Notre thèse de doctorat se propose de montrer, selon une perspective historique et analytique, que toute l’œuvre théorique et romanesque d’Umberto Eco peut être lue, de manière originalement organique et problématique, à travers le thème de la dialectique interprétative entre texte et lecteur. Présent dans tous ses différents écrits, dans lesquels il nous amène à instaurer entre eux un dialogue intertextuel et intratextuel, fécond et critique, ce thème nous permet ainsi de soutenir qu’il est possible, voire significatif, d’envisager les divers aspects de l’œuvre échienne de façon cohérente et complémentaire. À ce propos, notre conviction est que, si les livres de sémiotique d’Eco s’interrogent surtout sur les règles et les modalités fondamentales pour une fructueuse coopération interprétative entre lecteur et texte, en vue de la définition d’un sens partageable de ce dernier, ses romans, loin d’être entendus comme une simple illustration didactique de ses conceptualisations théoriques, doivent plutôt être vus comme des formes de leur enrichissement successif. En effet, en y représentant allégoriquement les conséquences dramatiques des dérives herméneutiques liées au rapport interprétatif entre texte et lecteur, Eco se sert de la fiction narrative pour justement critiquer l’emploi de la sémiotique à des fins d’abstraction intellectuelle et pour l’ancrer, à l’inverse, dans le terrain concret de l’histoire, en mettant ainsi en valeur sa fonction critique, sociale et culturelle. / Our doctoral thesis intends to show, from a historical and analytical perspective, that all the theoretical and novelistic works by Umberto Eco can be read, in an originally organic and problematic way, through the theme of the interpretative dialectic between the text and the reader. The theme is present in all his different books. It leads us to establish a rich, critical, intertextual and intratextual dialogue and allows us to argue that it is possible, even significant, to consider the various aspects of his work in a coherent and complementary manner. In fact, our conviction is that, even though Eco’s semiotic books mainly focus on the fundamental rules and modalities of a fruitful interpretative cooperation between the reader and the text – in order to define a shared meaning of the latter –, his novels, far from being understood as a simple didactic illustration of his theoretical conceptualizations, should rather be regarded as forms of their successive enrichment. Indeed, through the allegorical representation of the dramatic consequences of hermeneutic practises pushed to the extreme – related to the interpretative relationship between the text and the reader –, Eco precisely uses narrative fiction to criticize the use of semiotics for the purposes of intellectual abstraction and to anchor it, on the contrary, in the concrete realm of history, thus highlighting its critical, social and cultural role.

The intention of my research is to increase understanding of what teaching with genre pedagogy, with focus on narrative texts, can look like. Through previous research and literature, I describe the emergence of genre pedagogy, why genre pedagogy is used, what a narrative text is and how it can be evaluated. The empirical material of the study consists of qualitative research interviews with teachers, as well as document analyses of the teachers’ educational plans with the purpose to gain a broader view of teaching with narrative texts. I have deliberately chosen the school I carried out my survey on. From my own experience, I know that this school work with genre pedagogy, which made it easier for me and the teachers as they knew the concepts, methods and terminology behind my questions. The results of the survey show that genre pedagogy promotes students’ learning, regardless of whether teachers choose to follow the structured circle model or focus on the creative personal writing. Both former researches and my teacher informants believe that the genre pedagogical teaching helps the students’ to develop subject language and their strategies for reading and writing texts in different genres. Nevertheless, as the results display, extra support is sometimes needed to further enhance students’ writing performance. The result also shows that the assessment of narrative texts usually has the best effect if it is written and formative. / Intentionen med min undersökning är att öka förståelsen för hur undervisning med genrepedagogik med fokus på berättande texter kan se ut. Genom att utgå från tidigare forskning och litteratur beskriver jag bland annat genrepedagogikens uppkomst, varför genrepedagogik används, vad den berättande texten är, samt hur denna kan bedömas. Undersökningens empiri består av kvalitativa forskningsintervjuer gjorda med lärare, samt dokumentanalyser av lärarnas pedagogiska planeringar med syfte att få en bredare bild av undervisning av berättande texter. Skolan jag valt att utföra min undersökning på har jag medvetet valt då jag sedan tidigare vetat om att de arbetar genrepedagogiskt, vilket underlättade både för mig och lärarinformanterna då de kände till begreppen i mina frågeställningar. Resultaten av undersökningen visar att genrepedagogisk undervisning främjar elevernas lärande, oavsett om lärarna väljer att följa den strukturerade cirkelmodellen eller om de fokuserar på det kreativa personliga skrivandet. Både tidigare forskare och mina lärarinformanter menar att den genrepedagogiska undervisningen gör att både elevernas ämnesspråk och strategier att läsa och skriva texter inom olika genrer utvecklas. Trots detta framgår dock i resultatet att extra stöttning ibland behövs för att stärka elevernas skrivutveckling ytterligare. I resultatet framgår även att bedömningen av berättande texter oftast har bäst effekt om den är skriftlig och formativ.

Forskning påvisar ett flertal positiva effekter av utomhuspedagogik, såsom förbättrad fysisk hälsa och social interaktion, men utomhusundervisning i svenskämnet är i dagsläget ett område som endast studerats i begränsad omfattning. Denna studie syftar därför till att undersöka hur en svensklektion med fokus på berättande texter genomförs utomhus. Studien grundar sig i en lärsekvensmodell där iscensättning, första transformationscykeln och andra transformationscykeln är i fokus. Olika former av data samlades in för att studera dessa faser av lektionen. För studie av iscensättningen hade vi tillgång till lärarens planering, videoupptagning av lektionen och intervju med läraren. Första transformationscykeln hade fokus på fyra elever och dokumenterades med hjälp av fältanteckningar under lektionsmomentet. Andra transformationscykeln studerades med utgångspunkt från de texter som eleverna producerade under lektionen. Dessutom intervjuades såväl läraren som eleverna om hur de upplevde utomhuslektionen. Materialet analyserades med en deduktiv ansats där begrepp från lärsekvensmodellen användes för att strukturera data. Analysen av iscensättning och första transformationscykeln visar att såväl läraren som eleverna lyckades bra med att anpassa sig till de institutionella normer som utomhusmiljön innebär. Analysen av andra transformationscykeln visar att två av fyra texter innehöll spår av utomhusmiljön. Såväl läraren som eleverna uttryckte uppskattning av utomhuslektionen som helhet. Sammanfattningsvis visar vår studie därmed att det finns goda möjligheter att genomföra lektioner om berättande texter i en utomhusmiljö.

The aim of this study is to investigate the syntax in Finnish literature for young people in order to arrive at fundamental information about the character of the language in literature of this kind. The corpus consists of three Tiina books by Anni Polva. My method is mainly quantitative, but also comparative. The language of the three books is compared, but the results of this comparison are also contrasted with other Finnish and also Swedish quantitative linguistic investigations. The investigation begins at the sentence and clause levels. To some extent is also considered whether syntactic features occur in main clauses or in subordinate clauses, in narrative text or in dialogues. The length of sentences and clauses is investigated. It appears that the length of sentences stated in clauses (2.2 clauses on averige) and the length of clauses in words (5 words on averige) do not differ from those typical of literature for children or adults. On the other hand the length of sentences stated in words (11 words on averige) is somewhat higher than in literature for children and adults. Active and passive clauses, mode, tense and negation in the clauses are investigated. The results show that the frequency of active clauses is high and the frequency of passive clauses is very low. The frequency of negated clauses is also very high. The most frequent mode is the indicative, followed by the conditional. There are few predicates in the imperative, and there are only isolated instances of predicates in the potential. The use of tenses resembles that in literature for children and adults: most predicates are in the past tense, followed by the present, the pluperfect and the perfect. Main clauses and subordinate clauses of different kinds are dealt with in the investigation. The proportion between main clauses and subordinate clauses is about the same as in the spoken language. The coordinating as well as the subordinating conjunctions are investigated both with regard to the actual occurrences of the conjunctions and with regard to their meanings. The most frequent coordi­nating conjunctions are ja 'and* (55.8 %) and multa 'but' (21.4 %). The classification of the conjunctions according to meaning shows that copulative conjunctions are the most frequent ones (50.7 %). Of the subordinating conjunctions että 'that' (35.7 %) and kun 'when, because' (25.0 %) are the most frequent ones. Semantically explicative conjunctions are the most frequent subordinating conjunctions (27.6 %). Syndetic coordination is most frequent in main clauses (78.8 %) as well as in subordinate clauses (98.9 %). Asyndetic coordination is clearly used as a stylistic device. A large number of different constructions are used in the corpus. Some of them are contracted clauses, some are other constructions which resemble them. The frequency of these constructions is unexpectedly high. The most frequent types of contracted clause are the necessive construction (47.9 %), the participle construction (18.3 %) and the temporal construction (15.3 %). Of the other constructions the modal construction (60.4 %) and the agent construction (12.8 %) are the most frequent ones. The structure of the sentences in the Tiina books is varied and sometimes complex. In all there are 167 different combinations of clauses in the corpus. The most frequent type of sentence consists of one main clause (27.8 %). In the combination of clauses we also find clauses with different degrees of subordination. Grade 1 is the most frequent one (87.1 %). However, there are even instances of grade 4. The position of main clauses and subordinate clauses varies a great deal. They may be mixed at will. The corpus contains a large number of clause combinations which occur once only. / digitalisering@umu

Made available in DSpace on 2014-06-11T19:27:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-07-27Bitstream added on 2014-06-13T18:32:00Z : No. of bitstreams: 1 damazo_ac_me_mar.pdf: 322616 bytes, checksum: 2dc4abd46bfb19f2905724a60ab59e01 (MD5) / Universidade Estadual Paulista (UNESP) / Em Organização da Informação, no aspecto do tratamento da informação, há uma carência de subsídios teóricos referente à análise de documentos fictícios. Na intenção de contribuir teoricamente com o desenvolvimento de um método que facilite a tarefa de análise de assunto em texto narrativo, nos seus aspectos de identificação e seleção de conceitos, buscou-se subsídios teóricos em áreas de interface com a Ciência da Informação, mais especificamente a Lingüística. Esta última proporcionou o conhecimento da estrutura textual do texto narrativo, e a Semântica Discursiva contribuiu com o percurso temático e o percurso figurativo utilizados como ferramentas para análise de assunto de textos narrativos. Objetivou-se, desta forma, a elaboração de um método que facilite a tarefa de análise de assunto, nos aspectos de identificação e seleção de conceitos, para promover a acessibilidade do conteúdo do documento. Para tanto, optou-se pela análise de três contos espíritas, nos quais foi inicialmente identificada, em suas estruturas, a seqüência canônica e, a partir dela, realizou-se a análise do percurso temático e do percurso figurativo, para a identificação de conceitos. Obteve-se como resultados a identificação de temas principais e secundários nos textos narrativos analisados. Com isso, concluiu-se que, o método experimental de análise proposto mostrou-se eficiente para o corpus desta pesquisa, pois possibilitou a identificação de conceitos relevantes que caracterizam os assuntos abordados nos contos, os quais poderão posteriormente ser traduzidos para a linguagem de um sistema de informação. Sugere-se, ainda, o desenvolvimento de um estudo para verificar e confirmar a hipótese surgida durante a realização da presente pesquisa, de que nas fases de Manipulação e Sanção, componentes da seqüência canônica... / In the field of Knowledge Organization, more specifically in the approach of information usage, there is a lack of theorical assistance concerning to the analysis of fictitious documents. Trying to theorically contribute with the development of a method that makes easier the analysis of subjects in a narrative text, on its aspects of identification and selection of concepts, we researched theorical assistance in interface fields linked to the Science of Knowledge, more specifically Linguistics. This last one provided the Knowledge about the textual structure into the narrative text and the Discursive Semantics contributed with the thematic and figurative courses, used as tools on the analysis of questions form narrative texts. We aimed, therefore, the formulation of a method that could make easier the task of analyzing the subject, its aspects of identification and selection of concepts, in order to foment the accessibility of the content into the document. To achieve it, we opted by the analysis of there spiritualistic tales, in which was initially identified, on its structures, the canonic sequence and, through it, we did the analysis of the thematic and figurative paths, due to the identification of the concepts. The results were the identification of primary and secondary themes in the narrative texts that were analyzed. From it, we concluded that the experimental method of analysis proposed was efficient into the corpus of this research, because allowed us the identification of relevant concepts that characterize the issues approached in the tales, which will, in the future, be translated into a language from the system of information. We still suggest the development of a review to verify and hold true the hypothesis that appeared during this paper, and it states that in levels of Manipulation and Sanction, elements to the canonic sequence... (Complete abstract, click electronic address below)

The aim of the study was to investigate how four pupils in sixth grade use language when writing narrative texts, examined in relation to the typical structure and linguistic features of a narrative text. Another aim was to explore the similarities and differences between texts which received an A or B grade and texts with a D or E grade. The pupils’ texts are analysed from a systemic-functional perspective on language and on the basis of the typical structure and language of a narrative text, with the focus on expressions of time, processes, descriptions and nominal groups (cf. Johansson & Sandell Ring 2012). The main finding is that the four pupils in their texts master the normal structure of a narrative text and that their texts have expressions of time, processes, descriptions and nominal groups, but they differ in extent and scope. The greatest differences between the narratives in the different grading categories are found in the introductions to the texts, the way of marking dialogue in the structure, and how the pupils use processes, circumstances and nominal groups to achieve descriptions. The text that received an E grade differs from the other texts that were graded as A, B and D, in that the writer has the shortest introduction to the text; the introductions to the other texts are relatively long. The E-graded text also differs from the other texts in the way it marks dialogue. That pupil uses quotation marks to indicate where dialogues occur, whereas the texts with A, B and D grades use a quotation dash to mark speech. All the pupils’ texts contain expressions of time. The texts also include several kinds of processes, except for the text that received a B grade, where there were no mental processes. The texts graded as A, B and D use expanded nominal groups and also various processes and circumstances to create descriptions. The text that received an E grade is the one that uses most expanded nominal groups for descriptive purposes.

The master's thesis examines the meaning of the past tenses used by Albert Camus in his novels The Stranger and The Fall and the possibility of their transfer to Czech. The present thesis takes a theoretical and empirical approach. The theoretical part provides an overview of the French past tenses and their meanings and deals with their functions within the narrative text. It also attempts to express the specific use of French past tenses in Camus's works analysed. The thesis does not omit describe the possibilities that the Czech language has to express the past. The empirical part is devoted to the analysis of the existing Czech translations of the novels The Stranger and The Fall with an emphasis on capturing the meanings of the past tenses defined in the theoretical part. Using the Czech translations, it seeks ways of creating equivalent effects in Czech and compares the translators' approaches. Key words: the role of the past tenses in the narrative text, passé composé, passé simple, imparfait, plus-que-parfait, Albert Camus, The Stranger, The Fall

Abstract The aim of the study was to investigate the quality of pupils’ narrative texts written either by hand or on a tablet. The questions concern which structures are characteristic of the texts as a whole and what is distinctive about hand-written texts and those written on a tablet. To investigate this, 46 pupil texts from grade 2 were analysed. Each pupil in the class wrote two texts, one with each writing tool. The overall theoretical approach in the study is dialogism, which views all utterances as being related to each other. In this study that means that the pupils received teaching about how to write a story, and then wrote stories of their own. Relief theory, which has its foundation in dialogism, was used as analytical framework. With this model, analyses are made of the text as a whole. The overall structure and focus of the text are regarded as the foreground and the additions and expanded details supporting these are viewed as the background text. This interaction between foreground and background gives the relief perspective. Proceeding from relief theory, the structures of the texts in their entirety were analysed. At the intermediate and local level of the texts, dialogues and connectives were analysed, along with the number of unique words and the total number of words. The relief of the texts was analysed in terms of quality at global, intermediate and local text level. The relief analysis revealed that three different categories of relief could be identified in these texts. The result shows that the difference in quality concerns how the backgrounds are expanded. The results of the study show that there are differences between the pupils’ handwritten texts and texts written on a tablet, but the differences are small. The biggest differences concern the number of unique words and the total number of words. The texts written on a tablet contain both more unique words and more words in total than texts written by hand.   Keywords relief theory, tablet, writing tools, early school years, student text, narrative text

De nos jours, différentes ressources littéraires de vulgarisation scientifique (VS), notamment la littérature jeunesse, sont utilisées pour aborder des contenus scientifiques en classe de primaire. Sans tenter de se substituer aux manuels scolaires, ces outils d’éducation non formels proposent différents textes narratifs et informatifs qui présentent des concepts scientifiques. En plus de développer la curiosité scientifique, la littérature jeunesse propose souvent des textes scientifiques d’une grande qualité. Néanmoins, son utilisation n’est pas exempte de difficultés. Notamment, ce type de littérature présente parfois des concepts erronés entraînant le développement de fausses conceptions. Afin d’accompagner les vulgarisateurs scientifiques dans l’élaboration de ressources de VS adaptées aux conceptions alternatives des jeunes lecteurs, et ultimement les amener à remettre en question leurs idées préconçues, nous avons identifié un dispositif didactique conçu essentiellement pour le travail en classe : le texte de réfutation. Pour tenter d’amener un changement conceptuel chez les élèves, ce texte énonce d’abord une conception alternative, puis la réfute, pour ensuite présenter l’explication scientifique du phénomène décrit. Pour donner suite à l’analyse de trois textes de réfutation, nous avons été à même d’identifier certains concepts qui sont au cœur de ce dispositif didactique, notamment la carte conceptuelle, les niveaux de formulation et la transposition didactique. Inspiré par ces concepts, nous avons élaboré un modèle didactique de VS ayant pour but d’accompagner pas à pas un vulgarisateur scientifique dans la conception de ressources adaptées au public de jeunes lecteurs. Le modèle Design Experiment nous a permis de mettre à l’essai et de bonifier cette version provisoire du modèle didactique de VS, grâce à la participation de deux vulgarisateurs scientifiques qui ont chacun élaboré deux textes de vulgarisation scientifique : l’un, des textes narratifs et l’autre, des textes informatifs, pour une cohorte de 83 élèves de cinquième année du primaire. Les sujets abordés dans ces textes sont le requin blanc, le béluga, et les muscles et l’entraînement. Pour que nous puissions étudier l’évolution des conceptions des élèves, chacun d’eux a répondu à un prétest et un posttest, et certains élèves ont également été sollicités pour participer à des entrevues de groupe avec les vulgarisateurs. Cette recherche a permis de réunir la didactique et la VS. Les vulgarisateurs ont pu mesurer la pertinence de prendre en compte les conceptions alternatives des jeunes lecteurs, tirer profit du texte de réfutation et adapter le niveau de formulation de leurs textes. / Nowadays, different literary resources of popular science, including children's literature, are used to address the scientific content in elementary classrooms. Without trying to replace textbooks, these non-formal educational tools offer different narrative and informative texts that present demonstrations of science. In addition to developing scientific curiosity, children's trade books propose scientific texts of high quality. However, these texts would not be without some level of weakness. In particular, they sometimes present erroneous concepts leading to misconceptions. To support the science writers in the popular science resource development suited to alternative conceptions of young learners, and ultimately to get them to change these conceptions, we identified a didactic text designed primarily for classroom work called refutation text. To promote conceptual change, the text first sets out an alternative design, refutes the alternative conception, and then presents scientific explanation. After the analysis of three refutation texts, we were able to identify some didactic concepts at the heart of this text pattern; the concept map, the learner’s knowledge level, and didactic transposition. Inspired by these concepts, we have developed a didactic model of popular science to accompany a science writer, step by step, in the design of appropriate resources for young readers. The Design Experiment model has allowed us to test and improve this experimental model of popular science through the participation of two science writers who each developed two popular science texts. One writer composed two narrative texts, another wrote two informative texts for a group of 83 students in fifth grade. Topics covered in these texts were white sharks, beluga whales, and muscles and training. To study the evolution of student conception, each answered pre-test and post-test questions and some students were also asked to participate in group interviews with the science writers. This research brought together didactics and popular science. Science writers were able to measure the relevance of taking into account the views of young readers’ conceptions, the use of refutation text, and the adaptation of the texts to learner’s knowledge level.

Submitted by ROBERTA CAROLINE VESU ALVES null (robertavesu@gmail.com) on 2016-03-22T00:36:08Z No. of bitstreams: 1 TESE Roberta.pdf: 3669566 bytes, checksum: a4c03094bc349b249a5f8fc2f30a725f (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-22T19:44:46Z (GMT) No. of bitstreams: 1 alves_rcv_dr_mar.pdf: 3669566 bytes, checksum: a4c03094bc349b249a5f8fc2f30a725f (MD5) / Made available in DSpace on 2016-03-22T19:44:46Z (GMT). No. of bitstreams: 1 alves_rcv_dr_mar.pdf: 3669566 bytes, checksum: a4c03094bc349b249a5f8fc2f30a725f (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A necessidade de recuperação da informação do texto narrativo ficcional infanto-juvenil levou ao desenvolvimento de pesquisa que abordou a identificação de temas, considerando aboutness e a etapa analítica da Análise Documental de Conteúdo. Tornou-se necessário efetivar os meios de representação desses textos para fins de recuperação com a etapa sintética da Análise Documental de Conteúdo, por meio do desenvolvendo do produto informacional resumo, contendo elementos do texto importantes e que respondam as necessidades informacionais de usuários potenciais. O problema de pesquisa identificado consistiu em como representar o conteúdo do texto narrativo ficcional infanto-juvenil em resumos, considerando sua estrutura textual e o aboutness proveniente do texto? A hipótese é de que a representação dos textos narrativos ficcionais infanto-juvenis em resumo deve adaptar a estrutura, a temática ou aboutness e os elementos característicos do texto narrativo ficcional para o texto do resumo. A tese consistiu em que os fundamentos teóricos do Percurso Gerativo de Sentido, Semiótica Greimasiana e Teoria da Narrativa contribuíram para subsidiar os elementos macroestruturais e superestruturais importantes a serem usados de modo adaptado nos resumos dos textos narrativos ficcionais infanto-juvenis. A proposição consistiu no estudo dos fundamentos teóricos para elaboração de resumos de textos narrativos ficcionais infanto-juvenis em Análise Documental de Conteúdo, e dos elementos macroestruturais e superestruturais da Linguística Textual, do aboutness proveniente do Percurso Gerativo de Sentido advindo da Análise do Discurso e Semiótica Greimasiana, e dos elementos que caracterizam o texto narrativo ficcional da Teoria da Narrativa. Objetivou-se desenvolver procedimentos de elaboração de resumos de textos narrativos ficcionais infanto-juvenis, no âmbito da Análise Documental de Conteúdo, para fins de representação de seus aspectos estruturais, temáticos ou de aboutness e característicos, entendidos por meio do Percurso Gerativo de Sentido, Semiótica Greimasiana e Teoria da Narrativa. Utilizou-se a metodologia de estudo exploratório, que permitiu analisar diferentes teorias, de diferentes áreas do conhecimento, para o desenvolvimento de procedimentos de elaboração de resumos, a fim de aplicar esses procedimentos em amostra de textos narrativos ficcionais infanto-juvenis. Verificou-se que os procedimentos de elaboração de resumos de textos narrativos ficcionais infanto-juvenis devem considerar a representação segundo os aspectos do conteúdo e estrutura do texto para recuperação da informação, que consistiram em temáticas, personagem, espaço, tempo da história, tipo de narrador, tempo da narrativa e tipos de gêneros literários. A seleção desses elementos textuais norteou os procedimentos de leitura e representação, pois, são procedimentos complementares que têm em comum a utilização dos aspectos importantes da superestrutura e macroestrutura, além do apoio de estratégias metacognitivas. A aplicação dos procedimentos propostos de elaboração de resumos na amostra considerou a adaptação da estrutura e temática dos textos narrativos ficcionais infanto-juvenis para os resumos. Verificou-se ainda que os procedimentos de representação em resumos de textos narrativos ficcionais infanto-juvenis puderam ser desenvolvidos, considerando o embasamento teórico e os procedimentos propostos, respeitando a estrutura e aboutness advindos do texto. / The need to retrieve information of infant-juvenile fictional narrative text led to the development of research that discussed the identification of themes considering aboutness and analytical phase of Documentary Content Analysis. It was necessary to bring about ways of representing those texts for retrieval with the synthetic phase of Documentary Content Analysis, by means of developing the informational product abstract, containing important text elements and answer for information needs of potential users. The problem of the research is how to represent the content of infant-juvenile fictional narrative text in abstracts, considering their textual structure and aboutness from the text? The hypothesis is that the representation of infant-juvenile fictional narrative text in abstract requires adapted structure, theme or aboutness and the characteristic elements of fictional narrative text for the text of the abstract. The thesis considered that the theoretical foundations of the Generative Sense Course, Greimasian Semiotic and Theory of Narrative contributed to subsidize the important macro structural and super structural elements to be used in an adapted way in abstracts of infant-juvenile fictional narrative text. The proposition consisted in the study of theoretical foundations for elaboration of abstracts of infant-juvenile fictional narrative text in Documentary Content Analysis, and macro structural and super structural elements of Text Linguistics, aboutness from the Generative Sense Course, arising from Discourse Analysis and Semiotic Greimasian, and elements that characterize fictional narrative text of the Narrative Theory. The goal was to develop procedures of infant-juvenile fictional narrative text abstracts, in the range of the Documentary Content Analysis for representation of their structural, thematic or aboutness and characteristic aspects, understood through the Generative Sense Course, Greimasian Semiotic and Theory of Narrative. The exploratory study methodology, which allowed analysis of different theories from different knowledge areas, was used to develop procedures for abstracts elaboration, in order to apply these procedures in sample of infant-juvenile fictional narrative text. The elaboration procedures of abstracts for infant-juvenile fictional narrative text should consider the representation according to the aspects of text structure and content for information retrieval of theme, character, story space, story time, narrator, time of narrative and types of literary genres, should also be considered. The selection of these textual elements guided the reading and representation procedures, for they are complementary procedures that have in common the use of the important aspects of the superstructure and macrostructure, besides the support of metacognitive strategies. The application of procedures for elaboration of abstracts in the sample considered the adjustment of structure and theme for these abstracts of infant-juvenile fictional narrative text. Procedures for representation in abstracts for youth fictional narrative text could be developed, considering theoretical basis and proposed procedures, respecting the structure and aboutness following the text. / FAPESP: 2012/24229-4