Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-04-27T18:01:49Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Simone Bueno.pdf: 1195113 bytes, checksum: 3695f41a285e5ce80b622569c8b558f2 (MD5) / Made available in DSpace on 2018-04-27T18:01:49Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Simone Bueno.pdf: 1195113 bytes, checksum: 3695f41a285e5ce80b622569c8b558f2 (MD5) Previous issue date: 2018-04-04 / Esta dissertação tem como objetivo principal analisar os documentos que dão suporte ao trabalho na Sala de Apoio à Aprendizagem (Programa SUED/SEED/PR), procurando observar qual concepção de alfabetização está presente nesses textos. Os documentos analisados são os seguintes: a) Resolução nº 1690/2011 GS/SEED; b) Instrução nº 05/2017 SUED/SEED; c) Ficha de encaminhamento. Também verificamos se há, e quais são, os direcionamentos apontados para superação de dificuldades de aprendizagem em língua materna e fazemos um levantamento da legislação das SAA (2004 a 2017) observando em que sentido as mudanças nesses documentos significam avanços ou retrocessos. Como referencial teórico para discutir a temática da alfabetização e, principalmente, a noção de sistema de escrita alfabética (SEA) nos baseamos em Cagliari (2008), Ferreiro (2011, 2012), Morais (2012) e Soares (2016). Para discussão sobre letramento, em Kleiman (2007). A metodologia de pesquisa utilizada foi a da pesquisa bibliográfica e documental dentro da perspectiva qualitativa (LÜDKE; ANDRÉ, 2015). Os dados analisados demonstraram que a ficha de encaminhamento aponta para uma concepção de alfabetização baseada no SEA como forma de compreender a natureza das defasagens na alfabetização dos alunos das SAA. Entre os direcionamentos para superação de dificuldades identificamos referência à ampliação do tempo de permanência na escola (PARANÁ, 2011) e a atribuição de uma sobrecarga de responsabilidades aos profissionais que atuam nas SAA (PARANÁ, 2017). A comparação entre os documentos das SAA, que vigoraram entre os anos de 2004 e 2017, revelou uma descontinuidade das disposições (no que diz respeito aos anos atendidos, número de alunos, escolha das escolas), o que consideramos fragilizar o trabalho que acaba não tendo uma continuidade. / This dissertation aims to analyze the documents that support the work in the Learning Support Room (SUED / SEED / PR Program), trying to observe which conception of literacy is present in these texts. The documents analyzed are as follows: a) Resolution nº 1690/2011 GS/SEED; b) Instruction nº 05/2017 SUED/SEED; c) Referral card. We also check the direction of overcoming learning difficulties in the native language and have surveyed Learning Support Room legislation (2004 to 2017), noting in what sense the changes in these documents mean advances or regression. As a theoretical reference to discuss the theme of literacy and, especially, the notion of alphabetic writing system we based on Cagliari (2008), Ferreiro (2011, 2012), Morais (2012) and Soares (2016). For discussion on literacy, on Kleiman (2007). The research methodology used was the bibliographical and documentary research within the qualitative perspective (LÜDKE; ANDRÉ, 2015). The data analyzed showed that the referral form points to alphabetic writing system based conception of literacy as a way to understand the nature of the lags in the literacy of Learning Support Room students. Among the guidelines for overcoming difficulties we identified reference to the length of stay in school (PARANÁ, 2011) and the assignment of overload of responsibilities to the professionals who work in the Learning Support Room (PARANÁ, 2017). The comparison between the Learning Support Room documents, which ran between 2004 and 2017, revealed a discontinuity of the provisions (in terms of the number of years attended, number of students, choice of schools), which we consider to weaken the work, which ends up not having a continuity.

Cette thèse s’inscrit dans les domaines de l’acquisition et de la didactique des langues étrangères. Sa nature est quantitative et descriptive. Elle porte sur les stratégies d’apprentissage des sinogrammes par des étudiants francophones dans un environnement instructif. L'objectif, dans un premier temps, est de connaître les stratégies spécifiques employées par les étudiants francophones pour apprendre les sinogrammes et de savoir si les stratégies employées dépendent du niveau de connaissance de la langue, du sexe, de l’âge et du style d'apprentissage.Le questionnaire, nommé SILCC (Strategy Inventory of Learning Chinese Character), que nous avons conçu dans cette étude a pour but d'observer les stratégies utilisées, puis les données sont analysées à l'aide de méthodes statistiques inférentielles. Le deuxième objectif est d’appliquer les résultats à la didactique du chinois langue étrangère. En fonction des résultats obtenus, des modèles de formation aux stratégies d’apprentissage et leur intégration dans les matériaux pédagogiques sont ensuite proposés. / This thesis is in the field of acquisition and teaching foreign language. It covers learning strategies of Chinese characters by French students in an instructional environment. The nature of this study is quantitative and descriptive. The first objective is to know which strategies are used by French students to learn Chinese characters and how those strategies are correlated with the student’s Chinese level, the student’s gender, the age and the learning style. A questionnaire, called SILCC (Strategy Inventory of Learning Chinese Character), has been designed in this study to analyze those strategies. The output data are analyzed using inferential statistical methods. The second objective is to apply the results for teaching activities and to propose a model of training strategies that can be used in academic materials.

Der Artikel beschäftigt sich mit der Frage, inwiefern Theater und Drama als Schrift begriffen werden können. Dabei wird auf den Schriftbegriff Bezug genommen, der in der Diskussion um die "Kulturtechnik Schrift/Schreiben" propagiert wurde.

Anhand eines der erfolgreichsten Theaterstücke der Saison 2007/2008 untersucht der Beitrag die Repräsentation und Rolle von Schrift und Schreiben in Ulrich Hubs für Kinder verfassten "An der Arche um acht".

Wie werden Schrift und Schreiben in einem der erfolgreichsten Theatertstücke der Theatersaison 2007/2008 repräsentiert? Welche Rolle und Bedeutung wird Ihnen von der Autorin zugewiesen? Der Beitrag verweist darauf, wie verschiedene Schriftarten und Schreibweisen den dramatischen Konflikts gestalten und die Figuren konstituieren.

博士（学術） / 115p / 一橋大学

Anhand eines der erfolgreichsten Theaterstücke der Saison 2007/2008 untersucht der Beitrag die Repräsentation und Rolle von Schrift und Schreiben in Ulrich Hubs für Kinder verfassten "An der Arche um acht".

Wie werden Schrift und Schreiben in einem der erfolgreichsten Theatertstücke der Theatersaison 2007/2008 repräsentiert? Welche Rolle und Bedeutung wird Ihnen von der Autorin zugewiesen? Der Beitrag verweist darauf, wie verschiedene Schriftarten und Schreibweisen den dramatischen Konflikts gestalten und die Figuren konstituieren.

Studien genomfördes för att undersöka om associationer mellan utformningen av typsnitt i latinska alfabetet och i japanska skriftsystem och icke-språkliga ljudstimuli. Ytterligare syfte var att undersöka om associationerna påverkas av modersmål och kultur hos respondenter. Teorin som denna studie byggs på inkluderar ljudsymbolismen och BoubaKiki-fenomenet som visar att vissa ljud associeras med vissa former, samt studier om typsnittets personlighet. Två online-enkäter skapades, en engelskspråkig och en japanskspråkig. Enkäterna innehöll samma ljud och samma frågor. 10 typsnitt valdes för latinska alfabetet och 10 för japanska skriftsystem. Ljuden skapades med ett datorprogram och innehöll huvudsakligen toner, rytmer och brus. Respondenterna ombads att lyssna på ett icke-språkligt ljud och sedan välja ett typsnitt från de befintliga svarsalternativen som de upplevde likna ljudet mest. Resultatet visade att det finns ett svagt mönster som kan tyda på att människor associerar snabbare rytm med tunnare typsnitt och långsammare rytm med tyngre typsnitt. Brunt brus associerades starkt med kantiga tunna typsnitt. Toner som förändrades i tonhöjd visade på en svag association med rundare typsnitt. Höga toner associerades med luftiga tunna typsnitt. Det verkar som att japanska och västerländska respondenter inte hade några större skillnader i korssensoriska associationsmönster. Mindre skillnader kunde dock ses, som kan bero på olika faktorer och kan delvis förklaras med sättet studien genomfördes på. / The aim of this study was to investigate associations between typeface design of the Latin alphabet and the Japanese writing system and nonspeech sound stimulus. Moreover, the goal was to study if the associations are influenced by the native language and the culture of a person. Theories that this study was based on included the sound symbolism and the BoubaKiki phenomenon, which shows that certain sounds are associated with certain shapes, and the theory on the typeface personality. Two onlinesurveys were created, one in English and one in Japanese. The surveys were distributed to two groups, the Latin alphabet native users and the Japanese native speakers.  The questions of the surveys were the same and were split in two parts depending on the language of typefaces. 10 typefaces were chosen for the Latin alphabet and 10 for the Japanese writing system. Sound files included tones, rhythms, and the Brownian noise. Respondents were asked to listen to a sound and then choose a typeface that felt “closest” to it. Result shows a somewhat weak pattern that people associate quicker rhythm with thinner typefaces and slower rhythm with heavier typefaces. Brownian noise was strongly associated with angular and thin typefaces. Tones that changed the pitch were somewhat weakly associated with rounder typefaces. High pitched tones were associated with thin and light typefaces. The differences in cross-sensory perception between the Japanese and the western respondents were not major. However, some minor differences could be noticed which might depend on the way the study was conducted or the other factors.

No description available.