Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-01T22:26:04Z No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) / Made available in DSpace on 2017-02-01T22:26:04Z (GMT). No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) Previous issue date: 2016-09-12 / This dissertation in inserted in the line of research 2 ? Cultures, Formation and pedagogical Practices ? of the postgraduate program in Education at the State University of Feira de Santana (UEFS). It aimed to understand the implications of the discipline ?Aesthetics and Ludicity in Children?s Literature? on the pedagogical practices of teachers graduated in Portuguese language and literature at the State University of Bahia. Based on this assumption, the locus of this research was the State University of Bahia (UNEB), campus XXII, located in the town of Euclides da Cunha. The research subjects were six teachers graduated from UNEB, who work with students in the initial years in a public middle school. It is a qualitative research study, in which I opted for a semi-structured interview as an instrument for data collection, and I was inspired by life stories. In doing so, I could map conflicts, values, contradictions, and the way that each interviewee sees and signifies his or her reality. It was also possible to investigate the relations, the representations, the interpretations, and what these subjects graduated in Portuguese language and literature think of Children?s Literature in their formation. For this purpose, the research used as a theoretical basis authors such as Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) among others. The insertion of Children?s Literature as a discipline in teaching courses is an issue that has been timidly discussed in the academic environment. Despite oscillating in the curricula of several higher education institutions, this genre marks strong presence in classrooms. As this theoretical and literary knowledge is given a secondary role in the formation of teachers holding a teaching degree in language and literature, a gap is created in their formation, given that Children?s Literature will be present in their everyday teaching activities. The data analysis showed that only the insertion of the discipline is not the solution to the formation of readers. On the contrary, this formation issue is more closely associated with the teacher?s experience with literary reading than with the study of Children?s Literature during the graduation course in teaching. And here is the key point. In order for teachers to be mediators in reading activities, they need to see themselves as literary readers. / Esta disserta??o est? inserida na linha de pesquisa 2 ? Culturas, Forma??o e Pr?ticas Pedag?gicas ? do Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana (UEFS). Seu prop?sito foi compreender as implica??es do componente curricular ?O est?tico e o l?dico na Literatura infantojuvenil? na pr?tica do licenciado em Letras Vern?culas, da Universidade do Estado da Bahia (UNEB). Partindo desses pressupostos, essa pesquisa teve como l?cus a Universidade do Estado da Bahia, campus XXII, situado na cidade de Euclides da Cunha. Seus sujeitos foram seis professores das s?ries finais do ensino fundamental da rede p?blica, egressos do referido campus. Trata-se de uma pesquisa qualitativa, onde optei pela entrevista semiestruturada como instrumento de coleta de dados e me inspirei na Hist?ria de Vida. Dessa forma, pude mapear conflitos, valores, contradi??es, os modos como cada entrevistado percebe e significa sua realidade. Foi poss?vel, ainda, investigar as rela??es, as representa??es, as interpreta??es, o que os sujeitos pensam acerca da literatura infantojuvenil em sua forma??o, enquanto licenciados em Letras. Para tanto, a pesquisa teve como aporte te?rico autores como Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) entre outros. A inser??o da Literatura infantojuvenil como disciplina em cursos que visam ? forma??o de professores ? uma quest?o que vem sendo timidamente discutida no meio acad?mico. Apesar de oscilar nos curr?culos de diversas institui??es de ensino superior, esse g?nero marca forte presen?a na sala de aula. ? medida que se relega a um segundo plano esse conhecimento te?rico-liter?rio na forma??o do licenciado, constr?i-se uma lacuna em sua forma??o, pois, em sua atua??o enquanto docente, a literatura (infantil e juvenil) estar? presente em seu dia-a-dia. A an?lise de dados mostrou que apenas a inser??o da disciplina n?o se constitui como uma solu??o para a forma??o de leitores. Ao contr?rio, a quest?o de tal forma??o est? mais associada ?s viv?ncias do professor com a leitura liter?ria do que apenas com o estudo da literatura infantojuvenil durante a licenciatura. Eis o ponto-chave desvelado: a hist?ria de leitura do licenciado. O professor, para ser mediador de leitura, necessita ser e se perceber enquanto leitor liter?rio.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-25T12:54:59Z No. of bitstreams: 1 HELLEN CRISTINA MACHADO.pdf: 2759283 bytes, checksum: 7d1d4cfacdb9375860b5e81d34dd63c2 (MD5) / Made available in DSpace on 2018-05-25T12:54:59Z (GMT). No. of bitstreams: 1 HELLEN CRISTINA MACHADO.pdf: 2759283 bytes, checksum: 7d1d4cfacdb9375860b5e81d34dd63c2 (MD5) Previous issue date: 2018-02-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This is an exploratory-type qualitative research carried out with the researcher?s own group of students, composed of children aged from 4 to 5, and with a group of younger children, aged from 2 to 3, at the same school, regarding the relationship of these children with the children's literature based on the concept of Fruition Reading. The general purpose of our research was to analyze the potential of creation and literature fruition in the practice of "reading" literary books performed by the voice and hands of children in preschool education. From there, the following specific objectives were outlined: (i) to analyze the potential of a peer reading proposal for the practice of Fruition Reading; (ii) to analyze the potential of a peer reading proposal for the improvement and development of higher psychological functions and their use in relation to literature. The empirical material was produced through videotaped and audio-recorded observations of 42 situations in which the children were invited to "read" to their peers (from their own class and a class of younger children) and qualitatively analyzed, based on the concept of Fruition Reading and on the historical-cultural theory, with regard to mediation and the development of higher psychological functions. The empirical material analysis was carried out on the following axes and sub-axes: importance of mediation, subdivided into mediation by teacher-researcher and among peers; then the importance of the recurrence of the experiences, subdivided into the appropriation of reading practice and, finally, the sub-axis of higher highlighted psychological functions: memory and imagination. Based on these analyzes we could identify the potential of child creation in storytelling from the children's literary book; the children were able to creatively imagine and invent stories, going beyond the simple description of the book's static illustration; they not only built sophisticated storytelling strategies, but also assumed a behavior as "readers"; they encouraged and displayed an interest in and appreciation of the "readings" made by peers; from the "readings", they brought debates on issues they considered important and also felt at ease to express their feelings. It is expected that this research results contribute to the formation of teachers when thinking about reading practice without aiming for strict control of results, which aims to explore the taste of reading for pleasure among preschool children. / Trata-se de uma pesquisa qualitativa do tipo explorat?ria realizada com a turma de alunos da pr?pria pesquisadora, composta por crian?as de 4 a 5 anos de idade e com a turma de crian?as menores, com 2 e 3 anos, da mesma escola, referente ? rela??o destas com a literatura infantil a partir do conceito de Leitura Frui??o. O objetivo geral de nossa pesquisa foi analisar a potencialidade de cria??o e frui??o liter?ria na pr?tica de ?leitura? de livros liter?rios realizados pela voz e m?os de crian?as da Educa??o Infantil. A partir disso, foram delineados os seguintes objetivos espec?ficos: (i) analisar a potencialidade de proposta de leitura entre pares para a pr?tica de Leitura Frui??o; (ii) analisar a potencialidade de proposta de leitura entre pares para o aprimoramento e desenvolvimento de fun??es ps?quicas superiores e de seu uso nas rela??es com a literatura. O material emp?rico foi produzido atrav?s de observa??es com v?deofilmagens e grava??o em ?udio de 42 situa??es em que as crian?as foram convidadas a ?lerem? para seus pares (de sua pr?pria turma e de uma turma de crian?as menores) e analisado qualitativamente, com embasamento no conceito de Leitura Frui??o e na teoria Hist?rico-Cultural, no que diz respeito ? media??o e ao desenvolvimento de fun??es ps?quicas superiores. A an?lise do material emp?rico foi realizada nos seguintes eixos e sub-eixos: import?ncia da media??o, subdividido em media??o da professora-pesquisadora e entre pares; em seguida, a import?ncia da recorr?ncia das experi?ncias, subdividido em a apropria??o da pr?tica de leitura e, por fim, o sub-eixo fun??es ps?quicas superiores em destaque: mem?ria e imagina??o. Com essas an?lises pudemos identificar a potencialidade da cria??o infantil na conta??o de hist?rias a partir do livro liter?rio infantil; as crian?as mostraram-se capazes de imaginar e inventar hist?rias criativamente, indo al?m da simples descri??o da ilustra??o est?tica do livro; constru?ram estrat?gias sofisticadas de conta??o de hist?rias, bem como assumiram postura como ?leitoras?; incentivaram e demonstraram interesse e gosto pelas ?leituras? feitas pelos colegas; a partir das ?leituras?, trouxeram debates de assuntos considerados importantes para elas e tamb?m sentiram-se ? vontade para expressarem seus sentimentos. Desta pesquisa, se espera que seus resultados contribuam para a forma??o de professores quando pensada a pr?tica de leitura sem almejar o controle estrito de resultados, que visa explorar os sabores da leitura por deleite com crian?as da Educa??o Infantil.

Made available in DSpace on 2016-03-15T19:45:06Z (GMT). No. of bitstreams: 1 Karen Stephanie Melo.pdf: 1928912 bytes, checksum: 4589da5d0a8f555ca70574488a1c76a7 (MD5) Previous issue date: 2010-08-09 / The Scottish writer James Matthew Barrie wrote for the first time about Peter Pan in a book called The Little White Bird, in 1902. In 1904, the writer enlarged the character s universe making, this time, a stage play called Peter Pan or The Boy that Wouldn t Grow up; however, the romance as we know it would only be constructed in 1911, when Barrie decided to rewrite and extend his original play. That is how one of the best well known classics of children s literature was born: Peter Pan and Wendy, a book that, today, is part of many people s childhood and life; the story has even created a myth: the myth of the boy who never grows up, the myth of the eternal and adventurous youth. This way, the romance gave origin to many post-texts, gaining numbers of adaptations since it was first published. By making analysis based on Mikhail Bakhtin s dialogism theory, on Julia Kristeva s intertextuality theory and on Gerard Genette transtextuality theory, the present essay intends to study three different readings and/or adaptations of the base-text Peter Pan and Wendy, in order to verify how the historical/cultural context modifies, increases or contradicts this 1911 version.The texts chosen for the proposed analysis are: Peter Pan, by Monteiro Lobato (1930); Peter Pan the animation from Walt Disney Pictures (1950); and Peter Pan the movie, from the Australian director P. J. Hogan (2003). / O autor escocês James Matthew Barrie escreveu sobre Peter Pan pela primeira vez em uma obra intitulada The Little White Bird, em 1902. No ano de 1904, o escritor ampliou o universo de seu personagem, dessa vez, com uma peça teatral de nome Peter Pan ou O Menino que não Queria Crescer; o romance tal qual o conhecemos só seria concebido, no entanto, em 1911, quando o diretor decidiu reescrever e prolongar sua peça teatral. Era assim que surgia, então, um dos clássicos da literatura infantil mais conhecidos atualmente: Peter Pan and Wendy, obra que, hoje, faz parte da infância e da vida de muitas pessoas, tendo até mesmo criado um mito: o mito do menino que nunca cresce, da eterna e venturosa infância. Sendo assim, a obra daria margem a diversos pós-textos, ganhando inúmeras continuações e adaptações desde seu lançamento. Partindo de análises baseadas nas teorias de Dialogismo de Mikhail Bakhtin, de Intertextualidade de Julia Kristeva e de Transtextualidade de Gerard Genette, o presente trabalho visa ao estudo de três releituras e/ou adaptações do texto-fonte Peter Pan and Wendy a fim de se verificar em que medida o contexto histórico-cultural de produção dessas versões modifica, amplia ou contradiz o texto de 1911. Os textos escolhidos para a análise proposta são: Peter Pan, de Monteiro Lobato (1930); Peter Pan a animação dos Estúdios Walt Disney (1950) e Peter Pan o filme, do diretor australiano P. J. Hogan (2003).

This thesis is an attempt to analyze the narrative structure of Kemalettin Tugcu&amp / #8217 / s novels for children that became popular in the 1960s and the 1970s. It examines the representations of childhood, adulthood, orphanhood, richness and poverty in Tugcu&amp / #8217 / s books through the relations between the child and the adult and the rich and the poor. The poor orphan child that is portrayed especially as savior and virtuous is the main character of Tugcu&amp / #8217 / s novels. Socio-cultural hierarchies are represented primarily through the encounter and the relationship of the poor orphan child with the adults and the rich. This study argues that Kemalettin Tugcu&amp / #8217 / s novels represent orphanhood and poverty primarily as moral-spiritual states and not simply a materialeconomic situation. The thesis also pays attention to the conservative themes in Tugcu&amp / #8217 / s books.

No description available.

Syftet med studien är att undersöka hur förskollärare uppfattar begreppet normkritik och hur de tillämpar det i arbetet med barnlitteratur i förskolan. Forskning kring det normkritiska perspektivet visar att det krävs stor medvetenhet kring normer och privilegier för att vi inte omedvetet istället förstärker normer och skapa utanförskap. Tidigare forskning har visat att förskollärare tycker att det är svårt att implementera normkritiska arbetssätt på ett enkelt sätt i förskolans vardag. De upplever heller inte att de har tillräckligt med utbildning eller förståelse för ämnet. Genom kvalitativa intervjuer och en tillämpning av normkritiskt perspektiv i analysen har vi undersökt vilka normer som lyfts i samtalet kring begreppet normkritik och vilka normer som inte nämns. Studien undersöker även förskollärares uppfattningar om arbetet med barnlitteratur ur ett normkritiskt perspektiv. Empirin består av tio intervjuer av förskollärare i geografiskt olika områden i Sverige.   Undersökningen visar att förskollärare definierar normkritik på tre olika sätt. De beskriver normkritik som ett förhållningssätt, en medvetenhet om egna privilegier och fördomar och som ett synliggörande av normer och strukturer. Studien visar att alla förskollärare i undersökningen anser att de har förståelse för ämnet, antingen genom utbildningen eller eget intresse. I studien framkommer det att genus är den norm som uppmärksammas mest, både i definitionen av normkritik och i förskollärarnas uppfattningar om arbetet med barnlitteratur. Vi kan också se att fortbildning i normkritik behövs för att ge förskollärarna bättre förutsättningar att välja bra litteratur till förskolan. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

The goal of my diploma thesis is the detail analysis of the usage of diminutives in the Spanish literature, including the characteristics of their meaning and function. The theoretical part of my thesis is consisted of the basic information concerning this morphological phenomenon and its creation, function and interpretation in the text. It also includes definition of the children´s literature and various views on this subcategory of literature. There is mentioned the history of the children´s literature too, together with its evolution and literary performance. I pay special attention to linguistic features which appear in the children´s literature. The practical part is consisted of the qualitative and quantitative analysis of three books for children: Manolito on the Road, El príncipe que todo lo aprendió en los libros and El Conde Lucanor.The goal of this part of my thesis is the comparison of several linguistic approaches towards this morphological phenomenon. I also aim to determine eventual difference in frequency of using of different types of diminutive suffix, both from the diachronical and differential point of view. Last but not least, there is a qualitative analysis which elaborates individual contextual functions of diminutive suffix.

Made available in DSpace on 2014-06-11T19:26:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-15Bitstream added on 2014-06-13T18:54:56Z : No. of bitstreams: 1 vasques_cm_me_arafcl.pdf: 1595809 bytes, checksum: 9f2cf9002ce76855f5003911d1732b6a (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta Dissertação de Mestrado tem por objetivo apontar a importância e a abrangência da intertextualidade na obra Reinações de Narizinho, de Monteiro Lobato. Buscou-se esboçar os resultados de um enfoque primordialmente literário sobre a obra sem, contudo, desprezar a vocação pedagógica intrínseca da literatura infantil. Para chegar à intertextualidade, foi necessário, num primeiro momento, discorrer sobre Lobato e sobre as características da literatura infantil, bem como sobre a questão pedagógico-literária que esse gênero suscita. Depois, buscou-se colocar a forma pela qual se deu o surgimento da obra em estudo, apontando para o seu ineditismo e para a revolução que provocou, em termos literários e sócio-culturais brasileiros. Buscou-se a conceituação do maravilhoso e, a partir dela, a caracterização do maravilhoso lobatiano, entremeado com a realidade rural paulista de sua época, maravilhoso do conto artístico, de acordo com a definição de Zipes (1999, p. 18), que assume e desenvolve a narrativa em Reinações de Narizinho, assim como também se desenrola na narrativa. A utilização do maravilhoso do conto artístico é primordial para instituir e justificar a intertextualidade que traz, para dentro da obra lobatiana, desde as raízes e de grande parte do percurso da humanidade, a mitologia, a oralidade e o folclore, a filosofia, a literatura, diferentes tradições, valores e possibilidades culturais e os avanços da ciência e da tecnologia. O ciclo sucessivo que faz girar o real, o maravilhoso e o intertextual forma um amálgama que possibilita a união de tempos e espaços diversos da humanidade, reais e maravilhosos, e termina por remeter personagens e leitores de volta à realidade: à oralidade, ao livro, às histórias em quadrinhos, ao cinema e à televisão. / The objective of this Master's Degree Dissertation is to indicate the importance and the reach of intertextuality in Reinações de Narizinho (Little Nose's Pranks), from the Brazilian writer Monteiro Lobato. We have attempted to outline the results of a mainly literary focus over the work, however without ignoring the intrinsic pedagogic vocation of Children's Literature. To reach intertextextuality it was necessary, in a first moment, to consider both Lobato and the characteristics of Children's Literature as well as the pedagogic-literary query raised by this peculiar genre of literature. Afterwords the attempt has turned into the way the literary work in study has arised, pointing to its originality and to the revolution it has caused in Brazilian literature, culture and society. We have searched, then, for the concept of wonder and, from that, for the characterization of Lobato's wonder, intermixed with his times' São Paulo's rural reality. Taking Zipes' definition of art tale (1999, p. 18), Lobato's wonder can be named wonder from art tale. This sort of wonder assumes and develops the narrative in Reinações de Narizinho, as well as it is uncoiled inside the narrative. Its use is fundamental to establish and ground intertextuality, which brings along with it, from the roots and from great part of humanity courses mithology, orality and folklore, philosophy, literature, different traditions and values, cultural possibilities and the advances of science and tecnology into the literary work. A successive cicle makes spin the real, the wonder and the intertextual and creates an amalgam which makes possible the fusion of different humanity times and spaces, real and wonder ones. It ends up by sending characters and readers back to reality: to orality, to the books, to cartoons, to the movies and to TV.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-11T14:44:21Z No. of bitstreams: 1 arquivototal.pdf: 16531187 bytes, checksum: 5463888e8f83f1330ce32543220205df (MD5) / Made available in DSpace on 2016-01-11T14:44:22Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 16531187 bytes, checksum: 5463888e8f83f1330ce32543220205df (MD5) Previous issue date: 2015-04-01 / This doctoral thesis aims to investigate how the genre reading journal, understood as an academic literacy event, can enhance academic professional identity of undergraduate students in initial teacher education. This qualitative study focuses on the Children‟s Literature course in the Pedagogy undergraduate program at the Federal University of Campina Grande (UFCG), and the corpus consists of journals produced by five participants during one semester, in 2013. Situated in the Applied Linguistic field, this piece of research is grounded in Cultural Studies (HALL, 2001, 2012), Bauman´s(2001, 2005) sociological perspective, New Literacy Studies (KLEIMAN 1995, 2007, 2008; BARTON & HAMILTON, 2000, among others), Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008, BRONCKART & MACHADO, 2009), and the Work Sciences (CLOT, 1999[2006]). Based on the underlying assumptionthat identity construction is a sociodiscursive activity (SILVA & MATÊNCIO), and on the textual analysis model proposed by Sociodiscursive Interactionism (BRONCKART, op.cit), I will focus on the enunciative level of the reading journals, as well as on the thematization of the constitutive elements of teachers´ work (BRONCKART & MACHADO, op.cit), in light of SDI. The reading journal analysis revealed three identity categories: (i)) reader of children‟s books; (ii) undergraduate student in initial teacher education, and iii) teacher developing readers of children´s books. Such identities are (re)constructed in a network of voices in which the empirical authors of the journals shift to the past, present and future, reframing their experiences as school students, undergraduate students and beginning teachers, underscoring the appropriation of university discourses and the professional genre(CLOT& FAIT, 2000; FAÏTA, 2004), such as the official Brazilian guidelines and teacher education, as well as concepts and practices of the teachers´ collective. In sum, this study highlights the reading journal as an important toolfor teacher identity construction, enabling developmental mediation (BRONCKART, 2006) and enhancing socioprofessional identities of university students by means of enunciative positioning in the journals -as readers, as undergraduate students and as teachers developing readers. / A presente tese de doutorado tem como objetivo investigar como o gênero diário de leituras, enquanto evento de letramento acadêmico, pode promover espaços de construção identitária acadêmico-profissional de alunos em formação docente inicial. A pesquisa, de caráter qualitativo, enfoca dados gerados na disciplina Literatura Infantil do curso de Pedagogia da Universidade Federal de Campina (UFCG), por meio da produção diarista de cinco participantes da pesquisa, durante um semestre letivo, em 2013. Inserida na campo da Linguística Aplicada, reúne contribuições teóricas de três correntes de estudo: os Estudos Culturais (HALL, 2011, 2012) e a perspectiva sociológica de Bauman (2001, 2005); os Estudos de Letramento (KLEIMAN, 1995, 2007, 2008; BARTON e HAMILTON, 2000, entre outros) e o Interacionismo Sociodiscursivo (BRONCKART, 1999, 2006, 2008; BRONCKART e MACHADO, 2009). Partindo da premissa de que a construção da identidade é uma atividade social e discursiva (SILVA e MATÊNCIO, 2005), analisamos o nível enunciativo dos diários de leitura à luz do Interacionismo Sociodiscursivo, bem como a tematização dos elementos constitutivos do trabalho do professor (BRONCKART e MACHADO, 2009)), tendo em vista a construção da identidade acadêmico-profissional das alunas diaristas. A análise dos diários de leitura revelou a emergência de três categorias identitárias: i) Eu leitora de obras infantis; ii) Eu aluna-leitora em formação docente inicial; e iii) Eu professora-leitora formadora de leitores de obras infantis. Tais identidades são construídas a partir de uma rede de vozes, na qual as autoras empíricas dos diários operam deslocamentos para o passado, presente e futuro, resgatando suas experiências como alunas da Educação Básica e projetando o seu papel de futuras professoras formadoras de leitores, a partir da apropriação dos discursos que se firmam como norteadores da formação no âmbito da academia ou no gênero profissional (CLOT e FAÏTA, 2000; FAÏTA, 2004), a exemplo das orientações de documentos oficiais e de professores formadores, ou mesmo das concepções e práticas de um coletivo de professores. Desse modo, o diário de leitura se mostrou como um importante instrumento de construção da identidade docente, uma vez que proporcionou a mediação formativa (BRONCKART, 2006) para o desenvolvimento de dimensões identitáriass socioprofissionais das alunas em formação (como leitoras, graduandas e formadoras de leitores), à medida que se posicionavam enunciativamente em seus diários.

Made available in DSpace on 2014-12-17T14:35:47Z (GMT). No. of bitstreams: 1 AlessandraCF.pdf: 981500 bytes, checksum: 25ce1975b5e987d1ceb40cfae1225dd9 (MD5) Previous issue date: 2005-12-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The focus of this thesis is the discussion of stories from the fairy tales genre in reading classes of Children?s Literature. Its main purpose is to investigate the argumentative action in the mediation pedagogic process.The evidence from this study is that the argumentative action is a fundamental component of teacher?s mediation as far as story discussion is concerned. The concept of mediation in this thesis comes from principles of interacionist Psychology articulated with THE theory of argumentation. It is understood that argumentative action is a process that objectives to obtain and to intensify the interlocuter?s adhesion through speech. The analysis of the story discussion activity is based on Psycholinguistic, particularly on the study of prevision ability; on the Theory of reception with special reference to the theory of the aesthetic effect, which considers the reader?s reactions and reader?s replies to the text; and on sociocognitive conflict study highlighting conflicts modalities brought up by the discussion of texts. The corpus analysed is composed by discussion episodes of stories from reading classes of Children?s Literature realized through participative observation.The subjects were children aged five-six years old from a public pre-school located in Natal-RN, Brazil. The study highlights mediation acts of argumentative nature such as direct question; illustrations from the book; rereading that were used by the teacher-researcher in story discussion. Among its conclusions it is revealed that argumentative action in stories discussion favors and intensifies the agreement of children?s to the activity. It increases the interaction between text and reader; it favours children?s organization and explicitation of their thoughts. The analysed material shows children?s exposing their ability to argue when having adequade scaffolding by an argumentative mediator the teacher / Focalizamos nesta tese a atividade de discuss?o de hist?rias do g?nero contos de fadas em aula de leitura de textos de literatura infantil. O objetivo principal ? investigar a a??o argumentativa no processo de media??o pedag?gica na atividade de discuss?o de hist?rias. A constata??o que fazemos ? a de que a a??o argumentativa ? constituinte fundamental da media??o docente nessa atividade. A abordagem sobre a media??o nesta investiga??o orientou-se pelos postulados da psicologia interacionista em articula??o com a teoria da argumenta??o, como processo que visa obter e intensificar a ades?o do interlocutor por meio do discurso. A an?lise da atividade de discuss?o de hist?rias envolveu a psicoling??stica, particularmente o estudo sobre a habilidade de previs?o; a Est?tica da Recep??o, destacando-se a teoria do efeito est?tico, uma vez que esta considera as rea??es ou as respostas provocadas no leitor pelo texto; e os estudos sobre o conflito sociocognitivo, evidenciando-se as modalidades de conflitos provenientes da discuss?o de textos. O corpus analisado comp?e-se de epis?dios de discuss?o de hist?rias, resultantes de um trabalho de campo com a literatura infantil (2000), realizado por meio da observa??o participante. Os sujeitos envolvidos s?o crian?as na faixa et?ria entre 5 e 6 anos de idade, de uma escola p?blica, do munic?pio de Natal-RN. A pesquisa evidenciou a??es mediadoras de car?ter argumentativo utilizadas pela professora-pesquisadora em discuss?o de hist?rias. Dentre as conclus?es, destaca-se a de que a a??o argumentativa na atividade de discuss?o de hist?rias favorece e intensifica n?o s? a ades?o das crian?as nessa atividade. Potencializa a intera??o entre o leitor e o texto, favorece a organiza??o e explicita??o do pensamento das crian?as. O material analisado mostra que as crian?as exp?em sua habilidade para argumentar quando recebem andaimagem adequada de um mediador argumentativo - o professor