Procurou-se, com esse estudo, documentar a cultura material e práticas escolares produzidas no entorno da montagem das edições do Festival de Artes Literárias (FAL) de Palmeiras, BA, 2007-2013. Na pesquisa, foram produzidas 5 entrevistas com professores e 4 com alunos, a recolha e organização de materiais didáticos e artísticos confeccionados para o Festival. Objetivou-se a identificação de fontes para a história das práticas escolares e consequentemente a valorização do patrimônio histórico-educacional. Almejou-se também investigar a origem do Festival por meio do estudo da cultura escolar (como reinvenção constante) e o problema crônico da desvalorização da memória. Assim, neste estudo discute-se a relevância da criação de arquivos escolares e da preservação da memória de modalidades de cultura escolar, a partir de algumas questões que o mobilizaram: O que é o Festival, como se originou? Quais as fases pelas quais ele passou? O que pensam os atores envolvidos nele? Quais materiais escolares foram produzidos? Quais relações foram estabelecidas entre professores e alunos e entre a escola e comunidade? O referencial teórico fundamenta-se em estudos sobre memória, cultura escolar e patrimônio histórico-educativo. O estudo permitiu compreender que o FAL, além de ser um projeto de estimulo à leitura literária e às artes, assume outras funções, pois são momentos privilegiados para a produção de saberes e construção de identidades de professores e alunos. / It was with this study, documenting the material culture and school practices produced around fitting the editions of Literary Arts Festival (FAL), Palmeiras, BA, 2007-2013. In the survey, were produced 5 interviews with teachers and 4 with students, the collection and organization of educational and artistic materials prepared for the Festival. This study have the objectives the identification of sources for the history of school practices and consequently to value of educational heritage. It holp also it is investigating the origin of the Festival through the school culture (such as constant reinvention) and the chronic problem of the devaluation of the memory. Thus, in this study discusses the relevance of the creation of archives and the preservation of memory of school culture, from some issues that mobilized: what is the Festival, how did it originate? What are the stages through which he passed? What they think the actors involved in it? Which school materials were produced? What relationships were established between teachers and students and between the school and community? The theoretical framework is based on studies on memory, school culture and historical heritage-educational. The study allowed to understand that the FAL, apart from being a project to encourage literary reading and arts, it takes on other roles because they are privileged moments for the production of knowledge and construction of identities of teachers and students.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Reflecting on the didactic and methodological practices of literary reading experienced in classroom at elementary school is becoming ever more profitable and urgent. Thinking about it, this work proposes the analysis of literary representations in juvenile infants literary texts of children and adolescents rights as an atempt to develop activities of literary taste. This cut is relevant, because it enables the discussion of different social realities to the reader in training. To that purpose, it is intended that children and adolescents expand their horizon of expectations regarding their rights, yet challenging situations of abuse, exploitation of child labor, sexual abuse and other violations, and realize social tensions represented in literary texts. This concern is relevant because the school should be seen as a protection space for discussion and what is disrespect for the child and its consequences. For this, it is suggested in the methodological field a practice of reading the Gomes (2012) guided cultural model and the Bordini and Aguiar (1988) recepcional method. The search for a trampled teaching of literature in literary literacy is also a concern in this endeavor, and literary reading workshops were produced, on the pretense of developing more meaningful teaching strategies and attractive to our readers in training. To achieve these workshops, we have worked with literary texts: "Ciranda, cirandinha" by Arriete Vilela (2003) and "Por um pé de feijão," by Antonio Torres (2002). After the making and applicability of diverse activities, it culminated with the making of an educational notebook directed to the teacher, in order to spread our work proposal. As theoretical apparatus were used conceptions of literature teaching, reading and literary reading anchored in the postulates of Cosson (2011), Candido (2011), Dória (2008), Viegas (2012), Werneck (2010), Eco (2004), Leffa (1996), Magnani (2001), Silva (2009), Lajolo and Zilberman (2007) among others; in addition the study on violence against children and adolescents supported in Vicente Faleiros and Eva Faleiros (2007), Philippe Ariès (2014), Moura (2013), Passetti (2013) and as the concepts and guidelines regarding juvenile infants public rights established by the Statute of Children and Adolescents (1990). / Refletir sobre as práticas didático-metodológicas de leitura literária vivenciadas em sala de aula no Ensino Fundamental faz-se cada vez mais profícuo e urgente. Pensando nisso, este trabalho propõe a análise das representações literárias em textos literários infantojuvenis dos direitos de crianças e adolescentes na tentativa de desenvolver atividades do gosto literário. Esse recorte é relevante, porquanto possibilita a discussão de realidades sociais diferentes para o leitor em formação. Com esse intuito, pretende-se que crianças e adolescentes ampliem seu horizonte de expectativas no que concerne aos seus direitos, questionando ainda situações de maus-tratos, exploração do trabalho infantil, abuso sexual entre outras violações, além de perceberem as tensões sociais representadas nos textos literários. Esta preocupação é pertinente, pois a escola deve ser vista como espaço de proteção e discussão para o que é o desrespeito à criança e suas consequências. Para isso, sugere-se no campo metodológico uma prática de leitura pautada no modelo cultural de Gomes (2012) e no método recepcional de Bordini e Aguiar (1988). A busca por um ensino de literatura calcado no letramento literário também é uma preocupação dessa empreitada, assim foram produzidas oficinas de leitura literária, na pretensão de desenvolver estratégias de ensino mais significativas e atraentes aos nossos leitores em formação. Para a consecução dessas oficinas, trabalhamos com os textos literários ―Ciranda, cirandinha‖, de Arriete Vilela (2003) e ―Por um pé de feijão‖, de Antônio Torres (2002). Após a feitura e a aplicabilidade de atividades diversificadas, culminou-se com a confecção de um caderno pedagógico direcionado ao professor, com a finalidade de propagar a nossa proposta de trabalho. Como aparato teórico, foram utilizadas concepções sobre ensino de literatura, leitura e leitura literária ancoradas nos postulados de Cosson (2011), Candido (2011), Dória (2008), Viegas (2012), Werneck (2010), Eco (2004), Leffa (1996), Magnani (2001), Silva (2009), Lajolo e Zilberman (2007) entre outros; ademais os estudos sobre violência contra crianças e adolescentes respaldados em Vicente Faleiros e Eva Faleiros (2007), Philippe Ariès (2014), Moura (2013), Passetti (2013) e conforme as concepções e orientações a respeito dos direitos do público infantojuvenil estabelecidos pelo Estatuto da Criança e do Adolescente (1990).

A presente dissertação, que está vinculada à linha de pesquisa Educação, Linguagem e Tecnologias do Programa de Pós-Graduação em Educação PPGEd/UCS, investiga a leitura literária enquanto prática social inserida naturalmente na família, na escola e na sociedade. Dessa forma, ela toma como ponto de partida, indivíduos que habitem uma comunidade de zona rural e que se caracterizem como egressos de curso superior. Seu objetivo é então, analisar como a leitura de obras literárias pode contribuir para o aperfeiçoamento pessoal e profissional de egressos de curso superior, a partir de observações e constatações de suas atividades profissionais e sociais, e de como isso pode afetar as pessoas de sua comunidade, no desenvolvimento de práticas de leitura. Logo, é importante mencionar que esse estudo encontra-se vinculado ao projeto de pesquisa Relação entre profissional eficiente e leitura TEAR 5 . Dentre seus pilares teóricos estão: o conceito de esclarecimento/autonomia de Kant (2002) e Freire (1996); a historicidade da leitura com base em Cavallo e Chartier (1998), Lajolo e Zilberman (1999; 2002); estudos sobre gêneros textuais/discursivos, dos quais fazem parte as concepções de Bakhtin (2003) e Bronckart (2003) e estudos sobre a elaboração de estratégias de leitura, que se apóiam em Solé (1998). A análise dos dados é feita com base em Petit (2008; 2009) que trata um pouco a respeito de mediação; mas, também se fundamenta em Kant (1998) e Jauss (1994) para discutir a questão do gosto estético. Tais pilares buscam focalizar principalmente a formação do leitor, propondo-lhe uma visão ética e estética da realidade que o cerca, visão esta que muitas vezes se encontra fundamentada na literatura ficcional. Esta investigação que se caracteriza como qualitativa e tem bases na etnografia, foi desenvolvida com egressos de curso superior da Comunidade de Monte Bérico, localizada no interior de Veranópolis/RS, durante 2009 e 2010. Do método, faz parte a realização de visitas aos sujeitos da pesquisa, nas quais se buscou observar a existência de materiais de leitura em suas residências ou a presença de algum familiar lendo no momento da visita. Igualmente foram aplicados questionários. Tais instrumentos foram usados com vistas à obtenção de uma amostra representativa da leitura realizada pelos egressos. Sendo assim, a partir de tal quadro foram então elaboradas rodas de leitura, com o objetivo inicial de proporcionar aos participantes desta pesquisa maior contato com o texto literário. As oficinas foram elaboradas visando partir da leitura de crônicas literárias, para então, ampliar o universo de leitura dos sujeitos da pesquisa oferecendo-lhes outros textos dessa natureza. Dessa forma, as rodas de leitura objetivaram não apenas atingir o leitor ou possibilitar a troca de experiências entre eles, mas engajar os egressos de curso superior na realização de um trabalho social com sua comunidade. Assim, a análise dos dados dá indícios de que, diante de um grupo de egressos de curso superior que pouco leem textos literários, há a necessidade de investigar e acompanhar ainda mais que importância está sendo dada à leitura literária, tanto na escola quanto na comunidade, e a partir disso, pensar no espaço que a ela cabe conquistar na universidade. Mas, para que isso possa ser feito, esse estudo possibilitou perceber e então, repensar um elemento decisivo da educação, que é a formação do professor. Discussão essa, fundamentada principalmente em Perrenoud (2002) e Rojo (2000). / The present dissertation, which is linked to the research line: Education, Language and Technologies, of the Pos-Graduation Program in Education PPGEd/UCS, researches the literary reading while a social practice inserted naturally in the family, at the school and in the society. In this way, it takes as a start point, individuals who live in a community of rural zone and are characterized as graduated people (with superior course). Its objective is to analyse how the reading of literary works can contribute for the personal and professional improvement of graduated people, from observation and confirmation of their social and professional activities, and how this can affect others in their community, in the development of reading practice. Therefore, it is important to mentionate that this study is linked to the research project ´Relation between efficient professional and reading TEAR 5´. Among its theoretical basis are: the concept of enlightenment/autonomy of Kant (2002) and Freire (1996); the historicity of reading which is supported in Cavallo and Chartier (1998); Lajolo and Zilberman (1999; 2002); studies about textual/discursive genres, from which are part the conceptions of Bakhtin (2003) and Bronckart (2003) and studies about the elaboration of reading strategies, which are based on Solé (1998). The data analysis is made with a base on Petit (2008; 2009) who deals a little with mediation; but it also has fundaments in Kant (1998) and in Jauss (1994) to discuss the question of aesthetic pleasure. These bases search to focus mainly in the reader´s formation, proposing an ethical and aesthetic view of the reality around, which many times is found in the fictional literature. This investigation which is characterized as qualitative and has fundaments in the ethnography, it was developed with graduated people from Monte Bérico Community, located in the interior of Veranópolis/RS, during 2009 and 2010. From the method is part, the realization of visits to the researched individuals, in which were observed the existence of reading materials in their residences or the presence of some familiar reading at the moment of the visit. Equally, questionnaires were applied. These instruments were used with the intention of a representative sample acquisition about the reading realized by the graduated people. So, from this frame, reading circles were elaborated, with the initial objective to provide to the participants of this research a bigger contact with the literary text. The workshops were organized aiming to start from the chronicles, for then, to enlarge the reading universe of the researched individuals, offering other texts of this nature. In this way, the reading circles aimed to not only achieving the reader or turning possible the change of experiences among them, but to engage the graduated people in the realization of a social work with their community. So, the data analysis gives signs of, front of a graduated people group who hardly read literary texts, the need to investigate and to keep up more with which importance is being given to the literary reading, as much at the school as in the community, and from this, to think in the space which is its, in the university. But, for this to be made, this study turned possible to notice and then, to think again in a decisive element of education, which is the teacher´s formation. This discussion is based mainly on Perrenoud (2002) and Rojo (2000).

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Final Coursework Completion (FCC), entitled "Literary Reading for Elementary School in the african-Brazilian perspective", aims to collaborate with the pedagogical practice of literary text reading. This practice is a reading intervention proposal that consists of a basic sequence of activities (Cosson, 2014) that provides the discussion and appreciation of ethnic and racial issues in the classroom, through the reading of the novel Felicidade não tem cor, by Julio Emilio Braz. This narrative has as theme the anguish of a black boy who wants to be white, but in the end, assumes his identity. Therefore, we understand that becomes more and more relevant, in literature classes of basic education, provide readings that address such issues to reflect on the myth of racial democracy, because once we assume that we live in it,means to accept all attacks and constraints experienced by thousands of black men and women in Brazil. In this context, our work aims to assist the formation process of the critical reader, seeking to reflect, through the contact with the african-Brazilian literature, on a racism that is spread for centuries in our country. We have as the audience 7th graders students of a municipal school from Lagarto, state city of Sergipe. Our work is guided by the Law 10.639/03, as well as the contributions of Candido (2004) and Jouve (2012) on literature. Besides, we also support the discussion on the studies of Bordini and Aguiar (1988) Cosson (2014) and Silva (2009), regarding on literary reading. We will discuss, as well, also about the african-Brazilian literature from the perspective of Fonseca (2006) and Duarte (2008) and finally, we discuss the black identity and racism at school by the reflections of Munanga (2005) and (2012), Gomes (2005 ) and Bernd (1988), among others. / Este Trabalho de Conclusão Final (TCF), intitulado “Leitura literária para o Ensino Fundamental II numa perspectiva afro-brasileira”, almeja colaborar com a prática pedagógica de leitura do texto literário. Essa prática consiste numa proposta de intervenção de leitura composta por uma sequência básica de atividades (Cosson, 2014) que proporcione a discussão e valorização das questões étnico-raciais em sala de aula a partir do romance de Júlio Emílio Braz, Felicidade não tem cor. Essa narrativa traz como tema as angústias de um garoto negro que quer ser branco, mas que, ao final, assume sua identidade. Diante disso, entendemos que se torna cada vez mais relevante, nas aulas de literatura da Educação Básica, proporcionar leituras que abordem tais questões para refletirmos sobre o mito da democracia racial, uma vez que pensar que nela vivemos, é aceitar todos os ataques e constrangimentos vivenciados por milhares de negras e negros no Brasil. Nesse contexto, nosso trabalho se propõe a auxiliar o processo de formação do leitor crítico, buscando refletir, através do contato com a literatura afro-brasileira, sobre o racismo que se propaga por séculos em nosso país. Temos como público-alvo alunos do 7º ano Ensino Fundamental II de uma escola municipal de Lagarto, cidade do estado de Sergipe. Nosso trabalho está pautado na Lei 10.639/03, bem como nas contribuições de Candido (2004) e Jouve (2012) sobre literatura e ainda Bordini e Aguiar (1988), Cosson (2014) e Silva (2009) no que diz respeito às práticas de leitura literária. Discutiremos, também, a literatura afro-brasileira sob a perspectiva de Fonseca (2006) e Duarte (2008) e, por fim, abordaremos a identidade negra e o racismo na escola, mediante as reflexões de Munanga (2005) e (2012), Gomes (2005) e Bernd (1988), dentre outros.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The worry about African culture teaching as a strategy against racism in the Brazilian classrooms is indeed great, but also legitimately recent. The reason is that only in 2003, with the promulgation of the law 10.639, it has become an obligation to schools working ways of teaching African and Afro-Brazilian culture as an attempt to repair the manner in which black people has been treated in Brazil. Linked to the draft law 10.639/03, we developed an action research in a public school in order to provide students from high school's first year a contact with Angolan literature. The literary piece chosen was As Aventuras de Ngunga, Pepetela's work written in 1972 during the colonial war in Angola. Furthermore, we proposed a didactic sequence to rethink racism in Brazil. In this way, the research objective is to demonstrate the possibility of using African literature in high school classrooms as a way of fighting against racism. Through the achieved results, we found that awareness about the law 10.639/03 is almost absent in school, as well as discussions about racism and prejudice, literature and African culture are almost nonexistent in the schools routine. As an attempt of revert this reality, we wish for this work to motivate educators in all knowledge areas and mainly literature teachers to undo stereotypes and prejudices associated to Negro through the acknowledgement and appreciation of Africans and Afro-descendants history and culture. We used Cosson (2011) and (2014), Compagnon (1999), Eco (2003) and (2005), Bordini and Aguiar (1998) as theoretical input, to develop conceptions concerning literary reading and the reader's relevance. Kabenguele (2005), Gomes (2005), Cavalleiro (2003) for reflection about racism and the law 10,639/03 awareness in classrooms. Authors like Domingues (2007) and Gonçalves e Silva (2000) to speak for the Black Movement in Brazil. In addition to these authors, Chaves (2004) and Fonseca e Moreira (2007) to ponder on Angolan literature. / A preocupação com o ensino das culturas africanas como estratégia de combate ao racismo nas salas de aula brasileiras é até grande, mas também, legitimamente recente. Isso porque apenas em 2003, com a promulgação da lei 10.639, tornou-se dever da escola trabalhar o ensino da cultura africana e afro-brasileira como tentativa de reparar a maneira com que o povo negro foi/é tratado no Brasil. Atrelado à proposta da Lei 10.639/03, desenvolvemos uma pesquisa-ação numa escola pública estadual para propiciar aos alunos do 1º ano do ensino médio o contato com a literatura angolana. O texto literário escolhido foi As Aventuras de Ngunga, obra de Pepetela escrita em 1972 durante a guerra colonial de Angola. Além disso, propomos uma sequência didática para repensar o racismo no Brasil. Dessa maneira, o objetivo da pesquisa é demonstrar a possibilidade de trabalhar literatura africana nas aulas de literatura do ensino médio como possibilidade de combater o racismo. Por intermédio dos resultados alcançados, constatamos que o conhecimento da Lei 10.639/03 é quase nulo no ambiente escolar, bem como as discussões sobre racismo, literatura e cultura africana são quase inexistentes no dia a dia dos alunos. Como tentativa de reverter essa realidade, desejamos que este trabalho motive educadores de todas as áreas do saber, e principalmente os professores de literatura, a desfazerem os estereótipos e preconceitos associados ao negro por meio do conhecimento e da valorização da história e cultura dos africanos e afrodescendentes. Utilizamos como aporte teórico Cosson (2011) e (2014), Compagnon (1999), Eco (2003) e (2005), Bordini e Aguiar (1998), entre outros, para desenvolver as concepções sobre leitura literária e a importância do leitor. Kabenguele (2005), Gomes (2005), Cavalleiro (2003) para refletir sobre o racismo e a Lei 10.639/03 em sala de aula. E autores como Domingues (2007) e Gonçalves e Silva (2000) para falar do Movimento Negro no Brasil. Além de Chaves (2004) e Fonseca e Moreira (2007) para refletir sobre a literatura angolana.

Esta dissertação tem como objetivo investigar como características que são inerentes à cultura da convergência podem fomentar a leitura literária. Destarte, tencionamos observar como o uso da tecnologia pode complementar e enriquecer a leitura, através de práticas que possibilitem a junção das mídias tradicionais e as mídias atuais, para assim ressignificar os hábitos de leitura dos alunos. Propomos atividades de leitura participativa e intersemiótica com o uso de dispositivos tecnológicos, que favoreçam o gosto pela leitura e o desenvolvimento de competência de compreensão e de produção de textos narrativos. Utilizamos em momentos diferentes da pesquisa, dois questionários para obtermos dados qualitativos em relação às propostas realizadas. Concluímos que as mudanças nas práticas de leitura em sala de aula são vitais, uma vez que as conversões culturais não podem ser dissociadas das transformações educacionais. / The aim of this thesis is to investigate how characteristics which are inherent to the convergence culture can promote literary reading. Thus, we intend to observe how the use of technology can complement and enrich the reading through practices that enable the joining of traditional and current media, reframing the reading habits among students. We propose participatory and intersemiotic reading activities using technological devices in order to encourage the taste for reading and the development of the competence skills of reading comprehension and narrative text production. In different moments of the research, we used two questionnaires to obtain qualitative data on the proposals made. In summary, we conclude that changes in reading practices in the classroom are vital, since cultural conversions cannot be dissociated from the educational transformation.

Motivée par l’enjeu de la construction du sujet basée sur ses rencontres littéraires, nous nous intéressons aux objets littéraires qu’on prescrit dans le cursus scolaire en Guyane. En rapport avec l’objectif général de cette discipline qui vise la formation du citoyen, nous nous sommes interrogée sur l’opportunité d’accorder au lycée, du moins dans ce contexte, une place plus conséquente aux constructions littéraires basées sur une intelligibilité régionale. Sur ce territoire, l’archétype du sujet moderne, stable et homogène, proposé par l’école et qui légitime la transmission d’une culture nationale génère des situations de décalages que le sujet apprenant a à gérer. Actuellement, dans une société reconfigurée par les migrations massives de la fin du XXe siècle, la conjonction de référents traditionnels, issus d’une culture primaire, superposés aux discours médiatiques ambiants, multiplie les effets de ces écarts. Nous postulons que soumettre aux lycéens de cette région des objets littéraires qui traitent de discours sur le pays et des attitudes citoyennes liées à celui-ci leur permet de mobiliser des ressources pertinentes qu’ils peuvent réinvestir dans leur parcours d’apprenant. Le cadre théorique de l’étude concerne, en matière de constructions citoyennes, l’enjeu de la transmission de la littérature dans cette région, le cadre historique et éducatif qui y est associé, le concept de littérature guyanaise et la mise en relation avec les théories de la réception littéraire et les questionnements scientifiques qu’elles impliquent. Sur la base d’une lecture libre proposée aux élèves et centrée sur un corpus d’écrivains guyanais, il est question en termes d’analyse de discours d’évaluer la pertinence d’une telle proposition. La méthodologie envisagée repose sur une analyse qualitative des données recueillies. Cette approche épistémologique se veut essentiellement exploratoire, descriptive voire évolutive en fonction des cas de figure rencontrés. / Motivated by the challenge of the human being’s construction based on the individual reading experience we focused our analysis onregional literature material recommended by the Guyanese State Department of Education. In connection with the general objective of the course of Literature which seeks the education of the citizen we questioned the opportunity to offer high school students, at least in this context, a larger exposure to regional literature that corresponds to their familiar environment and living experience. In French Guiana, the archetype of the modern, stable and homogeneous individual as an academic requirement legitimating the transmission of national culture generates most of the time offset situations that the learner subject has to manage. Nowadays, in a society reconfigured by massive migrations of the late twentieth century, the combination of traditional referents from a primary culture superimposed to the global media speech increases the consequences of those differences. In our opinion, students from French Guiana involved in regional literature that deals with a realistic approach of the society and with a reflection about civism are certainly more able to mobilize the relevant resources that they will reinvest in their personal learning process. The theoretical framework of our purpose is related, in terms of civic training, to the issue of transmission of literature as well as to the historical and educational context associated with it that also include the concept of Guyanese literature and the relation with the theories of literary reception and the scientific questions they imply. On the basis of a free reading offered to students and focused on a Guyanese writer’s corpus we intended, in terms of discourse analysis, to assess the relevance of this proposal. Our methodology is based on a qualitative analysis of collected data. This epistemological approach is essentially explorary, descriptive or progressive depending on the situations encountered.

La présente recherche porte sur la lecture littéraire dans un contexte d’enseignement primaire et concerne plus précisément les albums jeunesse qui favorisent le développement des habiletés interprétatives. Il s’agit d’une recherche-développement qui comporte trois objectifs. Le premier objectif consiste à développer un outil pour analyser les procédés narratifs des albums jeunesse et y cerner les éléments propices au travail interprétatif. Le second objectif vise à mettre à l’essai l’outil d’analyse afin d’en mesurer la validité et la fidélité, alors que le dernier objectif consiste à élaborer, à l’aide de l’outil développé, un répertoire d’albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire. La méthodologie mise en œuvre afin d’atteindre les trois objectifs a d’abord permis d’analyser les besoins, c’est-à-dire, les finalités et les utilisateurs de l’outil d’analyse, puis d’en concevoir et d’en élaborer une première version, de la mettre à l’essai afin d’en évaluer la validité auprès d’experts, avant d’en produire une deuxième version, d’en évaluer la fidélité à l’aide de codeurs et finalement, d’en produire une troisième puis une quatrième version afin d’élaborer un répertoire d’albums jeunesse québécois propices au travail interprétatif. Bien que la mise à l’essai ne permette pas de conclure de façon tout à fait satisfaisante à propos de l’objectivité des indicateurs de l’outil développé, l’analyse des commentaires des experts permet d’affirmer que les indicateurs de l’outil d’analyse présentent un très haut degré de pertinence, ce qui donne à penser que l’outil développé de même que le répertoire de quinze albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire élaboré, dans le cadre de cette recherche, peuvent s’avérer de premiers outils utiles et pertinents pour le milieu scolaire. / This research paper examines literary reading in the context of primary education and focuses specifically on picturebooks that foster the development of interpretive skills. It gives an account of research and development in which we pursued three objectives. The first objective was to develop a tool to analyse the narrative processes of picturebooks and identify elements conducive to interpretive work; the second aimed to test the analysis tool in order to measure its reliability and validity; and the final objective was to use the tool we developed to put together a collection of Quebec children’s books that favour the development of interpretive skills in primary students. To achieve these three objectives, we adopted a methodology that enabled us to first analyse the needs, namely the users and purposes of the analysis tool, and then to design and develop an initial version. This version was tested with experts to determine its validity. A second version was then produced and its reliability was evaluated using encoders. Lastly, a third and forth version was produced to assemble a collection of Quebec picturebooks conducive to interpretive work. Although our test did not allow us to draw an altogether satisfactory conclusion about the objectivity of the indicators of our analysis tool, an analysis of comments by the experts confirms that the indicators of our analysis tool are highly relevant, which suggests that the tool we developed and the collection of 15 Quebec picturebooks that favour the development of interpretive skills in primary students we assembled may be important and useful tools within a school environment.

Este estudo constituiu-se em uma alternativa às formas com as quais a literatura, na maioria das instituições escolares, vem sendo ensinada. O cunho historicista ao qual a disciplina se vinculou tem agregado poucos resultados ao desenvolvimento da competência de leitura dos estudantes (testes como PISA e SAEB confirmam esse dado), não favorecendo a ampliação de seu universo pela experiência estética, atingido via experimentação da literatura clássica. Acredita-se que, dentre outros fatores, a falta de leituras complexas e do hábito de pensar são elementos que interferem diretamente na formação do estudante. Assim, o objetivo dessa investigação, inserida na linha de pesquisa Educação, Linguagens e Tecnologia, do Programa de Pós-Graduação em Educação da Universidade de Caxias do Sul, traduz-se na oferta de subsídios metodológicos para a abordagem da leitura da linguagem literária no Ensino Médio, a partir de uma proposta de leitura de contos de Anton P. Tchekhov, sistematizada via aplicação de uma oficina. Essa oficina foi planejada sob os pressupostos metodológicos do Método Recepcional (BORDINI e AGUIAR, 1993) e dos Roteiros de Leitura (SARAIVA e MÜGGE, 2006), que concebem o texto literário como uma obra artística e situam o leitor como o foco do processo compreensivo/interpretativo, considerando suas concepções, expectativas e vivências, e visando a alteração de seu horizonte de percepções a partir da leitura literária. Para sua execução, foram planejadas atividades pré, durante e pós-leitura com quatro contos de Tchekhov (cuja obra é parte integrante do acervo do PNBE/2009), com vistas a examinar a alteração no campo de percepções dos estudantes anterior e posteriormente à mediação realizada na oficina de leitura. Os resultados da pesquisa, coletados a partir de tarefas escritas referentes aos contos e da técnica de observação direta, confirmaram o cenário atual da literatura na escola e evidenciaram o refinamento de algumas habilidades de leitura dos estudantes, propiciadas pela experiência da leitura clássica. Os 4 sujeitos-participantes, alunos do terceiro ano do Ensino Médio de uma escola da rede privada de Veranópolis, evidenciaram a compreensão/interpretação dos contos lidos e foram capazes de ler o "não-dito", traço característico da literatura clássica, criando significações a partir da mediação do professor-pesquisador, essencial para que os estudantes não fizessem uma leitura superficial das narrativas. Dessa forma, parece que direcionar a obra à vida do estudante e fazê-lo perceber a riqueza do clássico como algo que diz muito da condição humana foi uma orientação relevante e talvez um passo inicial para a reconstrução de princípios metodológicos ao ensino de literatura na escola, bem como para a revisão das concepções educacionais vigentes nesses ambientes, já que a educação literária forma o sujeito numa perspectiva amplamente civilizatória. As estratégias desenvolvidas nessa oficina, baseadas, principalmente, no levantamento e confirmação de hipóteses e na discussão aberta das questões polissêmicas dos contos, podem, certamente, ser adaptadas às aulas de literatura no Ensino Médio, sendo elas uma oferta de ensino que privilegia a leitura do texto na sala de aula ao invés do estudo de teoria literária. Cabe ressaltar que a mediação do professor, traduzida na elaboração das estratégias de leitura dos contos e do questionamento constante da leitura feita pelos sujeitos, teve o papel de evidenciar minúcias e vazios do texto que, talvez, pudessem passar despercebidos aos olhos dos estudantes, numa proposta que entende o estudante como receptor do texto e produtor ativo de significações. / This study consists in an alternative to change the ways literature has normally been taught in schools. The historicist view the discipline took has added little results to the development of reading competence of students (tests such as PISA and SAEB confirm these data), not favoring the expansion of their universe through aesthetic experience, which can be reached by classical literature. It is believed that, among other factors, the lack of complex readings and the habit of thinking are elements which directly interfere in the student´s development. Therefore, the objective of this investigation, inserted in the research line Education, Languages and Technology, at the Graduate Program in Education at Universidade de Caxias do Sul, lies on the offer of methodological contributions to the approach of literary language reading in secondary schools, based on a reading proposal with short-stories by Anton P. Tchekhov, via reading workshops. These workshops were planned under the methodological assumptions of Método Recepcional (BORDINI e AGUIAR, 1993) and the Roteiros de Leitura (SARAIVA e MÜGGE, 2006), which conceive the literary text as a work of art and place the reader as the focus of the comprehension process, taking his assumptions, expectations and experiences into consideration and aiming at the alteration of his horizons from the literary reading. To be carried out, pre, during and post reading activities were planned based on four Tchekhov short-stories (whose work is part of PNBE/2009), in order to examine the alteration of students´ perceptions before and after the mediation done in the workshops. The research results, collected from the written tasks designed for the short-stories and through the direct observation technique, have confirmed the scenario of literature in schools nowadays and have showed the improvement of some of the students´ reading abilities, provided by the experience with classical reading. The four individuals, students from the third grade of a private secondary school in Veranópolis, have demonstrated the comprehension of the short-stories and were also able to read the "unrevealed", trait of the classical literature, creating meanings based on the mediation of the researcher-teacher, which is essential for students not having done a superficial reading of the narratives. This way, it seems that directing the text to the student´s own life and helping him realize the wealth of classics as something which reveals a lot of the human condition has been a relevant orientation and maybe a starting point to rebuild methodological principals to teach literature in schools, as well as to revise the current educational concepts in this environment, since literary education develops the individual in an widely civilizing perspective. The strategies developed in this workshop, mainly based on the survey and confirmation of hypothesis and the open discussion on the polysemic issues of the texts, can certainly be adapted to literature classes in secondary schools, considering they are a teaching offer which privileges reading texts in the classroom instead of studying literary theory. It is also relevant to mention that the teacher s mediation, seen as the elaboration of the reading strategies and the permanent questioning on the readings been done, had the role of evidence details and gaps of the text, which, maybe, could not be noticed by the students, inserted in a proposal which understands the individual as the receptor of the text and as an active producer of meanings.

The topic of this work is reading workshops as a means of learning German as a foreign language. The aim of the thesis is to find out whether, and if so, what is the organizational and methodically inventive form of didactic potential in teaching German as a foreign language. The work is divided into theoretical and practical part. It focuses on the literary text and its role in teaching, as well as the representation of literature in the Common European Framework of Reference (CEFR) and in the Supplement to the CEFR. Attention is paid to reading skills with an emphasis on literary reading, which is crucial for working with literary texts. The concept of reading workshops represents a bridge between the theoretical and practical part and brings four different adaptations of literary texts targeting literary, communicative, intercultural, and linguistic competence. The empirical survey contained in the fourth chapter presents the results of a questionnaire survey, which was conducted among German language teachers at the elementary faculty schools of PedF UK. The research was based on the confirmed hypothesis that teachers rarely work with literary texts, even though they consider working with literary texts to be beneficial. KEYWORDS Reading, literary reading, reading workshops, didactic adaptation...