This thesis examines the reception of Pindar in Hellenistic poetry. More specifically it examines texts of three major Hellenistic poets: Theocritus of Syracuse, Callimachus of Cyrene and Posidippus of Pella. The texts discussed have been selected on the basis of two principles: (i) genre and (ii) subject matter. They include texts that inscribe themselves in the tradition of encomiastic, and more specifically, Pindaric poetry either through the generic discourse which they partake in or through the employment of myths that Pindar had used in his own odes. Throughout the thesis it is argued that the connections with Pindaric passages are carried out on the basis of ‘allusions’ which are picked up by the readers. This term is employed to describe one of the ways in which intertextuality functions. Following the model of Conte and Barchiesi, the discussion insists on the distinction between allusions to specific Pindaric passages and allusions to epinician generic motifs that can best be illustrated through Pindaric passages. The aim of the discussion for each case of textual correspondence suggested is to describe the means whereby this connection is suggested to the reader and to propose a ‘meaning’ for it. In this sense, equal emphasis is given to the detailed examination of all texts that partake in the intertextual connection suggested, i.e. to Pindaric and Hellenistic alike.

This diploma thesis Extensive reading - Position and Practices of Using Graded Readers in Prague Grammar schools and Students' Attitudes to a Particular Programme presents the phenomenon of extensive reading. It looks into its history, theoretical grounding, the existing body of empirical research, graded readers and benefits for English language teaching and learning. The analytical part gives reasons for the contrast between the great potential of extensive reading for the student's improvement on the one hand, and the implementation which has been infrequent and often at odds with the principles on the other. To find the reasons, the theoretical part analysed the situation of the English language teaching in countries which had implemented extensive reading into the curriculum. In the research part it assesses the scale and the practices of using graded readers in all relevant grammar schools in Prague. In the second part of the survey of grammar schools, it focuses on a grammar school in Mělník, which has been systematically using GRs. It examines the students' attitudes towards the practices of reading GRs in order to assess the potential and the limits of the European Union financed project I read, you read, we read. Key words: Extensive reading, Methodology of English Teaching, Implicit...

Se peut-il que l'auteur s'efface en partie de son texte ? Se peut-il que sa discrétion soit délibérée, et au point de déléguer des pouvoirs auctoriaux à son destinataire ? Peut-il prendre les devants sur l'opération critique qui voudrait le "tuer" ? Et comment réagir face à une telle production ? Le lecteur n'en deviendrait-il pas autre ? L'objet de cette thèse sera de montrer qu'une littérature "moindre-auctoriale" est possible. Mieux ; qu'elle existe. / Is it possible that the author clears himself from his text ? is it possible that his discretion is delibarate, and to the point of delegating auctorial powers to his recipient ? Can he take the lead on the critical operation that would "kill" him ? And how to respond to such production ? Wouldn't the reader become another one ? The goal of this thesis will be show that a "lesser-auctorial" litterature is possible. Better ; that it exists.

L’objectif de ce travail est double. Il s’agit premièrement de participer au développement d’un logiciel d’évaluation des processus cognitifs engagés lors de l’identification des mots écrits. Ce dispositif informatisé (Tinfolec) évalue les processus d’identification des mots écrits et les traitements phonologiques et visuo-orthographiques sous-jacents. Il a été mis au point au cours de plusieurs pré-expérimentations. Deuxièmement, l’efficacité d’un entraînement informatisé grapho-syllabique a été testée auprès d’enfants faibles lecteurs débutants. En effet, partant du double constat que a) la syllabe est une unité intermédiaire de traitement au début de la lecture en français et b) l’entraînement informatisé aux correspondances grapho-phonologiques améliore l’identification des mots écrits, nous nous attendions à ce qu’un entraînement grapho-syllabique aide les plus faibles lecteurs à améliorer leurs performances dans ce domaine. Une procédure classique en 3 phrases, pré-test/entraînement/post-tests et une comparaison de deux groupes d’enfants, expérimental et contrôle, a été utilisée. Différents post-tests différés ont permis de tester le maintien des effets d’entraînement. Les résultats vont en faveur de l’hypothèse selon laquelle la syllabe est effectivement une unité de traitement privilégiée en français au début de l’apprentissage de la lecture. / The aim of this work was twofold. The first one was to contribute to the development of a software evaluating the cognitive processes involved in written words identification by the means of several pre-experimentations. This device (Tinfolec) evaluates written word identification and its underlying phonological and visual-orthographic processing. Secondly, we tested the effectiveness of a computerized grapho-syllabic training in French beginning poor readers. Based on the two facts that a) the syllable is an intermediate treatment unit in beginning reading in French and b) computerized training of grapho-phonological correspondences improves word identification, we expected that trained poor readers improve in reading. The classical 3-periods-procedure including pre-test/training/post-tests and a comparison of two groups of children, experimental and control, were used. Different post-tests permitted to test the maintenance of the training effects. The results are in favor of the hypothesis that the syllable indeed is an intermediate treatment unit in the French reading process.

La plupart des problématiques évoquées en esthétique au XXIe siècle tournent autour de la question du personnage de fiction. Dans ce cadre, cette étude essaie d'examiner comment les stratégies esthétiques et la poétique de la réception sont liées, à travers l'œuvre d'un auteur autrichien, Stefan Zweig, qui écrivit non seulement un grand nombre de récits fictionnels (essentiellement des nouvelles et romans), mais également des essais historiques et géographiques. Sa poétique du récit construit des situations de communication, comme le récit enchâssé, dans lesquelles le lecteur est invité à s'impliquer, face à un personnage dont les propres mots forment la seule version des faits racontés dans la fiction. Dans le même ordre d'idée, les personnages, qu'il soient héros de fiction ou de biographie, sont souvent placés dans une situation de crise, qui à la fois révèle une destinée intérieure et se présente comme une conséquence inéluctable de leurs actes. Tous les éléments de leur vie et de leur personnalité convergent donc, et s'expliquent les uns les autres, comme si les personnages de Zweig devenaient des êtres totalement cohérents. En conclusion, il semblerait que les personnages de biographie s'inscrivent dans les problématiques touchant également la fiction, et même qu'ils appartiennent à la catégorie des personnages de fiction ; il sera donc productif de leur appliquer les outils de la critique narrative, par exemple en ce qui concerne la perspective du lecteur et les mécanismes affectifs de projection. / Most of the aesthetics questions of the XXIst century are focalised on the issue of fictional character. In this frame, this study try to examine how aesthetical strategies and poetics of reception are connected through the case of an austrian author, Stefan Zweig, who wrote not only a lot of fictional narratives (essentially short stories and novels), but also historical and geographical essays.His narrative poetic draw situations of communication, like framed narrative, in which the reader is invited to implicate himself, face to a character whose words are the only one version of fictional facts. In the same order of ideas, characters, in fiction or in biographies, are often placed in a critical situation, that reveals in the same time an inner destiny and unaffordable consequence of the way they act. So all elements of life and personnality are convergent, and can explain each other, as if Zweig's characters were totally coherent beings. To conclude, it appears that biographical characters have fictional problematics, and more, they belong to the category of fictional characters ; consequently, it is productive to apply to it the tools of narrative critic, for instance in the perspective of reader and affectives mecanisms of projection.

L'objectif principal de ce travail de thèse est de discuter de la place de la tablette tactile dans un dispositif d'enseignement adapté et ciblé auprès d'enfants détectés à risque de difficultés ultérieures en lecture. Pour répondre à cet objectif et après avoir étayé notre propos avec les résultats de la littérature scientifique, deux axes sont présentés. Un axe expérimental, composé de trois études, nous a permis de mesurer l’impact d’un entrainement spécifique intensif et individuel, via la tablette tactile, sur les performances en identification de mots écrits d’élèves de GSM et de CP faibles (pré)lecteurs. Plus précisément, les résultats du suivi longitudinal des élèves susmentionnés à court et moyen termes semblent aller en faveur d’une amélioration de la conscience phonologique et du traitement grapho-syllabique. Le second axe s’attachait à mettre en lumière l’importance des critères ergonomiques de développement de deux applications ludo-éducatives. Les résultats des évaluations subjectives permettent d’identifier les points nécessitant un travail supplémentaire, ces points pouvant entraver le traitement d’informations cruciales pour l’apprentissage de la lecture. / The main objective of this thesis work is to discuss the place of the touch-screen tablet in an adapted and targeted teaching system with children detected at risk of subsequent difficulties in reading. To meet this objective, we have presented two main axes, based on the results of the scientific literature. An experimental axis, made up of three studies, allowed us to measure the impact of a specific intensive and individual training, via the touch-screen tablet, on the performances in written words identification of poor (pre)readers in Kindergarten and First Grade. More precisely, the results of the longitudinal follow-up of the aforementioned students seem to be in favor of an improvement of the phonological awareness and the grapho-syllabic treatment. The second axis aims to highlight the importance of ergonomic criteria for the development of two edutainment apps. The results of the subjective evaluations identify points that requiring additional work, which may hinder the processing of crucial information for the learning of reading.

[pt] Este trabalho procura refletir sobre a crise do jornalismo contemporâneo à luz de uma possível fonte de renovação da prática, os blogs jornalísticos. Tal crise é vista como desdobramento de uma problemática mais ampla, a crise da modernidade, que coloca em xeque valores fundantes do jornalismo - como o próprio conceito de verdade. A popularização da Internet, já perto da virada do século XX para o XXI, intensifica a crise em curso, mas ao mesmo tempo cria, por meio da tecnologia, outras formas de interação com o leitor e dissemina possibilidades narrativas antes excluídas do gênero jornalístico. As transformações da prática e da narrativa jornalística são investigadas a partir de textos de três publicações eletrônicas: o Blog do Noblat, de Ricardo Noblat; o Blog do Moreno, de Jorge Bastos Moreno; e o blog Nos bastidores do poder, de Josias de Souza - respectivamente veiculados pelos portais Estadão.com, Globo Online e Folha Online. A escolha se deve à hipótese de que o jornalismo é capaz de se reinventar criativamente no seio dos mesmos veículos que tornaram suas práticas hegemônicas. As análises de texto incluem não apenas o conteúdo produzido pelos jornalistas, mas também os comentários dos leitores - aqui encarados como pólo ativo no processo de comunicação. / [en] This paper attempts to reflect on the crisis of contemporary journalism in light of a possible new source of renovation in its practice - journalistic blogs. The crisis is seen as an unfolding of a broader set of problems, the modernity crisis, which places journalism`s core values at check - such as, the concept of truth itself. The popularization of the World Wide Web in the turn of the century intensifies the crisis underway, but at the same time creates other forms of interaction with the reader through new technologies and disseminates possible narratives formerly excluded from journalism. The changes in journalistic practice and narrative are researched in texts from three electronic publications in electronic media: Noblat`s Blog, by Ricardo Noblat, Moreno`s Blog, by Jorge Bastos Moreno, and the blog Nos Bastidores do Poder [Power - Behind the Scenes], by Josias de Souza - respectively published in the following portals: Estadão.com, Globo Online and Folha Online. The choice is due to the hypothesis that journalism is able to reinvent itself creatively in the very same publications which made it a hegemonic practice. The analyses of the texts include not only content produced by journalists but also comments by readers - considered here as an active area in the communication process.

L’étude retrace l’évolution de la critique littéraire en France à l’ère numérique, en se référant à sa fonction prescriptive. Dans son approche, l’auteure s’appuie sur une enquête de terrain auprès des acteurs de l’espace critique – éditeurs, blogueurs, fondateurs de sites participatifs et sur l’observation des blogs et sites littéraires français. Elle analyse les mutations de la critique du web à la fois sur le plan social et discursif. La phase interactive de l’internet, qui a libéré des voix de profanes, s’imposant comme de nouveaux évaluateurs, crée un espace critique parallèle, et en conséquence force le champ littéraire à se réorganiser. En même temps, sur le plan formel, le nouveau médium façonne et transforme le discours critique lui-même, tout autant dans la phase de la création que celle de la diffusion et de la réception de la parole critique. Les nouvelles formes de médiation, ouvertes aux échanges, privilégient de plus en plus la dimension collective. Il en résulte des formes de sociabilités littéraires numériques, dont les membres, par leur activité critique, créent non seulement une nouvelle force de prescription sur le marché du livre, mais ils contribuent également à la fabrication d’un canon littéraire alternatif. Le changement le plus significatif se traduit notamment par ces manifestations collectives de la critique contemporaine. Nourries d’échanges de lecteurs passionnés et renforcées par des résultats d’agrégations de données, pouvant être ainsi considérées comme le fruit d’une alliance de la subjectivité individuelle et de l’objectivité produite par la machine, elles transforment fondamentalement le mode de fabrication du discours critique actuel. / The study traces the evolution of literary criticism in France in the digital age, referring to its prescriptive function. In her approach, the author relies on a field survey among actors of the critical space - publishers, bloggers, founders of participatory sites and on the observation of French blogs and literary sites. She analyzes the mutations of web critique, both social and discursive. The interactive phase of the Internet which has released voices of amateurs, self-appointed as new evaluators, creates a parallel critical space, and consequently forces the literary field to reorganize itself. At the same time, on the formal plane, the new medium shapes and transforms the critical discourse itself, both in the phase of creation and in the diffusion and reception of critical speech. The new forms of mediation, open to exchange, more and more favour the collective dimension. As a result, many digital literary communities are being formed whose critical activity not only create a new prescriptive force on the book market but also contribute to the making of an alternative literary canon. The most significant change is reflected in these collective manifestations of contemporary criticism – nourished by passionate exchange of readers and reinforced by the results of data aggregation (which can thus be considered as the result of an alliance of individual subjectivity and the objectivity produced by the machine) - which transform fundamentally the way of constructing the current critical discourse.

Esta pesquisa desenvolveu-se com o intuito de analisar, conforme a concepção de Chartier (1990), as representações que se construíram dos alunos e da literatura pelo viés da seleção e apresentação dos textos literários nos livros didáticos de Língua Portuguesa, em dois diferentes períodos históricos. Para isso, selecionaram-se livros publicados no Estado de São Paulo entre os anos de 1976 a 1996, destinados às antigas quintas e sextas séries do ensino de primeiro grau. Pretendeu-se ainda analisar, sob a perspectiva discursiva bakhtiniana, os diálogos que se estabeleceram entre os modos de seleção e de apresentação dos textos literários nos manuais e os discursos acadêmicos, pedagógicos e oficiais que propunham, nesse(s) período(s), novas concepções de língua e de ensino. Para o desenvolvimento da análise, consultaram-se as coleções didáticas que atendiam aos interesses da pesquisa e que se encontram disponíveis no acervo LIVRES (Banco de dados de Livros Escolares Brasileiros (1818-2005)) da Faculdade de Educação da Universidade de São Paulo (FEUSP). Os livros que compuseram o corpus da pesquisa foram reunidos em dois grupos, tendo como referência os documentos oficiais que se encontravam em voga no período de publicação dos manuais: os Guias Curriculares (1975) e as Propostas Curriculares para o ensino de 1º grau (1986). A opção por assim agrupar as coleções atendeu à hipótese de que, por terem sido elaborados com base no que se discutia a respeito do ensino, os documento consistiriam em materiais de apoio para se perceber os diálogos entre os textos apresentados nos manuais e os discursos circulantes nos dois momentos históricos observados. Consultadas as coleções didáticas do acervo, elegeram-se duas obras de cada período, as quais foram consideradas representativas pelo fato de apresentarem os autores literários mais referenciados em seu período de publicação. Foi com base na análise dos textos desses autores, sobretudo modernistas e contemporâneos, que foi possível vislumbrarem as representações da literatura, ora apropriada enquanto texto ou mensagem portadora de conteúdos, ora concebida como um trabalho construído de forma dialógica e situado num contexto. A respeito da representação dos destinatários dos manuais, principalmente os alunos, notou-se que, por vezes, eram projetados segundo uma imagem infantilizada, e, noutras, eram considerados competentes para construir sentidos e refletir diante dos textos que lhes eram apresentados por meio dos manuais. / This research was conducted in order to find, according to the ideas of Chartier (1990), representations that were made of students and of literature, by selecting and presenting literary texts in Portuguese language textbooks. We selected books published by the Department of Education of the State of Sao Paulo, Brazil, from 1976 to 1996, aimed at students of the former fifth and sixth grades of middle level education. Our intention was also to analyze, from Bakhtin´s perspective, approaches adopted in the selection and presentation of literary texts in textbooks and academic, pedagogical and official documentation, which proposed, during that period, new methods for language and teaching. For the purpose of analysis development, we consulted textbook collections related to our research, which are available at LIVRES (Brazilian Schoolbooks Database) library (1818-2005), at School of Education, Sao Paulo University (FEUSP). Documents comprising the research corpus were organized in two groups, having as reference the official documents available at the time of the textbooks publishing: Guias Curriculares (Curriculum Guides, 1975) and Propostas Curriculares para o ensino de primeiro grau (Curriculum Proposals for Elementary and Middle Level Education, 1986). Our choice to group the collections as such was based on the hypothesis that, as they were guidelines developed according to what was discussed about teaching at the time, they consisted of support documentation to understand the dialogue between texts presented in textbooks and approaches adopted during those two historical moments observed. Having consulted the collection textbooks, we chose two pieces of work for each period, which were considered representative, because they had the most often referenced authors during their literary publication periods. Based on the analysis of the texts of those authors, especially modernist and contemporary authors, we were able to check literature representations, either adequate as text or \'message\' bearing content, or a piece of work dialogically constructed and in context. Regarding representation of the manual recipients, especially students, we noted that sometimes they were projected with a somewhat childish image, and sometimes considered competent to construct meanings and reflect on the texts and dialogues that were presented to them by the textbooks.

Tendo em vista o baixo grau de letramento entre os alunos do ensino fundamental e médio no Brasil e, concomitantemente, o crescimento espantoso do número de organizações não- governamentais (ONGs) trabalhando no campo da educação nas últimas décadas, o presente trabalho procura estabelecer uma ponte entre estas duas faces da educação no Brasil. Pretendemos, então, compreender a dinâmica e a influência das ONGs no Brasil no campo da educação e, mais especificamente, no campo da leitura, tendo em vista o desenvolvimento do letramento. Para tanto, fizemos um estudo qualitativo com características etnográficas baseado, sobretudo, em observações feitas em campo das atividades de uma organização e que foram analisadas a partir de concepções de leitura propostas pelos teóricos da psicolingüística (Smith, 1989,1999) e da Estética da Recepção (Jauss, 2002). Com isso, esperamos contribuir com os estudos sobre leitura e, principalmente, avançar nestas novas possibilidades educativas que nos são, hoje, apresentadas pela sociedade civil e que nos direcionam em busca de uma solução alternativa para um problema que vem afligindo os educadores há décadas no Brasil. Nossa principal hipótese seria que a escola pública poderia beneficiar-se e melhorar o grau de letramento de seus alunos, bem como ampliar o número de leitores proficientes/competentes, se pudesse estabelecer uma parceria com as instituições da sociedade civil/ONGs que já possuem um projeto consistente. Assim, por meio de troca de idéias e experiências, as instituições educacionais não-governamentais poderiam contribuir para o desenvolvimento de uma escola pública de qualidade, sem, no entanto, substituí-la de forma alguma, deixando para o Governo a responsabilidade que lhe cabe. / In view of the low level of literacy among students of elementary and middle schools in Brazil and, meanwhile, the astonishing growth of nongovernmental organizations (NGOs) working in the educational field in recent decades, this work tries to establish a connection between those two faces of education in Brazil. We intend to understand the dynamics and influence of NGOs in Brazil, and more specifically, in the field of reading for the development of literacy. Therefore, we did a qualitative study with ethnographic characteristics founded, above all, in remarks made at the field of the activities we saw, which later were examined/analyzed using the reading conceptions proposed by the psycholinguistics scholars (Smith, 1989, 1999) and the Aesthetics of Reception scholars (Jauss, 2002). In this way, we hopefully wish to contribute to the many studies on reading and, in particular, to move forward with these new educational possibilities that are, today, presented by the civil society which is searching for alternative solutions to a problem that has been worrying educators for decades in Brazil. Our main hypothesis would be that public schools could benefit themselves and improve the level of literacy of their students, as well as expand the number of proficient readers / competent, if they could establish a partnership with institutions of civil society / NGOs who already have a consistent project. Thus, by means of an exchange of ideas and experiences, the non-governmental educational institutions could contribute to the development of the quality of our public school, without, however, replace it in any way, leaving what is the governmet responsibility for the government itself.