Este trabalho é composto por três ensaios que buscam investigar, por meio de textos literários, elementos sobre a transmissão de um saber-fazer-com o impossível, na interface entre educação e psicanálise. Os ensaios decantam das experiências com o Armazém de Histórias Ambulantes e o Setor de Cuidados Paliativos do Hospital Nossa Senhora da Conceição em Porto Alegre (RS). O primeiro ensaio aborda os livros que compõem o projeto O Bairro, de Gonçalo M. Tavares, e traz a noção de errância para estabelecer uma proposição metodológica. O segundo ensaio retoma a obra de Herman Melville, Bartleby, o escrevente: uma história de Wall Street, articulando a ideia de paragem como um espaço que suspende um tempo e uma urgência no fazer, interrompendo a consequência antecipada e deixando surgir o que é contingente. Já o terceiro ensaio atualiza elementos da obra A desumanização, do escritor português Valter Hugo Mãe, e tem a alteridade como chave de leitura, alteridade que imanta um campo onde emerge a possibilidade de inventar um saber-fazer-com. Esses ensaios operam como um laboratório de experiências em que a ficção, o ato e a criação seguem na direção de pensar a literatura como um modo de transmissão de um saber- -fazer-com diante do impossível. / This work consists of three essays that seek to investigate, through literary texts, elements that can transmit a know-how-with the impossible, at the interface between education and psychoanalysis. The essays enhance from experiences with the Itinerant Stories Warehouse and the palliative care sector of Hospital Nossa Senhora da Conceição in Porto Alegre – RS. The first essay explores the books that compose the project The Neighborhood, by Gonçalo M Tavares, and explores the notion of wandering to establish a methodological proposition. The second incorporates the work of Herman Melville, Bartleby, the scribe: a story of Wall Street, to articulate the idea of stopping time as a space-time that suspends the time and the urgency in doing, interrupting the early consequence and letting arise what is contingent. The third explores elements in Valter Hugo´s The dehumanization, and suggests the otherness as a key reading; otherness that connects to the field where emerges the possibility of inventing a know-how-with. These essays operate as a laboratory of experiments in which the fiction, the act and creation, follow in the direction of thinking about the literature as a way of transmitting a know-how-with towards the impossible.

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I denna uppsats undersöks hur lärare arbetar med skönlitteratur i skolan, dels i språkförberedande undervisning på IVIK programmet såväl som i svenska som andraspråksundervisningen och i svenskan med andraspråkselever. Syftet med uppsatsen är att studera vilka arbetsmetoder lärarna använder sig av med andraspråkselever, hur lärarna arbetar med ämnets syften och språkutvecklingen. En undersökning har gjorts genom intervjuer med fem lärare på en gymnasieskola. Utgångspunkten för uppsatsen är följande frågeställningar: Hur arbetar lärare med skönlitteratur i skolan, dels i språkförberedande undervisning på IVIK programmet såväl som i svenska som andraspråksundervisningen och i svenskan med andraspråkselever? Hur arbetar lärarna språkutvecklande i de skönlitterära momenten och hur ser man att det har uppnåtts? Hur arbetar lärarna med de skönlitterära syftena i ämnet och hur ser man att eleverna har tagit till sig innehållet i syftet?   Resultatet av undersökningen visar att arbetet i grupper med enbart andraspråkselever har ett tydligt andraspråksperspektiv. Lärarna i svenskgrupperna ger alla elever samma undervisning men andraspråkseleverna ges mer stöd när det behövs. Alla de intervjuade lärarna använder frågor och samtal om texten som arbetsmetod i den skönlitterära undervisningen i arbetet med syfte och språkutveckling men det är svårt att utvärdera om eleverna har tagit till sig innehållet i syftet och om språkutveckling verkligen har skett genom de skönlitterära momenten och om insikterna i syftet påverkat eleverna på djupet. / This essay review the way teachers work with literature in school, partly in language preparation classes as well as in Swedish as a second language and in Swedish with second language learners. The purpose of the essay is to study which methods teachers use in education with second language learners, how the teachers work with the aims of the course and development of language. A survey has been made by way of interviews with five teachers at an upper secondary school. The premises of the essay are following question formulation: How do teachers work with literature in school, partly in language preparation classes as well as in Swedish as a second language and in Swedish with second language learners? How do teachers work with development of language in teaching literature and how can one see it is successful? How do teachers work with the literary aims of the course and how can one see that the students have embraced the aims?  The results of the survey show that the work in groups with alone second language learners has got a clear second language perspective. The teachers of the Swedish classes give all students the same instructions but second language learners acquire more support if needed. All the teachers in the survey use questions and dialogue about the text as a method in education in literature in the work with the aims and the development of language, but it is hard to evaluate if the students have embraced the aims and if progress in language has been made by way of the parts of literature and if the knowledge in the aims have influenced the students in depth.

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Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. Includes bibliographical references (leaves 227-232).

Thesis (D. Min.)--Concordia Seminary, St. Louis, 1992. / Abstract. Includes bibliographical references (leaves 227-232).