Der Videocampus Sachsen (VCS) ist eines von fünf strategischen Handlungsfeldern der Landesinitiative Bildungsportal Sachsen (vgl. AKeL 2015, S. 2). Es handelt sich um ein ebenen- und fachbereichsübergreifendes Verbundprojekt von acht sächsischen Hochschulen zum Aufbau/Betrieb einer gemeinsamen Videoplattform. Gefördert durch das SMWK entsteht aktuell eine Machbarkeitsstudie, die u.a. aktuelle Nutzungsbedarfe, technische Möglichkeiten, Geschäftsmodelle wie auch didaktische Potentiale in den Blick nimmt. Im Beitrag werden Idee, Notwendigkeit und Nutzenerwartung des VCS ausgeführt. Ein Schwerpunkt liegt auf der Integration medienrechtlicher Überlegungen. Es werden einerseits exemplarisch die Ergebnisse der juristischen Expertise vorgestellt, andererseits anhand konkreter Einsatzszenarien sogenannte rechtliche Fallstricke identifiziert und diskutiert.

By reconstructing his lecture activities, I found and discussed the conflicts and debates Li had with other philosophical schools of his times. In so doing, I also discussed the interaction between Li's learning and the philosophical traditions of places where he taught, for example, his difference with the traditions of the Zhu Xi school in Fujian. What emerged is that Li was a strong and unyielding philosopher who was able to give theoretical coherence to his disciples but failed to spread his teachings into established schools of thought. / From the case of Li Cai, this dissertation finds that three elements were common and crucial to the founding of a new philosophical school in middle and late Ming times---a doctrine couched in some terse expressions, expressions deriving from the Great Learning as key terms of the doctrine, and organized lecture activities. The dissertation also argues that it was the fundamental notions of achieving learning by oneself (zide) and transmission of the orthodox Way (daotong) that drove the creation of original arguments and "discussion of learning" activities in the late Ming. Li Cai worked himself to distinction amid this practice of the time by formulating his own doctrine on ethics. His emphasis on "cultivation of the person" is a deliberate counteraction to the "extension of innate knowledge" of Wang Yangming, whose school by Li's time had much indulged in the liberation of the individual to the neglect of social norms. Engaging himself as a teacher, Li Cai also cast himself as a rival to Wang Yangming. He considered his endeavor as an act of transmitting the Way and his doctrine as providing true insights into the teaching of Confucianism. More precisely, he considered his zhixiu doctrine a loyal representation of the teachings of Confucius and his great disciple Zeng Shen. / Li talked about his zhi-xiu doctrine everywhere he went. He advanced this doctrine by means of establishing academies (shuyuan), publishing his own works, organizing discussions and debates, lecturing to large audiences, and engaging in philosophical exchanges through correspondence with his discussants. He engaged himself in activities like these when he was director of a bureau in the minister of War, an assistant surveillance commissioner in Guangdong, and an administrative vice commissioner in charge of military affairs in the southwestern border region of the Ming empire. He lost no enthusiasm in championing his doctrine even when he was an exile in Fujian province for more than ten years. / The study begins with an analysis of the Daxue (Great Learning) , the most important Neo-Confucian classic in late imperial times, which exists in a large number of versions since Northern Song times. I first analyze the most cited versions, identifying especially the differences between Zhu Xi's orthodox version and the so-called Old Text derived from the classic Record of Rites. The latter version gained ascendance from the late fifteenth century when Wang Yangming's school strongly advocated it. / This dissertation studies a well-known, but not yet well studied, statesman and philosopher of the sixteenth century, Li Cai, and his relationship to the building of philosophical schools in the world of Ming Confucianism. It hopes to throw lights on the study of Ming intellectual communities as well as on the general intellectual history of late imperial China. / To distinguish himself from both Zhu Xi and Wang Yangming, Li Cai provided a new version of the Great Learning by rearranging the texts of the Old Text and Zhu Xi's version as well as the text in the Shijing daxue (Stone Classics Great Learning), which is a forgery but acclaimed by many scholars of the time. Li Cai formulated his own philosophical doctrine from this new version and summed it up with the term zhixiu, which stands for the word zhi and the word xiu, respectively, which in turn are abbreviations of the phrases zhi yu zhishan (abiding by the supreme good) and xiushen (cultivation of the person), phrases that denote key notions in the Great Learning. He theorized that zhi refers to the substance and xiu refers to the practice of his doctrine. In actuality, he takes zhi to mean focusing on nourishing the mind and xiu to mean self-examination and watchfulness in the cultivation of the self. / 劉勇. / Adviser: Chu Hung-Lam. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 2187. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 362-389). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Liu Yong.

L'objectif principal de cette thèse est le développement, l'amélioration et l'évaluation de méthodes de traitement de données massives de séquençage, principalement des lectures de séquençage d'ARN courtes et longues, pour éventuellement aider la communauté à répondre à certaines questions biologiques, en particulier dans les contextes de transcriptomique et d'épissage alternatif. Notre objectif initial était de développer des méthodes pour traiter les données d'ARN-seq de deuxième génération à l'aide de graphes de De Bruijn afin de contribuer à la littérature sur l'épissage alternatif, qui a été exploré dans les trois premiers travaux. Le premier article (Chapitre 3, article [77]) a exploré le problème que les répétitions apportent aux assembleurs de transcriptome si elles ne sont pas correctement traitées. Nous avons montré que la sensibilité et la précision de notre assembleur local d'épissage alternatif augmentaient considérablement lorsque les répétitions étaient formellement modélisées. Le second (Chapitre 4, article [11]) montre que l'annotation d'événements d'épissage alternatifs avec une seule approche conduit à rater un grand nombre de candidats, dont beaucoup sont importants. Ainsi, afin d'explorer de manière exhaustive les événements d'épissage alternatifs dans un échantillon, nous préconisons l'utilisation combinée des approches mapping-first et assembly-first. Étant donné que nous avons une énorme quantité de bulles dans les graphes de De Bruijn construits à partir de données réelles d'ARN-seq, qui est impossible à analyser dans la pratique, dans le troisième travail (Chapitre 5, articles [1, 2]), nous avons exploré théoriquement la manière de représenter efficacement et de manière compacte l'espace des bulles via un générateur des bulles. L'exploration et l'analyse des bulles dans le générateur sont réalisables dans la pratique et peuvent être complémentaires aux algorithmes de l'état de l'art qui analysent un sous-ensemble de l'espace des bulles. Les collaborations et les avancées sur la technologie de séquençage nous ont incités à travailler dans d'autres sous-domaines de la bioinformatique, tels que: études d'association à l'échelle des génomes, correction d'erreur et assemblage hybride. Notre quatrième travail (Chapitre 6, article [48]) décrit une méthode efficace pour trouver et interpréter des unitigs fortement associées à un phénotype, en particulier la résistance aux antibiotiques, ce qui rend les études d'association à l'échelle des génomes plus accessibles aux panels bactériens, surtout ceux qui contiennent des bactéries plastiques. Dans notre cinquième travail (Chapitre 7, article [76]), nous évaluons dans quelle mesure les méthodes existantes de correction d'erreur ADN à lecture longue sont capables de corriger les lectures longues d'ARN-seq à taux d'erreur élevé. Nous concluons qu'aucun outil ne surpasse tous les autres pour tous les indicateurs et est le mieux adapté à toutes les situations, et que le choix devrait être guidé par l'analyse en aval. Les lectures longues d'ARN-seq fournissent une nouvelle perspective sur la manière d'analyser les données transcriptomiques, puisqu'elles sont capables de décrire les séquences complètes des ARN messagers, ce qui n'était pas possible avec des lectures courtes dans plusieurs cas, même en utilisant des assembleurs de transcriptome de l'état de l'art. En tant que tel, dans notre dernier travail (Chapitre 8, article [75]), nous explorons une méthode hybride d'assemblage d'épissages alternatifs qui utilise des lectures à la fois courtes et longues afin de répertorier les événements d'épissage alternatifs de manière complète, grâce aux lectures courtes, guidé par le contexte intégral fourni par les lectures longues / The main goal of this thesis is the development, improvement and evaluation of methods to process massively sequenced data, mainly short and long RNA-sequencing reads, to eventually help the community to answer some biological questions, especially in the transcriptomic and alternative splicing contexts. Our initial objective was to develop methods to process second-generation RNA-seq data through de Bruijn graphs to contribute to the literature of alternative splicing, which was explored in the first three works. The first paper (Chapter 3, paper [77]) explored the issue that repeats bring to transcriptome assemblers if not addressed properly. We showed that the sensitivity and the precision of our local alternative splicing assembler increased significantly when repeats were formally modeled. The second (Chapter 4, paper [11]), shows that annotating alternative splicing events with a single approach leads to missing out a large number of candidates, many of which are significant. Thus, to comprehensively explore the alternative splicing events in a sample, we advocate for the combined use of both mapping-first and assembly-first approaches. Given that we have a huge amount of bubbles in de Bruijn graphs built from real RNA-seq data, which are unfeasible to be analysed in practice, in the third work (Chapter 5, papers [1, 2]), we explored theoretically how to efficiently and compactly represent the bubble space through a bubble generator. Exploring and analysing the bubbles in the generator is feasible in practice and can be complementary to state-of-the-art algorithms that analyse a subset of the bubble space. Collaborations and advances on the sequencing technology encouraged us to work in other subareas of bioinformatics, such as: genome-wide association studies, error correction, and hybrid assembly. Our fourth work (Chapter 6, paper [48]) describes an efficient method to find and interpret unitigs highly associated to a phenotype, especially antibiotic resistance, making genome-wide association studies more amenable to bacterial panels, especially plastic ones. In our fifth work (Chapter 7, paper [76]), we evaluate the extent to which existing long-read DNA error correction methods are capable of correcting high-error-rate RNA-seq long reads. We conclude that no tool outperforms all the others across all metrics and is the most suited in all situations, and that the choice should be guided by the downstream analysis. RNA-seq long reads provide a new perspective on how to analyse transcriptomic data, since they are able to describe the full-length sequences of mRNAs, which was not possible with short reads in several cases, even by using state-of-the-art transcriptome assemblers. As such, in our last work (Chapter 8, paper [75]) we explore a hybrid alternative splicing assembly method, which makes use of both short and long reads, in order to list alternative splicing events in a comprehensive manner, thanks to short reads, guided by the full-length context provided by the long reads

Increasing involvement with students at the University of Namibia has indicated their overall difficulty with comprehending and recalling information from oral content lectures. It has also been observed that in general very little attention is given to the development of listening skills in L2 ESP and EAP courses. For this study, I conducted a quasi-experiment to determine whether the recognition and interpretation of discourse markers will enhance students' listening comprehension in academic lectures. Students were tested to determine their comprehension of content information in a video-taped lecture. Qualitative data were collected by means of a questionnaire. After an intervention period of eight weeks, where the experimental group received strategy training in the recognition and interpretation of discourse markers in spoken texts, both groups were again tested. Their results were statistically compared. I also looked at related findings of other researchers. Finally, aspects for possible future research will also be considered. / English Studies / MA - (Specialisation in TESOL)

Ce travail étudie des espaces littéraires ignorés. La littérature sentimentale de grande consommation du premier tiers du XXe siècle, souvent mal classée, concentre à la fois deux de ces zones. D’abord, la littérature sentimentale produite pour un public masculin était souvent associée à l’obscénité et à la pornographie, et a été soumise à des jugements moraux rigoureux. Deuxièmement, parce que les systèmes de validation littéraire n’ont pas encore trouvé un ajustement approprié pour la littérature de grande consommation. Paradoxalement, la meilleure littérature de masse, écrite avec des ambitions esthétiques, est souvent la plus ignorée. Il faudrait établir les frontières entre ses différents aspects pour comprendre la raison pour laquelle certaines de ces œuvres ont été considérées obscènes ou pornographiques, et pourquoi elles ont été exclues de leurs systèmes littéraires. La comparaison révèle que les processus de la condamnation des deux systèmes, moral et esthétique, sont analogues. Finalement, notre travail vise à analyser la présence de ce genre de roman sentimental masculin dans la littérature catalane —qui avait un marché littéraire et un système canonique tout à fait différent de ceux des autres littératures européennes. Nous pouvons trouver un bon exemple de cette manifestation dans les œuvres de Josep Maria Francès, surtout dans ses romans sentimentaux écrits à l’entre-deux-guerres, La rossa de mal pèl (1929) et Marasme (1938). Cette thèse n’a pas pour but d’analyser en profondeur les œuvres de Francès, mais d’offrir des outils qui puissent permettre une nouvelle compréhension de son travail : le catalogue complet de ses articles de presse, une édition minutieuse de Marasme, roman inédit, et la définition de l’espace occupé par ses romans sentimentaux aussi bien que du genre qu’ils représentent. / This is a thesis about ignored literary spaces. The mass-consumption sentimental literature of the first third of the 20th century, often poorly classified, concentrates both of these areas. First, the sentimental literature produced for men was often associated with obscenity and pornography, and was subjected to severe moral sentences. Secondly, because the literary validation systems have not yet found a suitable fit for consumption literature. Paradoxically, the best mass literature, written with aesthetic ambitions, is the most frequently ignored. It would be necessary to separate some different aspects to understand why some of these works were considered obscene or pornographic, and why they have been excluded from their literary systems. The comparison reveals that the processes of condemnation of both moral and aesthetic systems are analogous. Finally, our work aims to analyze the presence of this kind of sentimental novel for men in the Catalan literature —which had a literary market and a canonical system quite different from the other European literatures. We can find a good example of this manifestation at the works of Josep Maria Francès, mainly his sentimental novels written during the interwar period, La rossa de mal pèl (1929) and Marasme (1938). This thesis does not aim to provide a deep analysis of Francès’ works, but to offer tools that may allow reading it under a different, richer point of view: the complete catalogue of his newspaper articles, a thorough edition of the unpublished novel Marasme and the definition of the ambits occupied by his sentimental novels and of the genre they represent. / Aquesta tesi tracta d’uns espais literaris ignorats. La literatura sentimental de consum del primer terç del segle XX, sovint mal classificada, concentra dos d’aquests àmbits. Primer, perquè la literatura sentimental produïda per a homes s’associava sovint amb l’obscenitat i la pornografia, i estava sotmesa a severes condemnes d’ordre moral. Després, perquè els sistemes de validació literària encara no han trobat un encaix adient per a la literatura de consum. Paradoxalment, la millor literatura de masses, feta amb pretensions estètiques, és la més ignorada. Convindria, tanmateix, separar algunes coses: entendre per què es consideraven pornogràfiques o immorals algunes d’aquestes obres, i per què han estat excloses dels seus sistemes literaris. La comparació revela que els processos de condemna d’ambdós sistemes, moral i estètic, són anàlegs. Finalment, volem analitzar la presència d’aquest tipus de noveŀla sentimental masculina a la literatura catalana —que comptava amb un mercat editorial i un sistema canònic força distint del de les altres literatures europees. En trobem un exemple adient a l’obra de Josep Maria Francès, principalment en dues de les seves noveŀles d’entreguerres, La rossa de mal pèl (1929) i Marasme (1938). L’objectiu principal d’aquesta tesi no és pas fer una lectura profunda de l’obra de Francès, sinó oferir unes eines que possibilitin avaluar-la sota un altre prisma: el buidatge complet dels seus articles periodístics, una edició curosa de Marasme —noveŀla fins ara inèdita— i la definició dels espais que les seves noveŀles sentimentals ocupen i del gènere a què corresponen.

MA (English) / Department of English

Der Videocampus Sachsen (VCS) ist eines von fünf strategischen Handlungsfeldern der Landesinitiative Bildungsportal Sachsen (vgl. AKeL 2015, S. 2). Es handelt sich um ein ebenen- und fachbereichsübergreifendes Verbundprojekt von acht sächsischen Hochschulen zum Aufbau/Betrieb einer gemeinsamen Videoplattform. Gefördert durch das SMWK entsteht aktuell eine Machbarkeitsstudie, die u.a. aktuelle Nutzungsbedarfe, technische Möglichkeiten, Geschäftsmodelle wie auch didaktische Potentiale in den Blick nimmt. Im Beitrag werden Idee, Notwendigkeit und Nutzenerwartung des VCS ausgeführt. Ein Schwerpunkt liegt auf der Integration medienrechtlicher Überlegungen. Es werden einerseits exemplarisch die Ergebnisse der juristischen Expertise vorgestellt, andererseits anhand konkreter Einsatzszenarien sogenannte rechtliche Fallstricke identifiziert und diskutiert.

No campo da psicologia educacional, muitos estudos têm diagnosticado a motivação de estudantes na área da química, mas poucos propõem intervenções e avaliam seu potencial para a mudança da motivação para a aprendizagem, especialmente no contexto brasileiro. Diante disso, este estudo avaliou a contribuição de palestras interativas para a promoção da motivação para aprender química em estudantes do primeiro ano do Ensino Médio de três escolas públicas da cidade de São Carlos com base na Self-Determination Theory (SDT). As palestras foram desenvolvidas a partir da parceria com grupos de pesquisa do IQSC e representam um conjunto de atividades dinâmicas de divulgação científica, das quais quatro foram selecionadas para serem aplicadas ao longo de um ano, no total de 21 apresentações para cerca de 150 estudantes. Os espaços de apresentação das palestras foram um museu de ciências e o saguão de uma biblioteca da USP. Foi utilizada a triangulação metodológica pautada na aplicação de questionários com escala Likert, realização de entrevistas semiestruturadas com estudantes e professores e observações no diário de campo. A análise do instrumento Chemistry Motivation Questionnaire (CMQ), através do cálculo da mediana, juntamente da análise das entrevistas dos professores, forneceu dados sobre o estado motivacional inicial dos estudantes e o cenário na qual a pesquisa se desdobrou. Foi revelada a prevalência da motivação regulada por fatores externos, como a motivação por nota, em todas as escolas. A análise do instrumento Intrinsic Motivation Inventory (IMI), indicou que as palestras interativas de química satisfizeram aspectos promotores do interesse, valor, esforço e percepção de escolha nos estudantes, em detrimento do sentimento de pressão, o que aponta para uma atividade motivadora. A partir da categorização simples das entrevistas e análise dos resultados, o aumento do interesse pela química, a melhor compreensão dos conceitos químicos, a melhor compreensão da natureza da química, bem como do aumento do esforço aplicado para o aprendizado forneceram, dentre outros fatores, indícios da promoção da motivação para o aprendizado de química. Tais resultados foram corroborados pelas observações dos professores à medida que aprofundaram o olhar para suas turmas e notaram particular aumento do esforço e interesse, embora não tenham observado mudanças em toda a sala de aula. Dentre os aspectos das palestras que contribuíram para os resultados, destacam-se a promoção de interação entre os alunos, do engajamento e envolvimento cognitivo a partir das dinâmicas das apresentações. As pesquisas científicas apresentadas, espaços não formais utilizados e formação dos apresentadores também tiveram papel fundamental. Contudo, aspectos relacionados à avaliação escolar e falta de diálogo entre professores e estudantes podem limitar essas atividades no que concerne ao diagnóstico, intervenção e acompanhamento dos estudantes. Os resultados fomentam a importância da divulgação científica da química e responsabilidade da universidade pública no processo de divulgação e motivação do estudante para o aprendizado. / In the educational psychology field, many studies have been doing the diagnosis of student\'s motivation to chemistry, but few studies propose interventions and evaluate its potential for changing the motivation to learning, especially at Brazilian context. From this, this study evaluated the contribution of interactive lectures to promote the motivation to learn chemistry in first-year High School students of three public schools of São Carlos city based on Self-Determination Theory (SDT). The lectures were develop from the partnership with IQSC research groups and represent a set of dynamic activities of science popularization, of which four of them were chosen to be applied over one year, in a total of 21 presentations to around 150 students. The presentation spaces of the lectures were a science museum and the hall of a library of USP. The triangulation methodology was used, based on the application of Likert scale questionnaires, semi-structured interviews with students and teachers and observations and field notes. The analysis of the Chemistry Motivation Questionnaire (CMQ), through the median calculation, and the teachers\' interview analysis, provided data about students\' initial motivational state and about the scenario in which the research was unfolded. The prevalence of motivation regulated by external factors, such as grade motivation, was revealed in all schools. The analysis of the Intrinsic Motivation Inventory (IMI) indicated that the interactive chemistry lectures have satisfied aspects related to promotion of interest, value, effort and perception of choice to the detriment of the sense of pressure, which points to a motivating activity. From the simple categorization of the interviews and analysis of the results, the increase in interest for chemistry and the increase of the effort to learn provided, between other factors, indications of promotion of motivation to learning chemistry. These results were corroborated by the observations of the teachers as they paid more attention to their classroom and noticed a particular increase in effort and interest, although they did not observe changes in all students. Among the aspects of the lectures that contributed to the results, the promotion of interaction among students, engagement and cognitive involvement based on the dynamics of presentations are highlight. The scientific research presented, non-formal spaces used and presenters training also played fundamental role. However, aspects related to school evaluation and lack of dialogue between teachers and students may limit this activities regarding the diagnosis, intervention and monitoring of the classes. The results foment the importance of scientific popularization of chemistry and the responsibility of the public university in the process of dissemination and motivation of students to learn.

O objetivo desta tese é compreender a produção da qualidade quando aplicada no campo de atividade do professor universitário. A questão da qualidade é um dos desafios centrais da educação universitária no Brasil pelo caráter estratégico de seus resultados para a nação. Dessa educação emerge a capacidade das futuras gerações. A definição de qualidade é uma tarefa difícil dentro de quase todas as ciências sociais e muito mais difícil dentro do contexto da educação universitária que é frequentemente dividida por ideologias, tradições e critérios ontológicos. Esta tese produziu um resumo da literatura tentando responder a questão do que é qualidade no ensino superior quando aplicada ao desempenho do docente universitário. A literatura não apresenta consenso a essa questão, mas oferece cinco dimensões para a consideração do problema. O conceito do ensino superior, a gestão do professor, o comportamento do professor, o desenvolvimento e atualização do professor e as condições do trabalho constituem as fontes de ações para a produção de qualidade no desempenho rotineiro do professor. Este estudo foi complementado com uma investigação empírica dirigida para a identificação dos fatores que estão disponíveis e acessíveis aos coordenadores e professores da universidade e para contribuir para a produção da qualidade. Esta investigação empírica foi desenhada e realizada através da escala Q que é um método frequente nos estudos das teorias e ideologias que estão implícitas em papéis, identidades, fatores e critérios. A escala Q foi construída sobre as proposições encontradas na literatura que identificavam as cinco dimensões e aplicada a uma população de professores e coordenadores das instituições universitárias. Os resultados revelaram fatores que contribuem com a qualidade do ensino universitário em quatro das cinco dimensões. Conceito do ensino superior, comportamento do professor, desempenho e atualização do professor e condições de trabalho. A única dimensão que não alcançou significância na produção de qualidade foi a gestão dos professores por parte dos coordenadores. Futuras investigações deverão ser dirigidas para aprofundar a força destas dimensões / The objective of this thesis is the understanding of the production of quality when applied to the realms of the higher education institution. The issue of quality became one of the central challenges of Brazilian higher education institutions because of the strategic character of its outcomes to the nation. Out of it emerge the skills, competencies and knowledge of future generations. The definition of quality is a difficult task in most of the social sciences fields and even more difficult within the context of education which is often split by ideologies, traditions and ontological criteria. This thesis summarized the discussion presented by the literature trying to answer the question what is quality when that concept is applied to the performance of lecturers at the any university degree. The literature has hardly a consensual view and offers five dimensions to figure it out. The concept of higher education, the management of the lecturers, the lecturers behavior, the lecturers development and updating and the working conditions were understood as the main sources of actions for the production of quality in lecturers ordinary performance. This study was complemented by an empirical research directed to the investigation of the factors that are at the hands of managers and lecturers and contribute significantly to the quality of lecturers` performance. That investigation was designed and achieved through the Q Scale as a method quite popular for the study of theories and ideologies underlying roles, identities, factors and criteria. A Q-Scale was build out of the literature on the grounds of the five dimensions above mentioned and applied to a population of lecturers and pedagogic supervisors taken from two institutions. The results came across with factors related to the conception of higher education, faculty performance, working conditions and the faculty development. The only dimension which did not reach level of significance in its contribution to quality was the faculty management. Future research should investigate deeper on those dimensions

Esta dissertação tem por objetivo estudar práticas de professores de língua portuguesa para o ensino de leitura literária em turmas de 5ª série/6º ano do Ensino Fundamental. Para tanto, optou-se por investigar tais práticas em duas escolas da zona oeste da cidade de São Paulo, ambas de grande porte e que atendem aos níveis de Ensino Fundamental e Médio. A primeira parte da pesquisa consistiu em abordar os Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (BRASIL, 1998b) e a Proposta Curricular do Estado de São Paulo: Língua Portuguesa (SÃO PAULO, 2008a) para investigar os discursos oficiais quanto ao ensino e à formação de leitores de literatura. A segunda parte da pesquisa correspondeu ao estudo de tipo etnográfico: ao longo de dois semestres letivos 2º semestre de 2010 e 1º semestre de 2011 , foi feita observação participativa nas duas escolas a fim de acompanhar as práticas dos professores e o modo como ensinam os alunos a ler textos literários na escola. Para melhor entender as situações de ensino, foram feitas entrevistas com as professoras na terceira parte da pesquisa, e a análise final se deu com a aproximação entre os dados da observação da pesquisadora e o discurso das docentes. Como resultado, depreende-se que, apesar das diferentes estratégias empregadas pelas professoras, elas encontram dificuldade em mensurar o ensino de leitura literária tendo em vista a relação texto-leitor, dada a subjetividade intrínseca do próprio objeto. Do ponto de vista teórico, foram levados em consideração os estudos de Jauss (1970), Iser (1999), Jouve (2002), Zilberman (1982; 1989), Perrone-Moisés (2000b; 2011) e Rouxel (no prelo). / This dissertation entails a study on practices of literature lectures among sixth school grade students. To accomplish this, two important Basic Education Schools from the west of the city of Sao Paulo have been investigated. The first section of this research focused on Third and Fourth Cycles of National Curricular Parameters in Portuguese Basic School (BRAZIL, 1998b), and Sao Paulo State Curricular Proposal: Portuguese (SÃO PAULO, 2008a) to investigate official approaches in teaching Literature and development of literary lectures. The second part comprised an etnographic study as it follows: in two semesters from last 2010 to 2011 teachers practices have been observed to depict how they instructed students to read literature lectures. For a better understanding of learning situations in class, I interviewed three teachers and compared their speech on literature practices with my personal observations. As results of this investigation, it was possible to infer that teachers employed different strategies in Literature Lectures, but they had difficulties in objectively measuring reader-text interactions, which are intrinsically subjective. This dissertation was substantiated by studies from Jauss (1970), Iser (1999), Jouve (2002), Zilberman (1982; 1989), Perrone-Moisés (2000b; 2011), and Rouxel (in press).