Orientador: Suzi Frankl Sperber / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T10:26:57Z (GMT). No. of bitstreams: 1 Ferreira_JoaoCesarioLeonel_D.pdf: 1647448 bytes, checksum: 374a6ee732ee926d95aeb3c7eda8331e (MD5) Previous issue date: 2006 / Resumo: Esta tese tem como objetivo principal o estudo do narrador no evangelho de Mateus e de sua relação com o protagonista ¿ Jesus Cristo. Central em todo o trabalho é a constatação de que o narrador configura o texto de modo a produzir nos leitores a consciência de que a narrativa se refere não apenas a um personagem da história passada, mas a Jesus Cristo vivo. Este exerce a função de orientar a compreensão do texto. Para tanto, o narrador coloca-se em segundo plano e desenvolve técnicas para que o personagem principal ocupe espaço de proeminência. A minimização da presença do narrador, antes de se transformar em debilidade textual, produz abertura do texto ao leitor. Desse modo, as estratégias estabelecidas visam atrair o leitor para que participe da trama. Para chegar a tais conclusões, o trabalho discute variadas formas interpretativas pela quais o evangelho de Mateus é estudado na atualidade. Define o gênero literário ao qual pertence o evangelho como biografia greco-romana. Identifica o narrador, seu foco narrativo e a forma como organiza o evangelho em blocos narrativos e discursivos a partir da fonte principal, o evangelho de Marcos. Por fim, explicita estratégias literárias através da comparação exaustiva entre textos de Mateus e Marcos, demonstrando como elas apontam para propósitos retóricos específicos que o narrador deseja gerar nos leitores. O canal de discussão com biblistas esteve aberto, em alguns momentos utilizando interpretações e pontos de vistas, e em outros discordando de suas colocações. A principal delas diz respeito à declaração de que o evangelho apresenta um caráter catequético e desprovido de brilho. Em oposição, afirma-se que o evangelho de Mateus possui estratégias narrativas que o tornam extremamente persuasivo aos leitores. Torna-se claro que a desconsideração dos elementos de análise descritos no trabalho produz conseqüências nocivas à interpretação do texto bíblico / Abstract: The main goal of this thesis is the study of the narrator of the Gospel of Matthew and its relationship with its main character ¿ Jesus Christ. In the very heart of the dissertation is the observation that the narrator works his text in order to produce in the readers the consciousness that the narrative has to do with the living Jesus Christ, who plays the role of guiding the understanding the text, and not only with a mere character of a past history. To do so, the narrator put himself in a secondary place, and develops some mechanisms so that the main character may occupy a prominent role. The downsizing of the narrator is not a textual frailty. Rather, it produces an opening of the text to the reader. Thus, these strategies aim to attract the reader to participate in the plot. In order to reach these conclusions, the dissertation discusses several contemporary ways the Gospel of Matthew is interpreted at this moment. It also defines the literary genre of the Gospel as a Greek-Roman biography. Besides, it identifies the narrator, its narrative focus and how he organizes the gospel in discursive and narrative blocks from its main source, viz., the Gospel of Mark. As an ending, the dissertation explains the literary strategies through an exhaustive comparison between the texts of Matthew and Mark, giving evidence of how they point to specific rhetoric purposes the narrator wish to generate in the readers. There was an open channel of discussion with Bible scholars, sometimes agreeing, sometimes disagreeing with them. The main point of disagreement was related to the statement that the Gospel has a catechetical purpose and is deprived of brilliance. Arguing against this, it is stated that the Gospel of Matthew has narrative strategies that make it extremely persuasive to its readers. It is quite clear that the disrespect of the elements of analysis described in the dissertation produces harmful consequences to the interpretation of the biblical text / Doutorado / Teoria e Critica Literaria / Doutor em Teoria e História Literária

Made available in DSpace on 2017-07-10T18:56:21Z (GMT). No. of bitstreams: 1 marly_biezus.pdf: 767050 bytes, checksum: 1c568ec81fd20e745107a161a5064ca1 (MD5) Previous issue date: 2010-03-19 / This research emerges from the necessity to rethink the teaching of Portuguese language in schools. More specifically, it is discussed the importance of taking the linguistic analysis as a standard practice in Portuguese teaching Among the various linguistic aspects to be approached in the classroom, this study considers the factors that contribute to the writing of the text, focusing on the reference process. The proposed research turns therefore to the bond that is established in the texts and the possibility of creating and recreating the facts and to (re) construct meaning through the reference process, which explains how the producer of the text shows the surrounding world, filtered by symbolic (cf. KOCH, ELIAS, 2006). Because of the nature of this work, it was necessary to narrow even more the object of study. Thus, among the elements that enable the (re) construction of discursive (MONDADA, DUBOIS, 2003), we decided to investigate the anaphors, especially the associative anaphor, focusing on the relations of meronymy, metonymy as well as the synonyms. It starts from the assumption that the linguistic approach can contribute to the formation of readers and writer of authentic texts in the classroom, since it occupies an important function in the text and it is responsible to print out the directions to reveal intentions, values and positions that the writer of the text wants to express. To see how this linguistic strategy contributes to the meaning (s) was selected as a corpus of analysis the short story O defunto, by Eça de Queiros. It was considered this genre because it is worked repeatedly in reading classes and represents the language in daily uses. Besides showing socially constructed situations, the short story offers to students the opportunity to experience different cultures and expand the boundaries of their world and encyclopedic knowledge. From this selection, we attempted to assess how the selected associative anaphor show judgments established by the author and guide the interpretation of the text. Supporting this analysis the authors involved in the study of the reference among them Koch (2005a, 2005b, 2008a, 2008b), Koch and Elias (2006), Cavalcante (2005a, 2005b), Cavalcante, Rodrigues and Ciulla ( 2003), Marcuschi (2005, 2007a), Mondada and Dubois (2003) and Apothéloz-Béguelin and Reichler (1995). Also utilized the works dealing with the question of genre (Bakhtin, 1992; MARCUSCHI, 2005, 2007b; DIONÍSIO, AX and Bezerra, 2007), the short story (JOLLA, 1976; BORDINI and AGUIAR, 1993), and specifically tale Lusitanian (MOSES, 1974, 1994). / Esta pesquisa emerge da necessidade de se repensar continuamente o ensino de Língua Portuguesa nas escolas. Mais especificamente, discute-se a importância de se tomar a análise linguística como uma prática constante na disciplina. Dentre os diversos aspectos linguísticos a serem abordados em sala, este estudo considera os elementos que colaboram para a tessitura do texto, enfocando o processo de referenciação. A investigação proposta volta-se, portanto, para o vínculo que se estabelece na tessitura dos textos e para a possibilidade de se criarem e recriarem os fatos e de se (re)construir o sentido por meio do processo de referenciação, o qual explicita a forma como o produtor do texto retrata o mundo circundante, filtrado pelo simbólico (cf. KOCH; ELIAS, 2006). Dada a natureza do trabalho, fez-se necessário afunilar ainda mais o objeto de estudo. Assim, dentre os elementos que viabilizam a (re)construção de objetos discursivos (cf. MONDADA; DUBOIS, 2003), optou-se por investigar as anáforas, em especial as anáforas associativas, focalizando as relações metonímias, as metonímias e também as sinonímias. Partese do pressuposto de que a abordagem desse recurso linguísticos em sala de aula pode contribuir para a formação de leitores e produtores de textos competentes, uma vez que ocupa função importante na tessitura do texto e é responsável por imprimir sentidos aos enunciados ao revelar intenções, valores e posições que o produtor do texto quer expressar. Para verificar como essa estratégia linguística contribui para a produção de sentido(s), selecionou-se como corpus de análise o conto O defunto, de Eça de Queirós. Considerou-se esse gênero por ser trabalhado de forma recorrente nas aulas de leitura e representar a língua em seu uso cotidiano. Além de mostrar situações socialmente construídas, o conto oferece ao estudante a oportunidade de conhecer culturas e ampliar as fronteiras de seu conhecimento de mundo e enciclopédico. A partir dessa seleção, buscou-se, então, avaliar como as anáforas associativas selecionadas recobram juízos de valor estabelecidos pelo autor e guiam a interpretação do texto. Dão suporte a essa análise autores que se dedicam ao estudo da referenciação, dentre os quais se destacam Koch (2005a, 2005b, 2008a, 2008b), Koch e Elias (2006), Cavalcante (2005a, 2005b), Cavalcante, Rodrigues e Ciulla (2003), Marcuschi (2005, 2007a), Mondada e Dubois (2003) e Apothéloz e Reichler-Béguelin (1995). Também se recorreu a obras que tratam da questão do gênero (BAKHTIN, 1992; MARCUSCHI, 2005, 2007b; DIONÍSIO, MACHADO e BEZERRA, 2007), do conto literário (JOLLES, 1976; BORDINI e AGUIAR, 1993), e, especificamente, do conto lusitano (MOISÉS, 1974, 1994).

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-12T20:18:35Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-13T13:06:30Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2017-09-13T13:06:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-11-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa-ação apresenta uma proposta de intervenção aplicada em uma turma de 8º ano do Ensino Fundamental, de uma escola da rede pública municipal, na cidade de Juiz de Fora, no ano de 2016. Diante de um diagnóstico de baixo interesse pela leitura de livros e um repertório literário limitado, esta proposta teve por objetivo tornar a leitura literária mais atraente aos alunos, bem como ampliar seu repertório, tendo sido escolhido como ponto de partida o gênero policial juvenil, por permitir tanto o estabelecimento de uma rede intertextual horizontal, com outras obras policiais juvenis, quanto de uma rede vertical com a tradição literária do gênero. A intervenção apoiou-se teoricamente no conceito de letramento literário (Paulino e Cosson, 2009; Colomer, 2007), bem como nas propostas para a efetivação do letramento literário (Paulino e Cosson, 2009) e a formação do leitor (Colomer, 2007) na escola; no conceito de repertório literário (Iser, 1996); no conceito de polissistema literário (Even-Zohar, 2013); e no conceito de comunidade de leitores (Chartier, 1994). A execução do projeto se efetivou em três etapas, partindo da inserção dos alunos na comunidade de leitores da narrativa policial, através da leitura compartilhada de uma ficção policial juvenil, e ampliando-se seu repertório com as estratégias narrativas da tradição literária policial, usadas nos contos de Arthur Conan Doyle e Agatha Christie. Este trabalho vincula-se ao programa de Mestrado Profissional em Letras – PROFLETRAS, integrando-se à linha de pesquisa: Leitura e Produção Textual: diversidade social e práticas docentes. Os resultados desta pesquisa apontaram como eficazes as estratégias utilizadas para fomentar o letramento literário dos alunos, tanto no sentido de um maior envolvimento com a leitura, quanto no sentido de uma efetiva ampliação de seu repertório literário. No entanto, evidenciaram também que se trata de um processo contínuo, exigindo constante reavaliação e o planejamento de novas metas. / This action research presents a proposal for intervention applied to a class of 8th grade of elementary school, from a municipal public school in the city of Juiz de Fora, in the year 2016. Facing the diagnosis of low interest in reading books and a limited literary repertoire, this proposal has aimed to make the literary reading more attractive to students, as well as broaden their repertoire, having been chosen as a starting point the juvenile detective genre by allowing both the establishment of a horizontal intertextual network, with other juvenile police work, as a vertical network with the literary tradition of the genre. The intervention backed up theoretically on the concept of literary literacy (Paulino and Cosson, 2009; Colomer, 2007), as well as on the proposals for the realization of literary literacy (Paulino and Cosson, 2009) and the readers’ formation (Colomer, 2007) in school; on the concept of literary repertoire (Iser, 1996); on the concept of literary polysystem (Even-Zohar, 2013); and on the concept of readers community (Chartier, 1994). The execution of the project has been accomplished in three stages, starting with the integration of students in the readers’ community on the police narrative, through the shared reading of a juvenile detective fiction, and widening their repertoire with the narrative strategies of police literary tradition, used in tales by Arthur Conan Doyle and Agatha Christie. This work is linked to the Professional Master's program in Letters - PROFLETRAS, joining the line of research: Reading and Text Production: social diversity and teaching practices. The results of this research have showed how effective the strategies used are to promote the literary literacy of students, both in the sense of a greater involvement with reading, and in the sense of an effective extension of their literary repertoire. However, they have also showed that it is a continuous process, requiring constant re-evaluation and planning new goals.

Orientador: Márcio Azevedo de Abreu / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T01:48:28Z (GMT). No. of bitstreams: 1 Bezerra_ValeriaCristina_M.pdf: 1168688 bytes, checksum: b2051e04568566a3f92a814a17d70aaf (MD5) Previous issue date: 2012 / Resumo: Este trabalho propõe-se a analisar a avaliação que os romances de José de Alencar receberam da crítica ao longo dos séculos XIX e XX, atentando para um aspecto que permeou o julgamento de valor de seus romances: a representação de seu leitor. Esta pesquisa deteve-se, sobretudo, na recepção crítica publicada na imprensa periódica do século XIX (mais precisamente a partir de 1857 até o final do século) e nas mais relevantes histórias literárias do século XX. Na recepção crítica do século XIX, foi possível identificar que os críticos, quando buscavam prestigiar a obra do romancista, caracterizavam o seu leitor de forma lisonjeira, mas quando objetivavam atacar as suas obras, o seu leitor recebia uma caracterização pejorativa. Essa forma de atribuir valor aos textos a partir da caracterização do leitor também se fez presente nas histórias literárias, que empreenderam uma hierarquização dos escritos de Alencar, de acordo com sua maior ou menor adesão ao que os historiadores imaginavam ser um leitor de prestígio / Abstract: This work proposes to examine the critical evaluation that José de Alencar's novels received throughout the 19th and 20th centuries, by paying attention to one particular aspect: the representation of his readers. This research was focused mainly in critical reception published in the 19th century press (more precisely from 1857 until the end of the century) and in the most relevant literary histories of the 20th century. One of the ways of praising the writer's work, in the press, was to identify his readers in a flattering way. On the contrary, when the objective was to attack his works, the reader received a pejorative characterization. This procedure was also present in literary histories, which undertook a hierarchical classification of Alencar's work, according to its adherence to what historians imagined was a prestigious reader / Mestrado / Historia e Historiografia Literaria / Mestre em Teoria e História Literária

Orientador: Paulo Franchetti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-04T04:26:01Z (GMT). No. of bitstreams: 1 Menezes_HugoLenes_D.pdf: 1049541 bytes, checksum: 6b243033c4f604b446e6b0a1e5021c28 (MD5) Previous issue date: 2005 / Resumo: O presente trabalho estuda as origens da prosa moderna em língua portuguesa, a emergência do gênero romance em terras lusas e, de modo mediato, o impacto do discurso prosístico de Almeida Garrett e Alexandre Herculano na narrativa lusófona subseqüente. Diferentemente do que dá a entender a tradição crítica, que privilegia somente algumas facetas da obra dos dois autores acima referidos, num campo valorativo especificamente literário, Garrett ocupa um lugar fundador não apenas por inaugurar a narrativa de atualidade em Portugal, e sim por ser um dos instauradores da prosa burguesa. Do mesmo modo, a importância de Herculano não pode reduzir-se ao fato de ele introduzir a ficção histórica no seu país, pois o seu papel, assim como o de Garrett, é decisivo na elaboração da prosa moderna em vernáculo. Outro ponto enfocado nesta tese é a constituição do público do romance, na primeira fase do romantismo lusitano, para o que Garrett e Herculano, acompanhando a valorização, ao longo dos séculos XVIII e XIX, da função educativa da forma romanesca, contribuíram com uma verdadeira pedagogia da leitura por meio da construção da narrativa ficcional / Abstract: The present work studies the origins of modern prose in the Portuguese language, the emergence of the novel as a genre in Lusitanian lands, and, as mediation, the impact of the discourse of Almeida Garrett and Alexandre Herculano on subsequent Lusiphone narrative. Differently from what comes to light in the critical tradition, which privileges only some facets of the oeuvre of the two above cited authors within a specifically evaluative literary field, Garrett occupies a founding place not only for inaugurating the narrative of the present time in Portugal, but also as one of the founders of the bourgeois prose. In a similar way, the importance of Herculano cannot be reduced to the fact that he introduces the historical fiction in his country, as he plays a decisive role, as well as Garrett, in the elaboration of modern prose in the vernacular. Another point focused on here is the creation of a reading public for the novel during the first phase of the Portuguese Romanticism, to which Garrett and Herculano, by means of the construction of fictional narrative, contribute a true pedagogy of reading, which accompanies the valorization of the educational function attributed to the Romanesque form throughout the eighteenth and the nineteenth centuries / Doutorado / Literatura Portuguesa / Doutor em Teoria e História Literária

Made available in DSpace on 2014-08-20T13:47:56Z (GMT). No. of bitstreams: 1 Lisiane Sias Manke_Tese.pdf: 37056350 bytes, checksum: 16981f8ac8ab45d83f6cf1a24e740f2c (MD5) Previous issue date: 2012-04-09 / The theme of this thesis is the study of the trajectories of readers who come from the rural area; its main objective is to understand the development of reading practices through the analysis of individual structures, by investigating: a) the social circumstances of the past which contributed in the process of incorporating reading inclination.; b) the means and the modes of reading and the reading appropriation of six rural actors. The theoretical tenets which guided the analysis are related to the history of reading studies, regarding the proposals of Roger Chartier, and the sociology of reading and the culture concepts discussed by Bernard Lahire. The investigation was performed with individuals living in the southern region of Rio Grande do Sul State, known in their locale as assiduous readers. They are six readers, four men and two women born and raised in the rural area, over 70 years old, with poor schooling and daily reading in a non-professional way. The methodological approach is related to the proposal of sociology on an individual scale, in which the individual must be deeply investigated, to apprehend the inner plurality of unique individuals. Thus, from four to six interviews were taken profoundly with each one of the readers investigated. The analysis of these readers trajectories made possible the outline of an image of reading practices in the social world, evincing the reader as unique individual in the social field, pervaded by sociability relations which constitute him. In doing so, this research results demonstrated that different instances of socialization contribute to the process of incorporating reading inclination, and that the readers experience different relations with reading during their life trajectory, by being subordinated to internal forces (inclinations) and to external forces (contexts) which interfere in action. Considering the modes of reading, the analysis evinced silent and extensive reading practices, i.e., lonely and silent readings of a significant number of texts, except the reading practice of a Bible reader . Referring to the modes of appropriation of texts, it was possible to notice some ethic-pratical inclinations, in which one may assume participation, identification with the read text, related to a sociohistorical identity of the readers. / Esta tese tem como tema o estudo da trajetória de leitores oriundos do meio rural, com o objetivo principal de compreender o desenvolvimento das práticas de leitura através da análise das estruturas individuais, ao investigar: a) as circunstâncias sociais do passado que contribuíram no processo de incorporação da disposição à leitura; b) os meios e os modos de ler e a apropriação da leitura de seis atores rurais. Os pressupostos teóricos que nortearam a análise estão vinculados aos estudos da história da leitura, a partir do que propõe o historiador Roger Chartier, e aos conceitos da sociologia da leitura e da cultura, discutidos por Bernard Lahire. A investigação foi realizada com indivíduos moradores na região sul do Estado do Rio Grande do Sul, reconhecidos na localidade onde residem como leitores assíduos. Trata-se de seis leitores, quatro homens e duas mulheres, que nasceram e cresceram no meio rural, possuem pouca escolarização, têm mais de 70 anos de idade, e leem cotidianamente, de forma não profissional. O aporte metodológico esteve vinculado à proposta da sociologia à escala individual, na qual o indivíduo deve ser investigado profundamente, de modo a apreender a pluralidade interna dos indivíduos singulares. Sendo assim, foram realizadas de quatro a seis entrevistas em profundidade com cada um dos leitores investigados. Ao analisar a trajetória destes leitores foi possível esboçar uma imagem das práticas de leitura no mundo social, evidenciando o leitor como indivíduo singular no campo social, permeado por relações de sociabilidade que o constituem. Neste sentido, os resultados desta pesquisa demonstraram que diferentes instâncias de socialização contribuem no processo de incorporação da disposição leitora, e que os leitores vivenciam diferentes relações com a leitura durante a trajetória de vida, por estarem submetidos a forças interna (disposições) e a forças externas (contextos) que interferem na ação. Em relação às maneiras de ler, a análise evidenciou práticas de leitura silenciosas e extensivas, ou seja, leituras solitárias e em silêncio, de um significativo número de textos, com exceção da prática de leitura de uma leitora da Bíblia . Ao que se refere aos modos de apropriação dos textos, foi possível perceber disposições ético-práticas, nas quais se pressupõe uma participação, uma identificação com o texto lido, vinculada a identidade sócio-histórica dos leitores.

Notre étude porte sur la constitution de l’événement médiatique particulièrement dans la presse en ligne, étant un dispositif qui permet l’interaction entre les journalistes, les acteurs politiques et les lecteurs. D’une part, nous nous occupons de la mise en récit de l’événement dans le journal électronique, en analysant la façon dont les journalistes ont traité, évoqué et raconté cet événement. D’autre part, nous étudions la façon dont les journalistes et les lecteurs se rencontrent à travers le dispositif de la presse en ligne qui leur permet de commenter, de discuter et de se plonger dans des débats autour des événements émergeants. Plus précisément, nous étudions comment la presse en ligne américaine, irakienne et saoudienne- représentée dans notre corpus par le Los Angeles Times, le Washington Post, Almada, et Alhayat- a constitué l’événement du retrait des troupes américaines d’Irak qui a eu lieu entre 2010 et 2011. Ensuite, nous étudions comment les commentaires des lecteurs de ces journaux électroniques ont contribué à la modification, voire à la reconfiguration des récits racontés par les journalistes. L’objectif de cette recherche est d’analyser comment les événements médiatiques sont organisés par les discours de la presse en ligne, et de démontrer que les publics peuvent, eux-aussi, participer à la constitution des récits des événements à travers leurs interventions et leurs feedbacks dans les champs consacrés aux commentaires des lecteurs dans les journaux électroniques. / This research studies the formation of the media event particularly in the electronic press, as a support that allows the interaction between journalists, politicians and readers. On one hand, we deal with the configuration of the story of the event in the electronic newspaper, by analyzing how journalists treated and narrated this event. On the other hand, we study how journalists and readers meet through the support of the electronic press which allows them to comment, discuss and delve into debates related to the emerging events. Herein, we study how the American, Iraqi and Saudi electronic press, represented in our corpus by the Los Angeles Times, the Washington Post, Almada, and Alhayat, configured the event of the American withdrawal from Iraq between 2010 and 2011. In addition, we study how the comments of the readers on these electronic newspapers have contributed to the modification or the reconfiguration of the stories told by journalists. The objective of this project is to analyze how media events are organized and formed in the electronic press, and to show how the public can also participate in shaping the media stories through the space designated for readers' comments in electronic newspapers.

The thesis presents a multi-aspectual analysis of simplified fiction at the B2 and C1 levels and their original counterparts. It aims to explore the simplification and language transformation performed on authentic texts to adapt them to particular CEFR levels. The thesis also endeavors to provide an insight into whether there are common linguistic features that characterize authentic and adapted texts of different levels, thus helping teachers and learners justify their choice between original and simplified texts. Based on the theoretical framework, the thesis provides an analysis of a specialized corpus of six texts which is comprised of the first chapters of the two original novels and their simplified versions adapted to the B2 and C1 levels by two different publishers. Each sample was subjected to scrutiny of selected linguistic features, thus unveiling the tendencies in the language, discourse, and information control in the graded readers. Consequently, the results of the text analysis were contrasted with CEFR to compare the actual text complexity with its assigned CEFR level. The results of the analysis seem to indicate certain discrepancies in this respect. Keywords: CEFR, specialized corpus, graded readers, authentic texts, simplification, language control, discourse control,...

[pt] Este estudo visa a ensaiar alguns passos que permitam, através de parte da obra de Monteiro Lobato, entender a contribuição do contador de histórias no processo de formação do leitor. Mesmo que de forma breve, alguns pontos da própria história de Monteiro Lobato são apresentados para se chegar ao contador de histórias e verificar mais de perto, em parte da sua obra, em especial, o Sítio do Picapau Amarelo, de que forma este sujeito age e interfere na formação leitora. Neste percurso, faz-se necessário tratar da tradição cultural da escrita e também da oralidade, quando se registra a formação do contador de histórias. Após mapear de forma cuidadosa os principais contadores que transitaram no universo Lobatiano, selecionarmos e combinarmos alguns “ingredientes” que julgamos essenciais às práticas contadoras, para em seguida, verificar possíveis “frutos” desta prática. Estão indicadas as contribuições de autores como Walter Ong, Paul Zumthor, Walter Benjamin, Roland Barthes, Umberto Eco dentre outros. O método comparativo-analítico predomina, tomados os pressupostos teóricos sobre o tema para cruzá-los com passagens selecionadas de Monteiro Lobato. / [en] This study aims to test a few steps to allow through the work of Monteiro Lobato, understand the contribution of the storyteller in the process of formation of the reader. Even if briefly, some points of the history of Monteiro Lobato are presented to get to the storyteller and check more closely, in part of his work, especially the Sítio do Picapau Amarelo, how this acts and interfere with the formation of the reader. In this way, it’s necessary to address the cultural tradition of writing and orality also, when you register the formation of the storyteller. After carefully mapping the key counters that passed in the Lobato’s universe, selecting and combining some "ingredients" that we consider essential to the practice accountant, to then investigate possible "fruit" of this practice. Are shown the contributions of authors such as Walter Ong, Paul Zumthor, Walter Benjamin, Roland Barthes, Umberto Eco, among others. The comparative method-analytical predominates taken the theoretical assumptions on the subject to cross them with selected passages of Monteiro Lobato.

The aim of this study consists of two major parts: in the first place, the goal is to show to which extent the reading behavioral patterns as well as the reading methods of children and the youth have changed and developed during the past few decades. In the second place, the focus of the study shifts to the educational situation in which German as a foreign language is being taught. Important differences between mother tongue and foreign language education are pointed out and guidelines are given concerning the usage of reading as an important skill in the process of mastering German successfully. The activity of “reading” has been an integral part of the human composition and lifestyle since the earliest days of known human existence. The reading of a vastly different range of literature enriches a person’s life in a variety of ways and influences a person’s thoughts and deeds greatly to a positive extent. The reading of different types of literature can lead to the acquirement of new knowledge as well as the development of existing knowledge, new or unknown facts and information can be discovered and reading can also be utilized for the means of pure relaxation. Quite a large number of factors have contributed during the course of the last few decades to a negative development and decline in the reading patterns as well as the reading methods of the society in general – for example, the new innovations in technology, especially the increasing usage of the computer, as well as the hustled and hurried human lifestyle in which time as a very valuable and precious commodity has become extremely limited. Mainly due to above-mentioned factors a definite decline in the reading activities of children and the youth can be observed and therefore this distressing trend forms one of the major focus points of this mini-dissertation. One of the most important and influential role players in the process of establishing an early liking and love for reading is undeniably and obviously the parental home, as well as the parents’ reading behavior and habits. Another and equally important role player in the development of desired reading behavior of children and the youth are the schools and/or other educational institutions. Consequently another focus point of this study will therefore be the reading methods, which are applied in the teaching situation and the reader in a foreign language situation, as well as the reading process which takes place during the learning of a foreign language (such as German) will specifically be taken into consideration. The latter is especially important in the South African context, because German in this country is mainly being taught as a foreign language. Reading as one of the four main skills (reading; listening; speaking; writing) required in the process of learning a new (foreign) language has been a subject of scientific research since the beginning of the 20th century. In the past few decades a variety of studies in the fields of sociology, didactics and linguistics have been undertaken and the diverse theories that have resulted from these studies are a prominent fact. The interest in the reading habits of children and the youth has been rekindled during the recent decade or two and in-depth studies have indicated to which extent learners’ reading skills not only influence their ability to master a foreign language, but also contribute to the learning of other study material as well. Studies that were undertaken in Germany were mainly being made use of during the research process of this mini-dissertation, in view of the fact that the focus of the material is of course German as a foreign language. The method of research, which was applied in this mini-dissertation, is mainly a literature study and analysis. Several theories concerning the reading habits and reading behavior and/or –disposition of children and the youth towards the various forms of literature, the sociology of different reading types and the importance of the development of reading skills in especially the teaching of German as a foreign language are being investigated, analysed, discussed and compared in the various chapters. Relevant and timely information has been obtained from a comprehensive range of literary sources. Books, magazine articles, reference books as well as the internet (especially concerning the results of the most recent studies being done in German schools) have been used extensively to gather relevant information, which have consequently been compiled in such a way that for example teachers could consult and utilise this mini-dissertation in a practical and useful manner, wherever applicable. / Dissertation (MA (German))--University of Pretoria, 2006. / Modern European Languages / unrestricted