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No. of bitstreams: 1 caprioli_ms_me_mar.pdf: 1375804 bytes, checksum: bfa4b4f7ea3d3651fa758d72a70f9d97 (MD5) Previous issue date: 2018-01-30 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A Ciência da Informação é articulada na produção, organização e uso da informação, onde a organização se importa, também, com a representação da informação e da mesma forma, sabe-se que a Análise Documental se preocupa com a representação, podendo, assim, articular a Análise do Discurso enquanto parte dela. Partindo disto, a Análise do Discurso Literário mostra-se pouco utilizada e se refere à análise de textos literários com base na Análise do Discurso e seus conceitos, levando em conta que um discurso literário permite que seus dizeres possam ser considerados sob uma enunciação dada por uma posição sócio histórica e os enunciadores se revelam substituíveis. Como objetivo geral teve-se a intenção de propor elementos para realizar uma experiência tendo a Análise do Discurso como metodologia para decodificar formações discursivas que auxiliassem o processo de análise documental de textos narrativos de ficção. Nos específicos averiguou-se a aplicabilidade da Análise do Discurso como metodologia de análise na literatura; se destacou a importância da análise de textos literários em comparação de textos científicos; analisou-se os contos “O Sapatão”, “Que Vidinha”, “A Mensagem”, “Dois Açucareiros” e “Capitu” de Dalton Trevisan, para resolução das questões levantadas; realizou-se a comparação das análises realizadas com as representações encontradas em outras unidades de informação para a observação da representação que seria melhor recuperada e traçou-se um paralelo entre as formações discursivas e formações ideológicas com o regime de informação. Tem a Análise do Discurso de matriz francesa como metodologia, com a intenção de mostrar que seus conceitos são aplicáveis no projeto proposto. Contos do autor foram analisados para a observação de termos e assuntos que pudessem representar a obra e comparou-se com unidades de informação escolhidas para a observação da representação ali encontradas. Como resultados, pode-se afirmar que os objetivos foram alcançados e a Análise do Discurso se mostra uma metodologia viável para a análise em literatura, possibilitando uma abertura para estudos e parâmetros futuros na área. Observou-se que os textos narrativos de ficção podem ser melhor representados se analisados sob a ótica da Análise do Discurso, possibilitando, assim, uma melhor recuperação e uso dos documentos. / Information Science is articulated in the production, organization and use of information, where the organization cares, also, with the representation of the information and in the same way, it is known that the Documentary Analysis is concerned with the representation, articulate Discourse Analysis as part of it. From this, the Literary Discourse Analysis is rarely used and refers to the analysis of literary texts based on Discourse Analysis and concepts, considering that a literary discourse allows its sayings might be considered under an enunciation given by a partner position social and historical and enunciators are revealed replaceable. As a general objective, it was proposed to propose elements to carry out an experiment with Discourse Analysis as a methodology for decoding discursive formations that would aid the process of documentary analysis of fictional narrative texts. In the specifics the applicability of Discourse Analysis was analyzed as methodology of analysis in the literature; the importance of analyzing literary texts in comparison with scientific texts was emphasized; the tales “O Sapatão”, “Que Vidinha”, “A Mensagem”, “Dois Açucareiros” e “Capitu”, by Dalton Trevisan were analyzed for the resolution of the issues raised; a comparison of the analyzes carried out with the representations found in other information units was carried out to observe the representation that would be better retrieved and a parallel was drawn between the discursive formations and ideological formations with the regime of information. It has the Discourse Analysis of French matrix as methodology, with the intention of showing that its concepts are applicable in the proposed project. Tales of the author were analyzed for the observation of terms and subjects that could represent the work and was compared with units of information chosen for the observation of the representation found there. As results, it can be affirmed that the objectives were reached and the Discourse Analysis shows a feasible methodology for the literature analysis, allowing openness for studies and future parameters in the area. It was observed that fictional narrative texts can be better represented if analyzed from the perspective of Discourse Analysis, thus enabling a better retrieval and use of the documents. / FAPESP: 2016/05842-8

I dagens samhälle är i stort sett alla texter multimodala. Forskning visar att elever har svårt med läsförståelse när det gäller texter med flera modaliteter. Syftet med föreliggande uppsats är att ta reda på vad lärare har för strategier när de tillsammans med elever läser texter bestående av flera modaliteter där text samt illustrationer, tabeller, symboler och grafer kombineras, samt om de läser texterna på olika sätt beroende på om de fått kompetensutveckling/utbildning eller inte.  Undersökningen bygger på gruppintervjuer med totalt fem verksamma klasslärare i årskurs 4–6 med lärarutbildning och minst tio års erfarenhet. Tre av lärarna har dessutom fått kompetensutveckling inom området multimodala texter.  Resultatet visar att lärare har specifika strategier när de läser multimodala texter tillsammans med eleverna och att dessa grundas på tradition, tidigare erfarenhet samt kunskaper som lärarna fått genom kompetensutveckling. Det framgår också att de lärare som inte fått kompetensutveckling saknar de kunskaper som krävs för att på ett bra sätt undervisa i hur man läser multimodala texter. / Nowadays, almost all texts are multimodal. Research show that pupils have a hard time understanding texts with several modalities. The aim of this thesis is to figure out teachers’ strategies in reading multimodal texts which consists texts combined with illustrations, charts, symbols and graphs, and examine if they are reading multimodal texts differently depending whether they have completed in-service courses or not.  The analysis is based on group interviews with teachers from five different classes teaching 4th to 6th grade. All teachers have a teachers-degree and they have at least ten years of experience. Three of them have taken part in in-service courses within the area of multimodal texts.  The results show that it appears that teachers have strategies while reading multimodal texts with their pupils and those strategies are founded in tradition, experience and knowledge obtained through in-service courses. It also appears that teachers who do not have completed in-service courses, lack the skills needed to teach in how to read multimodal texts.

This paper examines the translation of hedging devices from English to Swedish in a non-fiction history book, and more specifically, which strategies are used in the translation process and why. To get a clear overview of the different hedging devices that are found in the ST, they are divided into categories, which are then analyzed individually with illustrative examples. The analysis shows that the most frequent hedging categories in the ST, as well as the reference material from the pilot study, are modal verbs, adverbs and adverbials, and quantifying pronouns, and the most frequently used translation strategy is retention. Furthermore, the study indicates that polysemous hedges can sometimes cause problems for the translator. Other factors that affect translation are genre-specific hedging conventions and translator preferences. As previous research in this subject area seems sparse, this paper aims to begin to fill that gap, but also to encourage larger studies that can, even more clearly, determine hedging conventions in the field of history.

Studiens syfte är att undersöka hur lärare från olika skolor arbetar med faktatexter i skolan utifrån ett teoretiskt ramverk som grundar sig i det sociokulturella perspektivet i kombination med Gibbons fyrfältsmodell bestående av olika zoner av lärande där den ultimata zonen för lärande är utvecklingszonen där eleverna får mycket stöttning i kombination med hög kognitiv utmaning. Genom semistrukturerade intervjuer med fem lärare verksamma i årskurserna 4 - 6 kunde studiens data samlas in och datan analyserades sedan utefter frågeställningarna som handlar om hur elever stöttas och utmanas i läsandet av faktatexter. Resultatet visade att lärarna stöttar eleverna på många olika vis, bland annat genom att välja texter kopplade till kontextuella sammanhang samt genom att ha gemensamma läsningar och genomgångar av texter. De utmanar elever på olika sätt, bland annat genom att välja en lite svårare text för att säkerställa att alla elever tar sig igenom en lärandezon. En slutsats är dock att mer fokus läggs på stöttning än på utmaning. Detta stämmer väl överens med tidigare forskning som visat hur elever får stöttning för att bygga upp de olika lässtrategier som behövs för att läsa och förstå en text, men också att det tycks finnas mindre kunskap om hur utmaningen ska gå till. Studiens didaktiska implikationer är att mer fokus bör läggas på hur elever kan utmanas i läsning av faktatexter för att säkerställa att alla elever hamnar i en lärandezon.

Recent international surveys reveal a decline in reading performance among Swedish students during the past decade. In the light of these results, this thesis describes the reading literacy of a class of high-performing students in the Swedish upper secondary school, in order to discern characteristics of successful readers. More specifically, the aim is to describe these students’ reading literacy in terms of their reading habits, approaches to texts, reading strategies, as well as reading positions. The study is framed within a socio-cultural perspective and is based on qualitative methods such as case studies, classroom observations and a group discussion, in combination with a partly quantitative survey. A methodological contribution to the research field is the attempt to develop a method for analyzing students’ reading positions, mainly based on the concept of text movability, as used by af Geijerstam, Liberg et al. The results reveal a deep reading position towards non-fiction texts among a majority of these high-performing students. In comparison with students who adopt a surface-oriented position, these students tend to show greater textual awareness and interactive text movability, and seem to use a wider repertoire of reading strategies in order to attain reading success. This study identifies the most prominent features of high-performing students as their textual awareness, i.e. an ability to comment on content, form, function and potential readers of texts, genre awareness, i.e. an ability to identify various text genres, and metacognitive awareness, i.e. knowing what strategies to use and when to use them. These features can be related to the students’ descriptions of their reading habits which imply that they read a great variety of texts, including both fiction and non-fiction. Most of these students report that they read daily and of their own accord. Having broad textual experience helps when it comes to reading texts in specialized domains that require inferencing and/or field knowledge. There also appears to be a match between the literacy supported in school and the literacy sustained in the students’ home environment. The pedagogical implications are the need for continuous work with students’ reading development and reading strategies, making students aware of different text genres and their specific features, and the importance for students to be challenged in their reading, but naturally in combination with appropriate scaffolding methods.