The study will examine how teachers relate to religious studies for middle school students. Religious studies are the oldest but also the most contested subject undergoing the most changes over time. The subject is far from being obvious. Politicians and people within the school community disagree about the subject’s content and its name, some within the school system but also politicians like to call it topic of life studies or belief studies, while others want to keep the name religion studies. Religion studies aims according to scientists and people within the school community to contribute to under-standing of other people, tolerance and sympathy. Despite these positive evidence available on this subject, the issue is still the most discussed and contested topic available. Religion is an emotive sub-ject that touches many different ways but it's interesting to find out how religious educators look at this because it is their topic. The purpose of this study has therefore been to find out how teachers with the subject religion for grades 4-6 look at religion. I have found that in previous studies is research on the topic mostly on stu-dents' views on the subject. It is therefore interesting to extend the research and study only how reli-gious educators think and look at the subject they teach. The issues that will be addressed and an-swered is: How do the teachers look at the content? How do the teachers look at the literature? How do teachers look at the students' attitude toward religion? What do teachers do on their way to convey religious knowledge to the students? The study is characterized by a qualitative approach to gain better understanding about the subject. Depth interviews were conducted with four teachers of religion to answer and interpret the study's purpose. The results obtained have been able to confirm that there is a desire of educators to pursue an educa-tion in which different approaches visibility of religion using a variety of methods and techniques. Re-ligion studies considered to be a difficult subject to teach. There is a lot that should be changed and developed in the subject to improve the teaching and increase students' interest in religious knowledge. The literature is something teachers are not happy with, they want the literature to be renewed and adapted to the present. Most students have no interest in the subject and this problem can be solved by making the teaching more student-centered. A teacher’s attitude towards the subject is considered to be something that can affect students' attitude to religion.

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The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology users / Master of Education (Hons)

<p>This essay shows how teachers adjust the literature studies in the mother tongue subject to their different classes in upper secondary school.</p><p>The study is based on interviews with two teachers and an analysis of two different school-books. The conclusion is that the subject of literary education in the vocational programs is a pragmatic subject with focus on the pupils’ needs and skills, and the subject in the theoretical programs has more focus on mediation of a literary heritage.</p>

This essay shows how teachers adjust the literature studies in the mother tongue subject to their different classes in upper secondary school. The study is based on interviews with two teachers and an analysis of two different school-books. The conclusion is that the subject of literary education in the vocational programs is a pragmatic subject with focus on the pupils’ needs and skills, and the subject in the theoretical programs has more focus on mediation of a literary heritage.

Jane Austen är en av 1800-talets mest lästa författare och har vunnit stor popularitet tack vare sina ingående och humoristiska porträtt av det engelska samhället. Just hennes livliga beskrivningar av livet på den engelska landsbygden runt år 1800 kryddade med en satirisk underton gör Austens romaner intressanta objekt för litteraturanalys. Trots att hennes texter är fast rotade i sin tid tycks de aldrig bli omoderna, vilket beror på att människor nu som då brottas med liknande problem och ställningstaganden. 200 år senare tvingas vi fortfarande fatta livsavgörande beslut som rör kärlek, pengar och status. En av hennes mest kända verk - Sense and Sensibility - publicerades 1811 och är en klassisk Austenroman som tar upp just problematiken kring dessa teman. Det faktum att vi idag handskas med samma dilemman gör dessutom Sense and Sensibility väl lämpad att använda för klassrumsundervisning.   Denna uppsats argumentation bygger på ett antagande att Austen förespråkar en balans mellan pengar och passion i val av make/maka. Genom att jämföra tre kvinnliga karaktärer och deras inställning till äktenskapet, såväl som konsekvenserna av deras värderingar och val visas att en balans av materiellt och emotionellt välstånd är att föredra. Slutligen föreslås hur Sense and Sensibility kan ses ur ett didaktiskt perspektiv. Detta avsnitt behandlar såväl litteraturundervisning i allmänhet som en praktisk plan över hur man som lärare kan använda sig av just detta verk i engelskundervisningen. / Jane Austen, one of the most widely-read authors of the 19th century, and her at the same time thorough and humorous portraits of English society have gained massive popularity in recent years. Especially her lively depiction of life in the English countryside in the early 1800s, accompanied by an explicit satirical note, makes her novels suitable and interesting objects of literature studies. Even though her stories are deeply rooted in their own time and society, they never seem to go out of fashion. This can be explained by the fact that in many ways people today are dealing with similar problems and critical choices. 200 years later, we still need to take issues such as love, money, and status into consideration when making life-determining decisions. One of Austen’s most famous novels, Sense and Sensibility, was published in 1811 and deals with the problematic sides of this topic. The fact that we are facing similar predicaments today makes it a worthwhile novel for classroom work, as well.   This essay is based on the argument that Austen promotes a balance between money and passion when it comes to choosing a spouse. A comparison between three female characters and their approach to marriage, as well as the consequences of their values and choices shows that a balance of material and emotional wealth is preferable. Finally, the essay makes didactical suggestions as to how the novel can be used in a classroom setting. This section consists of two parts: firstly, teaching of literature in general and secondly, a practical plan on how to use this particular novel when teaching English as a foreign language.

Made available in DSpace on 2014-06-11T19:32:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-12-13Bitstream added on 2014-06-13T20:27:47Z : No. of bitstreams: 1 bulhoes_rm_dr_assis.pdf: 786044 bytes, checksum: 46df9d967c204429e2447e40033b1611 (MD5) / A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio. / This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.

Orientador: Odil José de Oliveira Filho / Banca: Vera Teixeira de Aguiar / Banca: Maria de Lourdes Zizi Trevisan Perez / Banca: João Luís Cardoso Tápias Ceccantini / Banca: Juvenal Zanchetta Júnior / Resumo: A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio. / Abstract: This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School. / Doutor

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-27T10:59:37Z No. of bitstreams: 2 Dissertação - Wendel de Souza Borges - 2018.pdf: 11705090 bytes, checksum: 70ccf5c3dacbbb408449818e64ed64e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-27T12:02:59Z (GMT) No. of bitstreams: 2 Dissertação - Wendel de Souza Borges - 2018.pdf: 11705090 bytes, checksum: 70ccf5c3dacbbb408449818e64ed64e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-11-27T12:02:59Z (GMT). No. of bitstreams: 2 Dissertação - Wendel de Souza Borges - 2018.pdf: 11705090 bytes, checksum: 70ccf5c3dacbbb408449818e64ed64e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-21 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The main goal of this study is to do a historical approach of the medieval Galician and Galician-Portuguese troubadour’s songs, particularly the escárnio and maldizer (derision and badmouthing) ones, that were present in the Iberian Peninsula between the end of the 12th century and the middle of the 14th century, as well as their usage in the process of interdisciplinary learning and teaching of Literature and History. Therefore, we carried out a survey of the political, social and cultural aspects that served as context to the emergence and development of Troubadourism, in addition to a diachronic verification of Galician-Portuguese, the language in which troubadours, jograis and segreis (jongleurs) used to sing; their cultural and linguistic hybridization by the main languages that traveled through Iberia. We held a discussion about the laughter, the adultery, the dishonesty and the cowardice in the battlefields of the Christian Reconquest, and its representation in the songs of escárnio and maldizer (derision and badmouthing), in order to corroborate its transgressor aspect and its capacity to deconstruct the social imaginary linked to the archetype of the cavalry and the knights. In order to establish a contrast between this period and the current one, we analyzed fragments, in which the writings insert themselves in the popular tradition of chapbooks, feeding the social imaginary concerning the heroism of the knight. Thus, we can verify the historical permanencies and the cultural and literary residualities that exist in these fragments as constituent agents of the peninsular and Brazilian imaginary. This way, we elaborated a proposition and a didactic material for the teacher to use in classroom, in which were addressed the previously mentioned aspects, as well as offering another possible interpretation to the cavalry and the knights. Consequently, providing a different alternative to the teachings of Literature and History, with the treatment of a medieval literary source, the relations of permanence and residuality of the medieval troubadour’s songs in literatures to come, and their capacity to (de)construct and amplify the student's knowledge concerning this long period of history: the Middle Ages. / O objetivo do presente estudo é uma abordagem histórica das cantigas trovadorescas medievais galaico ou galego-portuguesas, em particular as de escárnio e de maldizer, em vigor na Península Ibérica entre o final do século XII e meados do século XIV e sua utilização no processo de ensino e aprendizagem interdisciplinar de literatura e história. Para tanto, foi efetivado um levantamento dos aspectos políticos, sociais e culturais que serviram de contexto para o surgimento e desenvolvimento do Trovadorismo, e ainda, uma verificação diacrônica do galego-português, língua na qual cantavam os trovadores, jograis e segréis; sua hibridização cultural e linguística com os principais idiomas que transitavam pela Ibéria. Foi realizada uma discussão acerca, do riso, do adultério, da desonestidade e da covardia nos campos de batalha da Reconquista Cristã e sua representação nas cantigas de escárnio e de maldizer, a fim de corroborar seu caráter transgressor e sua capacidade de desconstrução do imaginário social instituído sobre a imagem da cavalaria e do cavaleiro, seu arquétipo; E para estabelecer um contraponto entre esse período e a contemporaneidade, analisou-se fragmentos, cuja escrita insere-se na tradição popular da Literatura de Cordel alimentando o imaginário social acerca do heroísmo associado ao cavaleiro. Assim, pode-se verificar as permanências históricas e as residualidades culturais e literárias imanentes nesses fragmentos como agentes constituintes do imaginário peninsular e brasileiro, de modo que foi elaborada uma proposta e um material didático para o uso do docente em sala de aula, no qual aborda-se os aspectos retro citados e ainda oferece uma outra possiblidade de leitura da cavalaria e do cavaleiro, propiciando-lhe uma alternativa ao ensino de literatura e história, com o tratamento de uma fonte literária medieval, as relações de permanência e residualidade das cantigas trovadorescas medievais nas literaturas porvindouras e ainda a capacidade delas em (des)construir e ampliar o conhecimento do discente sobre esse longo período da história que é a Idade Média.

Entendendo a Literatura como espaço privilegiado de trabalho com a linguagem, a presente pesquisa enquadra-se no âmbito da Lingüística Aplicada (LA) à medida que se preocupa e propõe uma prática de letramento voltada para o ensino do texto literário, especificamente o poético, em salas de aula do Ensino Médio. Nesse sentido, trata-se também de uma pesquisa-ação, linha de pesquisa associada a diversas formas de ação coletiva que é orientada em função da resolução de problemas ou de objetivos de transformação, conforme Thiollent (2005). Este trabalho tem por objetivo a proposição de que a atividade com a linguagem literária numa perspectiva interacionista e dialógica pode contribuir para o letramento literário do educando. A partir da percepção de que o texto poético, por seu caráter artístico e polifônico, pode permitir que o educando se coloque não só como ouvinte passivo, mas também como falante ativo e reflexivo, a hipótese inicial é a de que, numa relação dialógica, o aluno pode contribuir para construção dos sentidos do texto, e, a partir daí, tomar gosto pela linguagem literária, diferentemente do que vem acontecendo na escola. Nesse sentido, o trabalho organizase em quatro capítulos. No primeiro, são feitas algumas reflexões acerca do ensino de Literatura no Ensino Médio. Autores como Coelho (1968, 2000) Lajolo e Zilberman (1996, 2002) Chiappini (2001), Cury (2007), Cereja (2005), Morin (2005) e Candido (1995) fundamentam essa parte da pesquisa. No segundo capítulo, são estudados conceitos teóricos de Bakhtin (1981, 1997, 2003) e Vygotsky (1991, 1999, 2001) autores que atribuíram papel fulcral à linguagem, considerando-a o elemento mediador das interações sociais. Acredita-se que a leitura da obra desses dois mestres pode consideravelmente contribuir para uma concepção de ensino de Literatura pautada na exploração e na riqueza dos significados que cada indivíduo traz de suas experiências sócio-culturais. No terceiro capítulo são estudadas as representações que alunos do Ensino Médio, terceira série, demonstraram acerca do leitor de poesia a partir do estudo dos conceitos ethos, imagem e representação, segundo as proposições de autores como Pêcheux (1997), Maingueneau (2005) e Amossy (2005). Finalmente, no último capítulo, serão narradas e analisadas três experiências com letramento literário em uma sala de 3 ano do Ensino Médio. Os resultados apontam para a necessidade de potencializar a capacidade leitora dos educandos que, inseridos no contexto escolar e enunciando do lugar de alunos, ainda não se vêem como leitores do texto poético. Dessa forma, tal processo de letramento subsidia-se nas negociações das relações de poder-saber dentro da sala de aula, (contribuindo assim para a construção de relações mais simétricas que dão ao aluno VEZ) e nas possibilidades de exploração e fruição do texto literário, (permitindo que o aluno contribua significativamente para a construção dos sentidos do texto, dando a ele, pois, VOZ). / Understanding Literature as a privileged space to work with the language, this research falls within the scope of Applied Linguistics (LA) as it concerns and proposes a practice of literacy dedicated to the teaching of literary text, specifically the poetic, the classrooms of the high school. In that sense, this is also an action research, online research associated with various forms of collective action that is guided according to the resolution of problems and goals of transformation, as Thiollent (2005). This work aims to the proposition that the language literary activity with a view interacionist and dialogic can contribute to the literacy of literary educating. From the perception that the poetic text, for its artistic character and polyphonic, may allow the place is educating not only as passive listener, but also as active and reflective speaker, the initial assumption is that, in a dialogic relationship, the student can contribute to construction of the meanings of the text, and from there, take taste for literature language, which is different from happening at school. In that sense, the work organizes itself into four chapters. In the first, will be some thoughts about the teaching of literature in high school. Authors such as Coelho (1968, 2000), Lajolo and Zilberman (1996, 2002), Chiappini (2001), Cury (2007), Cherry (2005), Morin (2005) and Candido (1995) based this part of the search. In the second chapter, will be studied theoretical concepts of Bakhtin (1981, 1997, 2003) and Vygotsky (1991, 1999, 2001) authors who give, in their studies, the language pivotal role, considering it to the mediator element of social interactions. It is believed that the reading of the work of these two masters can significantly contribute to a concept of teaching of literature ruled on the farm and in the richness of the meanings that each individual brings to their socio-cultural experiences. In the third chapter will be considered the representations that students from high school, third series, shown on the reader of poetry from the study of the concepts ethos, image and representation, according to the proposals of authors such as Pêcheux (1997), Maingueneau (2005) and Amossy (2005). Finally, the last chapter will be told and analysed three experiences with literary literacy in a classroom of high school. The results point to the need to enhance the ability of students reader that, inserted in the school context and describes the place of students, do not see themselves as readers of the poetic text. Thus, this process of literacy subsidizes up in the negotiations of the power relations-learn within the classroom, thus contributing to the construction of more symmetrical relationship to give the student TURN and the possibilities for exploration and enjoyment of the literary text, allowing the student who contributes significantly to the construction of the meanings of the text, making it therefore VOICE.