Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T19:39:35Z No. of bitstreams: 1 AnaRaquelSeverianoSilva_DISSERT.pdf: 5462038 bytes, checksum: 66d06d3d2c95767b67d0118c6675cd8c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-14T19:34:48Z (GMT) No. of bitstreams: 1 AnaRaquelSeverianoSilva_DISSERT.pdf: 5462038 bytes, checksum: 66d06d3d2c95767b67d0118c6675cd8c (MD5) / Made available in DSpace on 2017-02-14T19:34:48Z (GMT). No. of bitstreams: 1 AnaRaquelSeverianoSilva_DISSERT.pdf: 5462038 bytes, checksum: 66d06d3d2c95767b67d0118c6675cd8c (MD5) Previous issue date: 2016-07-27 / A disserta??o aborda a tem?tica ?forma??o do leitor liter?rio no contexto escolar?. Elege como objeto de estudo a presen?a do texto liter?rio no livro did?tico, com o objetivo de descrever aspectos da escolariza??o do texto liter?rio no livro did?tico de l?ngua portuguesa do 1? ano do Ensino Fundamental. Utilizamos Tomamos como corpus cole??es aprovadas pelo Programa Nacional do Livro Did?tico (PNLD 2016) para o 1? ano do Ensino Fundamental, adotadas para o tri?nio de 2016/2017/2018. Especificamente, objetivamos: a) identificar a incid?ncia de textos liter?rios; b) identificar os g?neros e autores mais contemplados; c) descrever os objetivos e as estrat?gias de leitura que fundamentam as atividades com textos liter?rios. A pesquisa ? de natureza bibliogr?fica do tipo descritiva, fundamentando-se na An?lise de Conte?do (BARDIN, 2011) no tratamento de dados quantitativos e qualitativos. Para compreens?o do texto liter?rio recorremos a Compagnon (2003), Culler (1999), Colomer (2003),Cascudo(1984) e Manila (2006). Discutimos o processo de escolariza??o do texto liter?rio e o conceito de livro did?tico a partir dos estudos de Soares (2001) e Batista (2009). Recorremos ? Metodologia da Leitura por Andaimes atrav?s das proposi??es de Graves e Graves (1995), as contribui??es de Iser (1999) na Est?tica da Recep??o, bem como de Sol? (1998) em suas pesquisas sobre as estrat?gias de leitura. Os resultados dessa pesquisa revelam avan?os e lacunas no processo de escolariza??o do texto liter?rio no livro did?tico, evidenciando a necessidade de amplia??o do ensino das estrat?gias de compreens?o leitora, fundamentais para a media??o docente na forma??o do leitor. / The dissertation approaches the subject "formation of the literary reader in the school context". It chooses as study object the presence of the literary text in the textbook, in order to describe the schooling aspects of the literary text in the Portuguese textbook for the 1st year of primary school. We used the collections approved by the National Textbook Program (PNLD 2016) for the 1st year of primary school, adopted for the triennium of 2016/2017/2018. Specifically, we aimed to: a) identify the incidence of literary texts; b) identify the genres and most included authors; c) describe the objectives and reading strategies that underlie the activities directed to the literary texts. The research is qualitative of descriptive type, taking as basis the method of Content Analysis (BARDIN, 2011) in the treatment of quantitative and qualitative data. To the understanding of the literary text we used Compagnon (2003), Culler (1999), Colomer (2003), Cascudo (1984) and Manila (2006). We discussed the literary text educational process and the concept of textbook from Soares (2001) and Batista (2009) studies. We used the Methodology of Scaffolding Reading through the propositions of Graves and Graves (1995), the contributions of Iser (1999) in the Aesthetics of Reception, and of Sol? (1998) in her research on reading strategies. The results of this survey reveal progress and gaps in the educational process presence of literary texts in the textbook, showing the need to expand the teaching of reading comprehension strategies, fundamental to the teaching mediation in the formation of the reader.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-31T22:16:14Z No. of bitstreams: 1 MariaAparecidaDeAlmeidaRego_DISSERT.pdf: 27400484 bytes, checksum: aeafb8d06032bb3fafd9b8ab8c2453c1 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-08T20:31:32Z (GMT) No. of bitstreams: 1 MariaAparecidaDeAlmeidaRego_DISSERT.pdf: 27400484 bytes, checksum: aeafb8d06032bb3fafd9b8ab8c2453c1 (MD5) / Made available in DSpace on 2016-04-08T20:31:32Z (GMT). No. of bitstreams: 1 MariaAparecidaDeAlmeidaRego_DISSERT.pdf: 27400484 bytes, checksum: aeafb8d06032bb3fafd9b8ab8c2453c1 (MD5) Previous issue date: 2015-03-31 / O objetivo desta pesquisa ? apresentar uma leitura do romance Macau (1934), do escritor Aur?lio Pinheiro, situado no contexto da literatura brasileira, produzida na d?cada de 30 do s?culo passado e analisar as configura??es da linguagem que revelam conflitos individuais e sociais relacionados ?s tens?es decorrentes dos processos de moderniza??o de uma cidade do interior do Rio Grande do Norte, tendo em vista a aplicabilidade desses conhecimentos no contexto educacional. As discuss?es acerca do ensino de literatura levaram a uma experi?ncia de est?gio no Ensino Superior, tendo como leitura liter?ria norteadora esse romance. Nesse sentido, esta pesquisa, de car?ter bibliogr?fico, anal?tico e emp?rico, encontra-se nas discuss?es entre literatura e ensino que nos permitem, al?m de uma leitura cr?tica acerca do romance Macau, um olhar tanto na Educa??o B?sica quanto na forma??o de professores, o que justifica a vincula??o desta disserta??o ? linha de pesquisa ?Leitura do texto liter?rio e ensino?. Os objetivos foram atendidos a partir de leituras do texto liter?rio, breve estudo sobre o autor, an?lise das tens?es expressas pela linguagem, defesa da literatura como um direito universal, revis?o panor?mica de pesquisas relacionadas ao ensino de literatura, leitura de documentos oficiais que regulamentam a educa??o brasileira, discuss?o sobre forma??o de professores, est?gio no Ensino Superior com aplica??o de uma sequ?ncia did?tica, recep??o do referido romance por professores em forma??o voltada para a aplicabilidade na Educa??o B?sica. Para isso, a pesquisa teve como orienta??o te?rica, prioritariamente, os estudos de Antonio Candido (1976; 1995), Lu?s Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009) e Rildo Cosson (2009). / The objective of this research is to present a reading of the novel Macau (1934), authoring of Aur?lio Pinheiro, situated in the context of Brazilian literature produced in the 30s of the last century and analyze the settings of language that reveal individual and social conflicts related to tensions arising of the modernization of a city in the interior of Rio Grande do Norte, in view of the applicability of this knowledge in the educational context. The discussions on the teaching of literature led to an internship experience in the higher education, with the guiding literary reading of the novel Macau. In this sense, this research, bibliographic, analytical and empirical, is in discussions between literature and education that allow us, in addition to a critical reading about Macau romance, a look both in basic education and in teacher training, which justifies linking this thesis in the research line ?Reading of the literary text and teaching?. The objectives were met from literary readings of the text, brief study of the author, analysis of the tensions expressed by language, literature defense as a universal right, panoramic review of research on the teaching of literature, reading official documents governing the Brazilian education, discussion of teacher training, training in higher education with application of a didactic sequence, receipt of that novel by teachers in training directed to the applicability in basic education. For this, the research was the theoretical framework primarily the studies of Antonio Candido (1976; 1995), Lu?s Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009), and Rildo Cosson (2009).

Submitted by Verena Bastos (verena@uefs.br) on 2015-10-05T13:06:05Z No. of bitstreams: 1 Disserta??o P?s-defesa cd.pdf: 2539613 bytes, checksum: 1ceec6c5da8c0219ecbc3727e60ea542 (MD5) / Made available in DSpace on 2015-10-05T13:06:05Z (GMT). No. of bitstreams: 1 Disserta??o P?s-defesa cd.pdf: 2539613 bytes, checksum: 1ceec6c5da8c0219ecbc3727e60ea542 (MD5) Previous issue date: 2013-03-15 / The proposed work aims to reflect on the reliability of literary texts as they occur in certain Portuguese Language Textbook. Thus, our corpus is constituted of twelve literary texts transcribed in Portuguese language textbooks, adopted in schools of elementary and middle. We analyze specifically the authenticity of such texts, following the theoretical and methodological assumptions of Textual Criticism, science whose essential character is the preservation of written culture. Our investigation was based on the corpus is eminently comparative analysis of texts in comparison with the published texts by writers. We focus on observing the structural and / or lexicogrammatical and therefore semantic speech transcription of these texts. Allied to these issues, we will discuss about the inclusion of literature in the school curriculum, discussing the process of didactization the literary text and the consequences resulting from this act. Data analysis revealed the existence of many differences between literary texts published in its sphere of origin and the texts inserted in textbooks. We note that the texts were violated in order to fulfill the purposes of didactization, disregarding not only the author of the literary text but also the reader in training. / O trabalho proposto busca refletir sobre a confiabilidade de textos liter?rios tal como se apresentam em determinados Livros Did?ticos de L?ngua Portuguesa. Desta forma, o nosso corpus se constitui de doze textos liter?rios transcritos em livros did?ticos de l?ngua portuguesa, adotados em escolas de n?vel fundamental e m?dio. Analisamos, especificamente, a autenticidade de tais textos, seguindo os pressupostos te?rico-metodol?gicos da Cr?tica Textual, ci?ncia cujo car?ter essencial ? a preserva??o da cultura escrita. Nossa investiga??o do corpus se pautou em uma an?lise eminentemente comparativa dos textos em cotejo com os textos publicados pelos escritores. Concentramo-nos em observar os aspectos estruturais e/ou l?xico-gramaticais e, por conseguinte, sem?nticos do discurso na transcri??o dos referidos textos. Aliada a essas quest?es, debateremos sobre a inser??o da literatura ao curr?culo escolar, discutindo sobre o processo da didatiza??o do texto liter?rio e as consequ?ncias advindas deste ato. A an?lise dos dados revelou a exist?ncia de muitas diverg?ncias entre os textos liter?rios publicados em sua esfera de origem e os textos inseridos nos livros did?ticos. Observamos que os textos foram transgredidos de forma a atender aos prop?sitos da didatiza??o, desconsiderando n?o somente o autor do texto liter?rio como tamb?m o leitor em forma??o.