Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-06-07T13:00:18Z No. of bitstreams: 1 Tauana Mariana Weinberg Jeffman_.pdf: 6355332 bytes, checksum: b0b971effd4598f05da6356bd2f2b8ba (MD5) / Made available in DSpace on 2017-06-07T13:00:18Z (GMT). No. of bitstreams: 1 Tauana Mariana Weinberg Jeffman_.pdf: 6355332 bytes, checksum: b0b971effd4598f05da6356bd2f2b8ba (MD5) Previous issue date: 2017-03-03 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa foi norteada pelo objetivo central de investigar e compreender as relações constituídas entre leitores da comunidade booktube em torno do livro e da leitura a partir da performance de gosto dos booktubers em seus canais no YouTube. Realizo aqui uma contextualização dos aspectos da história do livro e da leitura e uma problematização sobre suas transformações com o advento das redes sociais. As discussões empreendidas são fundamentadas nos conceitos de Leitura, Leitor, Consumo, Performance de Gosto, Cultura Material, Redes sociais e Comunidades Virtuais. A investigação empírica foi desenvolvida a partir de uma inspiração etnográfica tendo como campo o ambiente virtual do YouTube, a fim de abordar o fenômeno estudado através de acompanhamento diário e sistemático. Além da observação exploratória de diversos canais de booktubers, foram analisadas sistematicamente as produções de três deles assim como os desdobramentos em termos das conversações, comentários e repercussões. A luz dos conceitos trabalhados, analiso a performance de gosto e a representação do eu realizada pelos booktubers, os conteúdos produzidos e as relações, conversações, negociações e conflitos empreendidos no âmbito da comunidade. Atentando-me à compreensão da cultura da internet, entendo o leitor presente na comunidade booktube enquanto leitor em rede que, por vivenciar experiências em uma plataforma guiada essencialmente através da cultura da participação, também atua na constituição desta, construindo comunidade ao estabelecer relações por meio das diversas formas que o livro e a leitura são degustados. / The following dissertation was guided by the principle of the scientific investigation and by the efforts to understand relations established between readers of the booktube community and readings from the taste performance of booktubers in their own channels on YouTube. I do contextualize few aspects of book history and reading history and intend to provide a problematization of their transformations under the advent of social networks. These discussions are based on the concepts of Reading, Consumption, Tasting performance, Cultural Materialism, Social Networks and Virtual Communities. The empirical research was developed under an ethnographic perspective, and it has the virtual environment of YouTube as a field, as a field, in order to approach the phenomenon through a systematic vigilant activity. The scientific observation of booktubers activities and their audiovisual productions (at least of them were fuly analyzed considering conversations, comments and repercussions). When it comes to concepts, I built analsys of the performance of tasting and the representations of the self performed by the booktubers. Their relations, conversations, negotiations and conflicts undertaken within the community were also themes of interest in this work. Considering how the culture of internet works, I assume that in booktube community the reader is a network reader who plays on a platform determinated essentially by the culture of social interaction, and it acts in the making of it, building a whole community establishing relationships through the multiples ways that the book and the reading habbit are enjoyed.

Andraspråksinlärning förutsätter att elever lär sig nya ord och därmed förutsätter ett välfungerande minne och undervisningsmetoder som utnyttjar hur minnet lagrar och återkallar ord. I svenska grundskoloranvänds ofta den traditionella metoden, där elever får bekanta sig med nya ord och fraser (det vill säga glosor) genom att ta del av olika läromedelsbaserade texter och inspelningar i samband med en gloslista som ska instuderas till ett kommande glosförhör. I vår undersökninghar vi jämfört ordinlärning bland mellanstadieelever som har tagit del av den traditionella metoden kontraelever som har deltagit ien pedagogisk dramaaktivitet: Readers Theatre(lästeater). Vår undersökning var begränsad och dess validitet och reliabilitet kan ifrågasättas ur flera aspekter, men våra studieresultat stödjer premissen att elever som deltar i lästeater kan lära sig och minnas nya engelskglosor lika bra och även bättre än elever som lär sig dem genom traditionella undervisningsmetoder. Vår undersökningsresultatantyder att den traditionella metoden är bättre för att behärska stavning och översättning av några utvalda glosor, åtminstone kortsiktigt, medan lästeatermetoden gereleverna en bättre och mer minnesvärd uppfattning om glosornas betydelser och användning i kontext. Våra studieresultat pekar på att inga av metoderna ärfullständiga, då elevernas minne för orden och fraserna som de exponerades försämrades efter en vecka. Att kombinera metoderna skulle möjligtvis ha lett till mer avsiktlig repetition av orden och ännu bättre ordminne / Second language learning requires that pupilslearn new words and thus requires a well-functioning memory and teaching methods that utilize how the memory stores and recalls words. In Swedish gradeschools, the traditional method used to acquaint pupils with new words and phrases (i.e.vocabulary) isthrough various textbook-based texts and recordings in connection with a vocabularylist that is to be studied for an upcoming vocabulary text. In our study, we compared word learning among pupilswho were taught by the traditional methodversus pupils who participated in an educational drama activity: Readers Theatre. Our study was limited, and its validity and reliability can be questioned from several aspects, but our results support the premise that pupilswho participate in Readers Theatrecan learn and remember new English vocabularyjust as well and even better than pupilswho learn them through traditional teaching methods. Our survey results suggest that the traditional method is better for mastering spelling and translation of selected vocabulary,at least in the short-term, while Readers Theatregivespupilsa better and more memorable understandingof the meaning and use of the vocabularyin context. Our results indicate that neitherof the methods isinfallible, as pupils’memory for the words and phrases they were exposed to deteriorated after a week. Combining the methods might have led to more deliberate repetition of the vocabularyand even better vocabularymemory

Unlike the Russian Civil War or Second World War, the Soviet-Afghan War (1979–1989) never acquired a stable, dominant narrative in Soviet or Russian culture. Even as the war was in progress, Soviet media revised its evaluation of key events and players to reflect the changing political tides through the 1980s. After the war ended, state leaders were distracted by the political turbulence of the 1990s, and the citizens—largely unaffected by the war on a personal level—were not particularly interested in assessing either the war’s successes or failures. This lack of definition left the descriptions and representations of the Soviet-Afghan War open to the influence of evolving political realities and agendas. This study examines the literary techniques and strategies that writers Svetlana Alexievich and Alexander Prokhanov have employed in articulating different narratives that responded to the shifting demands of the moment. With respect to the several revisions that Alexievich made to her documentary novel Zinky Boys from its initial publication in 1990 through its final version in 2007, I argue that the author’s position as anti-authoritarian and anti-war becomes increasingly rigid. Like many liberal-minded members of the intelligentsia after the fall of the Soviet Union, Alexievich had early hopes for a transition from totalitarianism to democracy in her native Belarus which would be disappointed. The poetics of her documentary prose, I argue, challenge the traditional identities and relationships of author, character, and reader by destabilizing the boundaries and allowing crossovers between roles. By engaging the reader in constructing the deeper meaning of the novel, Alexievich projects her reader into the full and active participation of a citizen building a new post-Soviet state. Prokhanov, situated on the opposite side of the political divide, also made substantial revisions to his novels about the Soviet-Afghan War. Prokhanov’s 1994 novel The Palace is remarkable for its change in message and tone from the narratives of his Soviet-era writing on Afghanistan: it openly questions the Soviet Politburo’s decision to invade, and includes surreal dreamlike sequences that, I argue, reflect his contemporaneous collaboration with Alexander Dugin, founding proponent of neo-Eurasianism. In Dream about Kabul—his 2001 “remake” of his own 1982 novel Tree in the Center of Kabul—Prokhanov’s alter-ego protagonist becomes an even more passive participant in the progression of the Soviet-Afghan War, compared to The Palace, as well as a powerless pawn in the political conspiracies involving the Russian Federation, Israel, and the United States. His reader is more like the obedient subject of a tsar than the politically engaged citizen of a democracy, as envisioned by Alexievich. In my study of the substantial revisions that Alexievich and Prokhanov made to their Soviet-Afghan War stories from the 1980s into the twenty-first century, I demonstrate how the literary representations of a military conflict in recent Soviet history reflect the increasing polarization of political and social realities facing authors and readers in the post-Soviet states of Russia and Belarus. The aesthetic decisions that Alexievich and Prokhanov made in revising their Soviet-Afghan War stories carry political and ethical implications. Thus, the relationship between implied author and implied reader in a literary text becomes a political statement about the relationship between the state and the citizen.

Orientador: Dagoberto Buim Arena / Banca: Maria Cecília Bonini Trenche / Banca: Tárcia Regina da Silva Dias / Banca: Anna Augusta Sampaio de Oliveira / Banca: Luci Pastor Manzoli / Resumo: As políticas de atendimento, na área da educação especial, quando inseridas no quadro das reformas de educação básica, enfrentam desafios para o atendimento escolar de alunos com necessidades especiais. Dentre as preocupações mais comuns dos profissionais envolvidos na escolarização dos surdos, destaca-se, no cenário da educação inclusiva, o ensino da leitura e da escrita. Ao considerar as especificidades lingüísticas dos surdos, no processo de apropriação da leitura e, conseqüentemente, no seu desenvolvimento acadêmico, esta pesquisa procurou analisar o que dizem os professores sobre a prática pedagógica da leitura, nas escolas. Visto que, no estado de São Paulo, muitos alunos surdos ainda enfrentarão o processo formal de letramento, sem o conhecimento necessário de língua - oral e/ou gestual - formalizei por meio da pesquisa-ação, o desenvolvimento de um programa de intervenção pedagógica da produção de leitura para um grupo de crianças surdas. Amparada em autores marxistas - Foucambert, Vygostsky e Bakhtin - que concebem a leitura como prática social e cultural de linguagem, procurei valorizar, nesse programa, a discursividade como atividade fundamental na mediação entre leitor, autor e o texto. Todos os dados coletados nas entrevistas e nas sessões de filmagens foram transcritos na íntegra e analisados a partir de uma abordagem microgenética, para a qual as interações singulares dos participantes focais foram importantes na compreensão do fenômeno investigado. Mesmo se reconhecendo que a ausência de uma língua comum entre os interlocutores dificulta o acesso aos conhecimentos partilhados, dentro ou fora da escola,...(Resumo completo, clicar acesso eletrônico abaixo). / Abstract: The attendance, policies in the special education area, when inserted in the frame of basic education reformation, have faced challenges for the scholar attendance with special necessity. Among the most common concerns of the professionals involved in deaf people's education, the teaching of reading and writing is stood out in the inclusive education scenery. Considering the linguistic particularization of deaf people in the reading appropriateness process, and consequently, in their academic development, this study tried to analyzed what teachers say about the reading pedagogic practice in schools. Since many deaf students, in the State of São Paulo, will still face the formal process of alphabetization without the necessary knowledge of language - oral and/or by gestures - I have formalized the development of a pedagogic intervention program of reading production through action research to a group of deaf children. Supported by Marxist authors - Foucambert, Vygostsky and Bakhtin - who conceive reading as a social and cultural language practice, I tried to value in this program the speech as a fundamental activity during the mediation of reader, author and text. All the collected data from the interviews and filming sessions were transcribed integrally and analyzed from a micro genetic approach, on which the singular interactions of the focal patients were important in the comprehension of the phenomenon investigated. Even recognizing that the lack of a common language between interlocutors makes the access to the shared knowledge difficult, inside or outside the school,...(Complete abstract, click electronic address below). / Doutor

Esta pesquisa teve como objetivo analisar as relações comunicacionais da Universidade de São Paulo (USP) com seus públicos visitantes, por meio do estudo de seus perfis socioeconômicos e de suas representações sobre a instituição a partir de uma metodologia comparativa desenvolvida para responder às questões formuladas. Para tanto, o estudo se baseou nas idéias e nos conceitos de representações sociais de Serge Moscovici. A partir de questionários e outros instrumentos, o estudo detectou diferentes representações entre os públicos visitantes da USP (físicos e virtuais, incluindo os leitores-visitantes) a partir das formas como se relacionam com a instituição por meio do Centro de Visitantes ou do Portal da Universidade na Internet , assim como as representações da instituição que foram publicadas pela imprensa durante a greve de 2007. / This research had as objective to analyze the comunicacionais relations of the University of São Paulo (USP) with its visitant publics, through of the study of theirs socials and economics profiles and of theirs representations on the institution from a comparative methodology developed to answer to the formulated questions. The study was based on ideas and concepts of social representations of Serge Moscovici. From questionnaires and other instruments, the study detected different visions between the visitant publics of the USP (personal and virtual visitors, including the readers-visitors) from the forms as they relate with the institution through of the Visitors Centre or of the Portal of the University on the Internet , as well the representations of the institution that were published by the press in the time of the turn-out occurred in 2007.

The purpose of this qualitative study was to investigate and examine specific kindergarten through third grade practices perceived as contributing to literacy achievement at 3 high-achieving elementary schools within the Washington County Virginia Public School System. The study was completed through a process of open-ended interviews with participants comprising classroom teachers, reading specialists, and administrators. The findings from this study may assist practitioners by providing information relative to programs, resources and instructional strategies that are perceived as contributing to literacy achievement. The findings of this study suggested that the perceptions among classroom teachers, reading specialists, and administrators regarding literacy practices were parallel. In summation, the participants’ perceptions included a balanced approach to literacy instruction with an emphasis on the following: phonics acquisition in kindergarten through second grade; a focus on explicit comprehension instruction beginning in third grade; development of vocabulary to increase background knowledge and comprehension; frequent opportunities for independent reading practice; targeted instruction in small-group and one-on-one settings; and the use of supplemental literacy and assessment resources. Recommendations from this study included the consideration of providing balanced literacy instruction in kindergarten through third grade; an emphasis on phonics skills in kindergarten through second grade, and an emphasis on comprehension skills beginning in third grade; frequent and consistent guided and independent reading time within the classroom setting; an increased emphasis on vocabulary development; the provision of targeted small-group and one-on-one instruction; and the use of supplemental literacy and assessment resources.

No description available.

A critical aspect of the non-native students' academic adjustment in English-speaking countries is their English language ability, including their reading fluency and comprehension. Even when these students are considered proficient readers of English at an advanced level, they display different reading processes when dealing with the complex input of a second language (L2) text, as compared with their native English reading classmates. Despite the importance of comprehending highly sophisticated academic reading in international education, there is a lack of research in the field as to how advanced L2 readers cope with the texts with which the highly educated native speakers engage. This study, therefore, examined meaning construction processes of highly proficient L2 readers during reading the texts that vary in degree of cohesion. To describe readers' approaches to text cohesion and also recognize readers' perceptions of their own process, the study used a close observation of reading processes of nine highly proficient graduate students at a U.S. university with the use of qualitative research methods. The students participated in two interviews - pre-reading interview and post-reading cognitive interview - and two think-aloud verbal protocol sessions. Participants read one high-cohesive and one low-cohesive text during the think-aloud sessions, and then shared the meaning they constructed from the texts and also their thinking about the texts. The data from the instruments were analyzed qualitatively using a grounded theory approach. The results of the study reveal that the readers' meaning representation processes emerging as the result of reader and text interaction display differences at the local and global levels of processing of the high- and low-cohesive text. The processing differences between the readers are most apparent in texts with low text cohesion. The low cohesive text allowed the readers, especially, the creators of meaning, to conduct more elaborative processing compared to their performance with the high-cohesive one, in which all readers attempted to create a catalogue of facts trusting the explicitly provided text cohesion features. These results have implications for theories of text processing as well as the design of materials and instruction used for advanced L2 readers and lower level L2 readers.

Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional strategies, methods, and curriculum materials. Data from interviews and observations of teacher meetings were coded and analyzed thematically. Key findings included a lack of teacher knowledge about some evidence-based literacy instruction methods and uncertainty about the evidence supporting instructional methods. Administrative issues also emerged that impeded literacy instruction. The outcome of this study was a presentation to district administrators and a 3-day professional development (PD) program for teachers, with content tailored to address the needs of teachers in the 3 schools. This study fills a gap in the literature regarding the classroom use of evidence-based practices in schools with struggling students. The study provides a blueprint to help teachers improve their literacy instruction competency and ultimately improve the literacy skills of the students in this district.

My work explores subculture as a form of cultural resistance to the dominant ideology. I'm concerned with the ambiguous relationship we occupy as subjects to the material produced by popular culture, and how this is digested and understood by female viewers and cultural outsiders. The specific temporality of the queer subject is a key theme in my work.