. / Tendo em vista a dificuldade que os alunos sentem ao interpretar um texto, a presente pesquisa tem por objetivo refletir acerca do processo interpretativo no ensino de Língua Portuguesa. Mais especificamente, discutimos sobre o valor que elementos linguísticos exercem no instante da interpretação textual. Dentre os vários recursos linguísticos existentes, este trabalho aborda elementos que colaboram na construção dos significados e na tessitura do texto, focalizando, então, o processo de referenciação. Tal processo configura uma atividade discursiva, que ocorre por meio da construção e reconstrução de objetos de discurso, realizada por sujeitos num processo de interação, o que significa dizer que carrega, dentre outros fatores, os interesses e os pontos de vista dos interlocutores envolvidos no discurso (KOCH; ELIAS, 2006). A fim de promover, considerando os limites e as possibilidades desta investigação, uma compreensão mais precisa do corpus, dentre os elementos referenciais possíveis na língua portuguesa, optamos por focalizar as retomadas não correferenciais, tendo em vista serem concebidas como uma forma de manifestação do produtor do texto (KOCH, 2005). Partimos da hipótese de que a abordagem desse recurso linguístico no ensino de Língua Portuguesa pode auxiliar o aluno na interpretação textual, tendo em vista o seu papel no processo de extração de informações relevantes do texto. Para efeito de sondagem, tomamos como corpus de análise respostas interpretativas produzidas por alunos do 6º ano de uma escola pública de Cascavel-PR. Em um primeiro momento, verificamos como esses alunos interpretaram duas versões da fábula A raposa e as uvas, sem ter sido antes trabalhada a estratégia linguística proposta. Em um segundo momento, observamos como interpretaram duas versões da fábula O lobo e o cordeiro, após estudo das anáforas não correferenciais. Constatamos que, ao usar tais anáforas em suas respostas, os alunos deixaram transparecer suas escolhas com a finalidade de destacar traços ou características do referente e, assim, avaliá-lo, segundo suas crenças e seus pontos de vista. Nessa direção, observamos que os alunos realizaram estratégias de reconstrução do referente, demonstrando compreensão dos textos lidos. Concluímos, então, que tal mecanismo linguístico é muito mais do que simples um recurso de retomada, mas é marca e evidência de estratégia do sujeito na produção do enunciado, que vem retratar a recategorização de objetos de discurso. Tal processo é revestido de valor argumentativo relevante, pois a seleção de certas anáforas não correferenciais é feita a partir de uma série de fatores discursivos e mediante as finalidades comunicativas do falante. Para o desenvolvimento deste estudo, os principais referenciais teóricos adotados são Kleiman (2009), Koch (2004, 2005, 2006, 2008, 2009), Koch e Elias (2006), Mondada e Dubois (2003), dentre outros autores.