Text in Afrikaans / Learners who struggle to read from the start, will stay behind. But the earlier intervention can start, the greater the chances of success. But what type of intervention is needed? Nowadays researchers overseas use phonemic awareness as a criteria to predict reading success. About 80% of pre-school children will have no trouble grasping the phonological structure of their home language, provided that they are thoroughly immersed in literacy. It is these same 80% who will not have any trouble learning to read. But literacy is a continuous process that starts at birth and there is no magical moment in a child's life that he will all of a sudden be ready to receive literacy instruction. Experience and practice will ensure that the hierarchy of phonemic awareness skills will develop. Those preschoolers who do not have that advantage, must develop phonemic awareness skills while learning to read or else face reading problems. / Educational Studies / M. Ed.(Special Needs Education)

This multi-site case study examines literacy practices across four theatre companies for young adults. The study draws upon ethnographic methods including interviews, field notes, and video data to show how composing practices situated with acts of design fostered multiple entry points through text, a multimodal stance when reading, collaboration, play, shared response, and sustained engagement in the orchestration of available modalities in the creation of characters. Drawing upon theories of multimodality, play, and masculinities, the study links literacy practices in drama with the configuration of historically subordinated, non-normative masculinities, including self-identified gay youth. These young men reported excessive self-monitoring and identity management strategies within heteronormative school contexts, but took-up a plurality of masculinities as they engaged design practices that encouraged play, risk-taking, and the appropriation of available media in their design of characters. The study cultivates an awareness of how literacy practices in drama intersected with affirming construction of non-normative gendered and sexual identities typically subordinated in school settings, but that were reportedly more aligned with informants’ sense of self. The study draws implications for how educators may help young people critique structures of heternormativity and hegemonic masculinities that often limit the identities and masculinities available in school. In addition, the study draws implications for classroom practice in the language arts that position youth as designers of multimodal texts that allow for multiple representations of the self. / text

Text in Afrikaans / Learners who struggle to read from the start, will stay behind. But the earlier intervention can start, the greater the chances of success. But what type of intervention is needed? Nowadays researchers overseas use phonemic awareness as a criteria to predict reading success. About 80% of pre-school children will have no trouble grasping the phonological structure of their home language, provided that they are thoroughly immersed in literacy. It is these same 80% who will not have any trouble learning to read. But literacy is a continuous process that starts at birth and there is no magical moment in a child's life that he will all of a sudden be ready to receive literacy instruction. Experience and practice will ensure that the hierarchy of phonemic awareness skills will develop. Those preschoolers who do not have that advantage, must develop phonemic awareness skills while learning to read or else face reading problems. / Educational Studies / M. Ed.(Special Needs Education)

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-07-03T13:51:02Z No. of bitstreams: 1 liviafagundesnevesdorini.pdf: 3524562 bytes, checksum: ec179fc9425ea0cbb5fb82f393fd8c12 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-08T13:00:04Z (GMT) No. of bitstreams: 1 liviafagundesnevesdorini.pdf: 3524562 bytes, checksum: ec179fc9425ea0cbb5fb82f393fd8c12 (MD5) / Made available in DSpace on 2017-08-08T13:00:04Z (GMT). No. of bitstreams: 1 liviafagundesnevesdorini.pdf: 3524562 bytes, checksum: ec179fc9425ea0cbb5fb82f393fd8c12 (MD5) Previous issue date: 2017-04-19 / Este trabalho apresenta os resultados de pesquisa acerca das possíveis interfaces entre os letramentos cotidianos e escolares de um grupo de alunos de EJA da Prefeitura Municipal de Juiz de Fora/MG. A fim de cumprir o objetivo principal deste estudo, o qual diz respeito à verificação das relações entre os letramentos desenvolvidos no âmbito escolar e fora de seus domínios, foi necessário, inicialmente, compreender quais eram os eventos de letramento cotidianos (também denominados vernaculares) desse grupo de alunos e quais eram os eventos desenvolvidos durante as aulas de Língua Portuguesa na turma pesquisada, para uma posterior relação entre esses letramentos. Ainda foi preciso analisar as concepções de letramento e de currículo que norteavam as práticas educativas nesse contexto. Ao se refletir sobre as questões curriculares e sobre a materialização dos letramentos nas salas de aula, foi necessário, por fim, discutir o conceito de gênero textual e seus usos no ensino, uma vez que se defendeu que os letramentos podem ser desenvolvidos através desses artefatos e percebeu-se o quanto os currículos fundamentam-se nas teorias sociointeracionistas de linguagem, as quais consideram os gêneros enquanto instrumentos importantes no processo de ensino e aprendizagem de língua. A metodologia adotada neste trabalho foi a pesquisa qualitativa, com a utilização de três instrumentos principais: o questionário, o diário de participante e as entrevistas semiestruturadas (com os 8 alunos participantes e a professora da turma). A base teórica para a pesquisa foram os Novos Estudos do Letramento (STREET, 1984, 1993,1995, 2003, 2012, 2014); a Teoria Pós-Crítica de Currículo (SILVA, 2007; BARCELLOS, 2010; MOREIRA, 2011; MALTA, 2013; OLIVEIRA, 2013), e as Teorias de Gêneros da Escola de Genebra (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) e da Nova-Retórica (BAZERMAN, 2005, 2011). Foram ainda utilizadas contribuições brasileiras no campo dos estudos do letramento, de Kleiman (1995, 2008, 2009, 2016), Soares (1998, 2004, 2010, 2011), Rojo (2008, 2009), dentre outros. As análises dos dados demonstraram que os letramentos vernaculares desses alunos compreendem eventos relativos à esfera familiar, profissional e religiosa e que pouco dizem respeito às esferas culturais e de lazer. Esses letramentos apresentaram relação com as identidades desses sujeitos enquanto alunos adultos e com obrigações familiares, profissionais e religiosas. Os eventos de letramento escolares, por outro lado, foram mapeados através das aulas observadas e pela entrevista com a professora e se traduziram, na maioria das vezes, em práticas de ensino tradicionais e, em diversos momentos, se afinaram com uma concepção de letramento autônomo. A análise das relações entre os letramentos vernaculares e escolares apontou para o fato de ainda haver pouca aproximação entre essas instâncias e para a necessidade de a escola ter um olhar mais cuidadoso com os letramentos locais dos alunos, em especial os de EJA, por serem sujeitos com uma bagagem de vida ampla e com tipos de letramentos mais diversificados, se comparados aos estudantes do ensino regular. A partir de um ensino voltado, inicialmente, para os letramentos cotidianos, enquanto pontos de partida, entende-se que podem ser desenvolvidos e ampliados os letramentos desses alunos, numa perspectiva ideológica, tal como defendida por Street (1984, 1993,1995, 2003, 2012, 2014). Espera-se, com este estudo, contribuir para as discussões no campo dos letramentos e com as pesquisas no contexto da modalidade de educação de jovens e adultos, acreditando-se que ainda há muito que se refletir sobre essas questões, a fim de que o ensino de Língua Portuguesa nesse espaço possa se traduzir em práticas eficazes e que garantam o acesso e a permanência de milhões de indivíduos que ainda não têm direito à leitura e à escrita no Brasil. / This work presents the research results on the possible interfaces between daily and school literacies of an EJA group (Youth and Adult Education) of students from the municipal schools from Juiz de Fora / MG. In order to meet the main objective of this study, which is related to the verification of the relations between the literacies developed in and out of the school, it was necessary, at first, to understand the daily (also called vernacular) literacy events of this group of students and the events developed during the Portuguese classes in the studied group. It was done that aiming at a later relation between these literacies. It was still necessary to analyze the conceptions of literacy and curriculum that guided the educational practices in this context. When reflecting on the curricular issues and on the materialization of the literacies in the classrooms, it was finally necessary to discuss the concept of textual genre and its applications in teaching, since we have argued that the literacies can be developed through these artifacts and we can see how curricula are based on the social interactionist theories of language, which consider the genres as important instruments in the process of teaching and learning the language. The methodology used in this study was the qualitative research of an ethnomethodological nature, with the use of three main instruments: the questionnaire, the participant journal and the semi-structured interviews (with the 8 students who were participating and the teacher of the group). The theoretical basis for the research were the New Literacy Studies (STREET, 1984, 1993, 1995, 2003, 2012, 2014); The Post-Critical Theory of Curriculum (Silva, 2007, Barcellos, 2010, Moreira, 2011, Malta, 2013, Oliveira, 2013), and the Geneva School Theories on Genres (Dolz, Noverraz and Schneuwly, 2004) and the Theory of New Rhetoric (Bazerman, 2005, 2011). Brazilian contributions were also used in the field of literacy studies, by Kleiman (1995, 2008, 2009, 2016), Soares (1998, 2004, 2010, 2011), Rojo (2008, 2009), among others. The data analysis showed that the vernacular literacies of these students comprise events related to the familiar, professional and religious spheres and these literacies do not concern the cultural and leisure spheres. These literacies were related to the identities of these subjects as adult students and with family, professional and religious obligations. The school literacy events, on the other hand, were mapped through the observed classes and the interview with the teacher. They were interpreted, in most cases, as traditional teaching practices and, at different times, were refined with a conception of an autonomous literacy. The analysis of the relations between vernacular and school literacies pointed to the fact that there is still a reduced approximation between these instances and to the need for the school to take a more careful look at the local literacy of its students, especially those of EJA, because they are subjects with broad life experiences and with more diversified literacy levels, when compared to the students of the regular education. From a teaching initially focused on everyday literacies as starting a point, it is understood that the literacy of these students can be developed and expanded, in an ideological perspective, as proposed by Street (1984, 1993, 1995, 2003, 2012, 2014). With this study, it is expected to contribute to the discussions in the field of literacy and research in the context of the modality of Youth and Adult Education. We believe that there is still much to be reflected on these issues, so that the teaching of Portuguese in this space can be translated into effective practices and that assure the access and permanence of millions of individuals who do not have the right to read and write in Brazil.

This doctoral thesis centres on six children, aged four to nine, who relatively recently immigrated to Sweden. The children’s encounters with literacy are in focus. These children are not only new arrivals to Sweden, they also have in common that Swedish is their second language and that their parents have had little or no formal education prior to arriving in Sweden. The study draws on sociocultural approaches to literacy, and more specifically the field of New Literacy Studies. In this study, reading and writing are viewed as social practices comprising different related sociocultural aspects such as norms, values, habits, traditions and ideologies, and the study concentrates on social and ideological perspectives on literacy. Bourdieu’s notions of habitus and symbolic capital have also been used for the analysis. The empirical material was collected through an ethnographic approach. Each child was followed for one year, particularly at school/preschool. The children’s homes were also visited, and their parents and teachers were interviewed. Observations involved different degrees of participation and were documented through field notes and photographs. The interviews were audio-recorded and transcribed. In addition, artefacts and school material from the field were collected or photographed. A qualitative content analysis of the collected data was performed. The analysis show that sociocultural incongruence, coupled with flawed communication between the schools and the homes, caused the children less continuity between school and home practices. Though, the results also show, that the children studied to a considerable extent adapted to the monolingual, homogenous norms when they participated in school practices. These children are therefore highly adaptable, while their teachers found it much harder to handle or even be aware of sociocultural incongruences. / I denna avhandling studeras litteracitetspraktiker hos en grupp nyanlända barn i åldrar mellan fyra och tio år. Det specifika för barnen är att deras föräldrar inte har någon eller endast en kort skolbakgrund från ursprungslandet. Under ett års tid har barnen följts i förskolan eller skolan samt i hemmet. Deras föräldrar och lärare har också intervjuats. Avhandlingens syfte är att skapa förståelse för hur samspelet runt barnens språkande ter sig samt vilka förutsättningar och villkor som råder för detta samspel. Studien visar hur barnen skapar kontinuitet mellan hemmet och skolan, trots att deras tidigare erfarenheter och modersmål har en ytterst perifer plats i skolans och förskolans litteracitetspraktiker och trots att kommunikationen mellan skolan/förskolan och hemmet haltar. Barnen och deras föräldrar strävar efter att anpassa sig till de svenskspråkiga och monokulturella normer som skolans och förskolans litteracitetspraktiker vilar på. Avhandlingens bidrag är att öka kunskapen om hur nyanlända barn, och i synnerhet barn till föräldrar utan eller med endast kort skolbakgrund, bättre kan tas emot i skolan och förskolan.