This dissertation explores the impact of the permanent chautauqua movement in American culture, especially in the period from 1874 to 1935. It argues that chautauquas served as sites for the production of middle-class culture and the renegotiation of relationships among class, gender, race, and religion. Permanent chautauquas were popular vacation resorts throughout the United States, beginning with the founding of the Chautauqua Sunday School Assembly in upstate New York and increasing in number to about two hundred in 1900. They were associations of cottages offering community programs that were educational, religious, and entertaining. This dissertation examines the programs that the chautauquas planned, arguing that they espoused a burgeoning form of culture, one that supported a perceived morality and middle-class values like dedication to family, temperance, education, patriotism, piety, and fighting against temptation to sin. Particular emphasis is placed on how performance at permanent chautauquas led to new expectations of gender, class, race, and religion. Women had opportunities for leadership, were able to blur lines between public and private spheres, and could act out different expectations of their gender while on the grounds. While most chautauquans were middle class, attending a chautauqua meant that one's class was not important and all could enjoy a middle-class vacation. While the line between whites and non-whites remained stable, non-whites were granted performance opportunities at chautauquas that they might not have had; other non-whites participated as members of the work force that allowed white chautauquans the leisure they expected. Because chautauquas were Protestant communities, religion underlaid all activities on the grounds, redefining expectations of how religion and entertainment could be combined. Taken together, these renegotiations of identity at chautauquas impacted a broader American culture. This dissertation examines the performances at chautauqua, in particular the Chautauqua Literary and Scientific Circle and their Recognition Day graduation ceremony; historical pageantry; professional performers who visited as part of the circuit chautauquas; and early film exhibition. It places them in a broader American performance context and argues that permanent chautauquas played a role in their development and popularity. It draws upon archival records from the chautauquas to outline the kinds of programming presented. Additionally, the research is supported by anecdotal evidence from a series of oral history interviews conducted with individuals who recall their childhoods at permanent chautauquas.

The aim of this Bachelor thesis and Minor Field Study is, from the perspective of the Vietnamese children at The General Science Library in Ho Chi Minh City, to obtain a deeper understanding of the ways in which the reading environment of The Children's Room supports children's interest in reading and their reading experience. It is assumed that reading is a dynamic and social activity made possible by internal and external conditions. In this context limited freedom of expression is one of the external conditions that is taken into consideration. In order to obtain understanding of Vietnamese children's experiences of reading, I used Aidan Chambers' model of The Reading Circle as a theoretical framework. The methods used in this study were semi-structured interviews with Vietnamese young people at the library, four girls and five boys, aged between 10 and 15 years. The children in this study describe two types of reading experiences: 1) reading that gives feelings of excitement and joy, and makes them want to reread a book, talk about it with others, think of it, remember and analyse it. And 2) reading they describe as developing, either spiritually or intellectually, a form of reading for improvement. Four reading environments are identified that both enable and obstruct reading experiences, their homes, school, library and the bookstore. Primarily, The Children's Room enables reading.

Partindo dos pressupostos de que os alunos, desde as séries iniciais da escolaridade, têm papel ativo no próprio aprendizado, sendo capazes de elaborar concepções, lidar com hipóteses e adotar uma postura investigativa frente aos objetos de estudo, e de que a escola é a instituição responsável por inseri-los amplamente no mundo letrado, formando usuários competentes da língua escrita nas diversas situações comunicativas, o objetivo da presente pesquisa é investigar o potencial pedagógico de uma atividade de leitura literária: a roda de leitura. Com base no referencial socioconstrutivista, em especial nos estudos de Jean Piaget, Emilia Ferreiro, Lev Vygostky e Mikhail Bakhtin e, ainda, nos de Wanderley Geraldi, Délia Lerner, Regina Zilberman e Teresa Colomer sobre didática do ensino da língua ou da leitura literária na escola, o trabalho visa contribuir para revisão das práticas de ensino da leitura e da literatura no início da escolaridade. Concebendo a leitura literária como uma prática de fruição estética e um meio plural de acesso à cultura, a investigação apoia-se em três eixos de abordagem: a análise do vínculo de 28 alunos entre 7 e 8 anos de idade com as rodas diárias de leitura e com as histórias nelas apresentadas e o mapeamento das reflexões temáticas e linguísticas que eles foram capazes de tecer a partir de diferentes textos literários. Para tanto, organizaram-se duas situações de coleta de dados: uma roda de leitura de um conto e uma de uma crônica, ambas seguidas de questionários. Os dados coletados a partir das respostas aos questionários e também dos registros em diário de campo durante as leituras permitiram verificar que as crianças se vinculam tanto às rodas diárias de leitura como às histórias, por meio de mecanismos sociais, afetivos e cognitivos. No que tange às reflexões linguísticas e temáticas, os dados confirmaram diversas possibilidades de elaboração pessoal independentemente da competência para ler e escrever, o que comprova o potencial da roda de leitura para a formação de leitores críticos e autônomos. Além disso, ao evidenciar o caráter complexo e heterogêneo dos processos de aprendizagem da leitura, os resultados apontam a importância da organização de atividades que, respeitando as singularidades, promovam a aprendizagem para todos, favorecendo a formação de hábitos de leitura e despertando o gosto pela literatura. / Assuming that students, since the early grades of education, have an active role in their own apprenticeship, being capable of elaborating conceptions, dealing with hypothesis and adopting an investigative attitude towards the objects of study, and that school is the institution responsible for amply introducing them in the literate world, forming competent users of the written language in the various communicative situations, the goal of this research is to investigate the pedagogical potential of an activity of literary reading: the reading circle. Based on the socioconstructivist reference, especially the studies of Jean Piaget, Emilia Ferreiro, Lev Vygostky and Mikhail Bakhtin and, furthermore, those of Wanderley Geraldi, Délia Lerner, Regina Zilberman and Teresa Colomer on didactic of language teaching or literary reading in school, the work aims to contribute to the revising of reading and literature teaching practices in the beginning of education. Conceiving literary reading as an aesthetic fruition practice and a plural medium of culture access, the investigation relies on three pillars of approach: the analysis of the bond of 28 students between the ages of 7 and 8 with the daily reading circles and with the stories then presented and the mapping of thematic and linguistic reflections they were able of composing from distinct literary texts. Therefore, two data collection situations were organized: a reading circle of a tale and another one of a chronicle, both followed by questionnaires. The data collected from the answers to the questionnaires and from the entries made in the field journal during the readings allowed to verify that the children bond with the daily reading circles and with the stories through social, affective and cognitive mechanisms. Regarding the linguistic and thematic reflections, the data confirmed various possibilities of personal elaboration independently of the competence to read and write, which proves the potential of the reading circle to the formation of critical and autonomous readers. Moreover, in evidencing the complex and heterogeneous character of the learning processes of reading, the results point to the importance of organizing activities which, respecting the singularities, promote learning for all, favoring the formation of reading habits and awakening the liking for literature.

Partindo dos pressupostos de que os alunos, desde as séries iniciais da escolaridade, têm papel ativo no próprio aprendizado, sendo capazes de elaborar concepções, lidar com hipóteses e adotar uma postura investigativa frente aos objetos de estudo, e de que a escola é a instituição responsável por inseri-los amplamente no mundo letrado, formando usuários competentes da língua escrita nas diversas situações comunicativas, o objetivo da presente pesquisa é investigar o potencial pedagógico de uma atividade de leitura literária: a roda de leitura. Com base no referencial socioconstrutivista, em especial nos estudos de Jean Piaget, Emilia Ferreiro, Lev Vygostky e Mikhail Bakhtin e, ainda, nos de Wanderley Geraldi, Délia Lerner, Regina Zilberman e Teresa Colomer sobre didática do ensino da língua ou da leitura literária na escola, o trabalho visa contribuir para revisão das práticas de ensino da leitura e da literatura no início da escolaridade. Concebendo a leitura literária como uma prática de fruição estética e um meio plural de acesso à cultura, a investigação apoia-se em três eixos de abordagem: a análise do vínculo de 28 alunos entre 7 e 8 anos de idade com as rodas diárias de leitura e com as histórias nelas apresentadas e o mapeamento das reflexões temáticas e linguísticas que eles foram capazes de tecer a partir de diferentes textos literários. Para tanto, organizaram-se duas situações de coleta de dados: uma roda de leitura de um conto e uma de uma crônica, ambas seguidas de questionários. Os dados coletados a partir das respostas aos questionários e também dos registros em diário de campo durante as leituras permitiram verificar que as crianças se vinculam tanto às rodas diárias de leitura como às histórias, por meio de mecanismos sociais, afetivos e cognitivos. No que tange às reflexões linguísticas e temáticas, os dados confirmaram diversas possibilidades de elaboração pessoal independentemente da competência para ler e escrever, o que comprova o potencial da roda de leitura para a formação de leitores críticos e autônomos. Além disso, ao evidenciar o caráter complexo e heterogêneo dos processos de aprendizagem da leitura, os resultados apontam a importância da organização de atividades que, respeitando as singularidades, promovam a aprendizagem para todos, favorecendo a formação de hábitos de leitura e despertando o gosto pela literatura. / Assuming that students, since the early grades of education, have an active role in their own apprenticeship, being capable of elaborating conceptions, dealing with hypothesis and adopting an investigative attitude towards the objects of study, and that school is the institution responsible for amply introducing them in the literate world, forming competent users of the written language in the various communicative situations, the goal of this research is to investigate the pedagogical potential of an activity of literary reading: the reading circle. Based on the socioconstructivist reference, especially the studies of Jean Piaget, Emilia Ferreiro, Lev Vygostky and Mikhail Bakhtin and, furthermore, those of Wanderley Geraldi, Délia Lerner, Regina Zilberman and Teresa Colomer on didactic of language teaching or literary reading in school, the work aims to contribute to the revising of reading and literature teaching practices in the beginning of education. Conceiving literary reading as an aesthetic fruition practice and a plural medium of culture access, the investigation relies on three pillars of approach: the analysis of the bond of 28 students between the ages of 7 and 8 with the daily reading circles and with the stories then presented and the mapping of thematic and linguistic reflections they were able of composing from distinct literary texts. Therefore, two data collection situations were organized: a reading circle of a tale and another one of a chronicle, both followed by questionnaires. The data collected from the answers to the questionnaires and from the entries made in the field journal during the readings allowed to verify that the children bond with the daily reading circles and with the stories through social, affective and cognitive mechanisms. Regarding the linguistic and thematic reflections, the data confirmed various possibilities of personal elaboration independently of the competence to read and write, which proves the potential of the reading circle to the formation of critical and autonomous readers. Moreover, in evidencing the complex and heterogeneous character of the learning processes of reading, the results point to the importance of organizing activities which, respecting the singularities, promote learning for all, favoring the formation of reading habits and awakening the liking for literature.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-04-11T15:07:30Z No. of bitstreams: 1 arquivototal.pdf: 734907 bytes, checksum: 9a02306b1d64eb368f862a7836586d09 (MD5) / Made available in DSpace on 2017-04-11T15:07:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 734907 bytes, checksum: 9a02306b1d64eb368f862a7836586d09 (MD5) Previous issue date: 2016-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work has as main objective to encourage the liking for reading in students of the 9th grade of elementary school in a public school. Believing how powerful the reading can be to transform the youths and their lives, we aim to expand the reading repertoire of these students, making them gain the habit of reading, which can last for a whole lifetime. This proposal to work with reading aims to encourage the habit of reading and also guide the learners about the work to be read, training them to be 'readers students', working on the peculiarities of the literary text, among other specific objectives. Thus, we attempt awaken the critical ability to read texts, conscious how literature acts as an agent that broadens the worldwild view and humanizes the individual, as well as being a right guaranteed to everyone. To develop our research, we resort Solé (1998), about the reading and reading strategies; to the National Curricular Parameters (1998), one of the official teaching documents, about what is expected of literature teaching. About what concerns to the formation of the reader, we resort to Bordini and Aguiar (1993). As for what specifically refers to literature, as well as reading the literary text, we resort to Jouve (2012). To reflect on the teaching of literature and textbooks, we refer to Pinheiro (2006). We still refer to Colomer (2007), concerning the importance of sharing reading. We also take the studies of Cosson (2012, 2014) to reflect on literary literacy and elaborate the proposal of formation of the reading circle. With this work, we expect to present an orientation for other educators to consider these aspects and act looking for the formation of new readers. / O presente trabalho tem como objetivo principal pesquisar sobre os tipos de texto lidos, espontaneamente, fora da escola, por alunos do 9° ano do ensino fundamental de uma escola pública, e incentivar neles o gosto pela leitura, através de uma proposta de formação do círculo de leitura, que considera a leitura compartilhada uma importante ferramenta na formação de novos leitores. Por acreditar no poder de transformação da leitura na vida de jovens, visamos à ampliação do repertório de leitura desses estudantes, fazendo-os obter o hábito da leitura, que pode durar por toda a vida. Esta proposta de trabalhar com a leitura visa a incentivar o hábito de ler e também orientar os educandos sobre a obra a ser lida, formar alunos leitores, trabalhar as peculiaridades do texto literário, dentre outros objetivos específicos. Com isso, buscamos despertar a capacidade crítica de ler textos, conscientes de que a literatura atua como um agente que amplia a visão de mundo e humaniza o indivíduo, além de ser um direito à qual todos têm. Para desenvolver nossa pesquisa, recorremos a Solé (1998), sobre a leitura e as estratégias de leitura; aos Parâmetros Curriculares Nacionais (1998), um dos documentos oficiais de ensino, acerca do que se espera do ensino de literatura. No que diz respeito à formação do leitor, recorremos a Bordini e Aguiar (1993). Quanto ao que se refere especificamente à literatura, bem como à leitura do texto literário, recorremos a Jouve (2012). Para refletir a respeito do ensino de literatura e dos manuais didáticos, recorremos a Pinheiro (2006). Ainda recorremos a Colomer (2007), no que se refere à importância de compartilhar a leitura. Tomaremos, ainda, os estudos de Cosson (2012, 2014), para refletir sobre o letramento literário e elaborar a proposta de formação do círculo de leitura. A metodologia usada foi a criação de um círculo de leitura, com a leitura de textos de diversos gêneros textuais, e discussões acerca da obra lida. Buscamos, com este estudo, apresentar um norte para que outros educadores reflitam e ajam na busca da formação de novos leitores.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

The purpose of this work is to investigate and shed light on how children’s literature is used in the after – school center, if there are any conversations with children’s literature as a starting point and if children’s literature and conversation from the books are used as tools to let students process issues concerning themselves, their lives and their thoughts. The servey was conducted in the form of a web-based questionnaire and the questionnaire responses were then analyzed from three different theoretical perspectives: a socio-cultural perspective, an environmental psychological perspective and Aidan Chamber’s model The Reading Circle. From the point of view of the socio-cultural perspective, communication and language are in focus and the interplay between the common thinking and the individual’s thinking is a prerequisite for development and learning. This perspective is set in relation to how conversation about read books can become tools for students’ development. The environmental psychological perspective in this work is about how noise affects students’ concentration and analytical ability, how the design of the room affects students’ views of both themselves and what the room should be used for and that the environment is also a matter of social impact. The reading circle offers a holistic perspective on the reading process, which is about choosing a book, reading the book, being able to reflect on and react to the book’s content, and then want to start over with the next book. Conclusions drawn from this study are that children’s literature is used in leisure centers to varying degrees, that the physical environment in the form of, for example, limited opportunities for quiet places affects the extent of student’s individual reading, and that books discussions and structured reflections based on children’s literature occur to a very limited extent. / Syftet med detta arbete är att undersöka och belysa hur barnlitteratur används i fritidshemmet, om det förekommer några samtal med barnlitteraturen som utgångspunkt och om barnlitteratur och samtal utifrån böckerna används som verktyg för att låta eleverna bearbeta frågor som berör dem själva, deras liv och deras tankar. Undersökningen har genomförts i form av en webbaserad enkät och enkätsvaren har sedan analyserats utifrån tre olika teoretiska perspektiv: ett sociokulturellt perspektiv, ett miljöpsykologiskt perspektiv samt Aidan Chambers modell Läsandets cirkel. I det sociokulturella perspektivets utgångspunkt står kommunikation och språk i fokus och samspelet mellan det gemensamma tänkandet och den enskildes tänkande är en förutsättning för utveckling och lärande. Detta perspektiv sätts i relation till hur samtal omkring lästa böcker kan bli verktyg för elevernas utveckling. Det miljöpsykologiska perspektivet i detta arbete handlar om hur buller påverkar elevers koncentration och analysförmåga, hur rummets utformning påverkar elevernas syn på både sig själva och på vad rummet ska användas till samt att miljö även är en fråga om social påverkan. Läsandets cirkel erbjuder ett helhetsperspektiv på läsprocessen som handlar om att välja bok, att läsa boken, att få reflektera över och reagera på bokens innehåll, för att sedan vilja börja om med nästa bok. Slutsatser som dragits av denna undersökning är att barnlitteratur används i fritidshemmen i varierande grad, att den fysiska miljön i form av till exempel begränsade möjligheter till lugna platser påverkar omfattningen av elevers enskilda läsning, samt att boksamtal och strukturerade reflektionstillfällen utifrån barnlitteraturen förekommer i mycket begränsad omfattning.