This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism. / Ph. D.

Denna studies syfte är att undersöka hur lärare i F-3 väljer skönlitterära texter till sin undervisning och vilka kriterier och faktorer som påverkar deras val. Studien baseras på ett webbaserat frågeformulär som skickades ut via sociala medier till olika lärare som undervisar i årskurserna F-3. Resultatet visar att lärarna är aktiva i sitt val av skönlitteratur och att de prioriterar texter som engagerar eleverna, är anpassade för deras elevgrupp och har en koppling till elevernas vardag och verklighet. Resultatet visar även att det finns skillnader mellan äldre och yngre lärare i hur de värderar språk, stil och kvalitet i skönlitteraturen och hur de får inspiration till att välja texter. Studien diskuterar hur dessa skillnader kan ha samband med de läroplaner som lärarna har utbildats och arbetat efter. Studien slår fast att de flesta lärare som deltog i studien är medvetna om skönlitteraturens roll för elevernas lärande och väljer därför litteratur som berikar elevernas språk, språkförståelse, läsförståelse och läsglädje. / The purpose of this study is to investigate how teachers in grades F-3 choose fictional texts for their teaching and what criteria and factors influence their choices. The study is based on a web-based questionnaire that was sent out via social media to different teachers who teach in grades F-3. The results show that the teachers are active in their choice of literature and that they prioritize texts that engage the students, are adapted for their student group, and have a connection to the students' everyday life and reality. The results also show that there are differences between older and younger teachers in how they value language, style, and quality in literature and how they get inspiration to choose texts. The study discusses how these differences may be related to the curricula that the teachers have been educated and worked according to. The study concludes that most of the teachers who participated in the study are aware of the role of literature for the students' learning and therefore choose literature that enriches the students' language, language comprehension, reading comprehension and reading enjoyment.

This work brings a reflection about as the cultural questions may permeate the teaching of literature. Traditionally the teaching of literature gives directions for the study of literary historiography which, by times, it does not elect as a priority the reading of literary text. Thus, our main purpose is to think the social formation of reader over in the way we will search new way-outs for the literature classes as to the questionings purposed by the cultural criticism. By the vies of Cultural Studies, this methodological reflection comes out from the beginning that the identity belonging and the ideological questions are fundamental to the literature classes, then, in the reading and in the discussion on literary text, we may include racial and sexual and gender questions. Collected data at Itabaiana s schools serve us from empirical base to question the traditional historiographic teaching. As to these reflections, the purpose is to suggest that the literary text is taken as an indispensable means in the teaching of literature. Methodologically, this work embodies in questions about identity, cultural studies and racial questions to approach the representation of Negro in literature. We exploited the reflections of Tzvetan Todorov and Regina Zilberman about identity and culture. Therefore, the literary reading is defended as a practice of interaction between cultural inheritance and current critical view. For us to apply a purpose of literary text reading, we chosen a few Jorge de Lima s texts in order to comment on a purpose of cultural reading which assesses the reader s active role when questioning different approaches about the representation of Negro in literature. / Este trabalho traz uma reflexão sobre como as questões culturais podem permear o ensino de literatura. Tradicionalmente o ensino de literatura se pauta no estudo da historiografia literária, que, por vezes, não elege como prioridade a leitura do texto literário. Assim, nosso principal objetivo é refletir sobre a formação social do leitor de modo que busquemos novas saídas para as aulas de literatura a partir dos questionamentos propostos pela crítica cultural. Pelo viés dos Estudos Culturais, essa reflexão metodológica parte do princípio de que o pertencimento identitário e as questões ideológicas são fundamentais para as aulas de literatura, pois, na leitura e debate do texto literário, podemos incluir questões raciais, sexuais e de gênero. Dados coletados em escolas de Itabaiana/SE nos servem de base empírica para questionar o ensino historiográfico tradicional. A partir dessas reflexões, a proposta é sugerir que o texto literário seja tomado como meio indispensável no ensino de literatura. Metodologicamente, este trabalho incorpora questões sobre identidade, estudos culturais e questões raciais para abordar a representação do negro na literatura. Exploramos as reflexões de Tzvetan Todorov e Regina Zilberman sobre ensino de literatura, e as de Stuart Hall e Boaventua Santos sobre identidade e cultura. Portanto, a leitura literária é defendida como uma prática de interação entre herança cultural e uma visão crítica atual. Para aplicarmos uma proposta de leitura do texto literário, selecionamos alguns textos de Jorge de Lima a fim de comentar uma proposta de leitura cultural que valoriza o papel ativo do leitor ao questionar diferentes abordagens sobre a representação do negro na literatura.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / What is seen nowadays as the history of literature, if was not born, certainly developed and acquired the molds that today is so unique, in school and to school, configuring as projects constituting the literary nationality and the nation itself. Thus, the overall objective of the study is to analyze the first three compendiums of Brazilian literature: Curso elementar de literatura nacional (1862), by Fernandes Pinheiro, O Brasil literário, by Ferdinand Wolf and Curso de literatura portuguesa e brasileira (1866-1871), by Francisco Sotero dos Reis, relating them to the development of the discipline of literature in the curricula of secondary education in its gradual path to independence from the chair of rhetoric, noting how such books have been responsible for building and consolidating the canon of national literature, as well as the invention of a literary tradition in the country. This work is affiliated to the line 2 of the Research Group History of the Teaching of Languages in Brazil, entitled "Literary History and Teaching of Literature: a history of the school canons in Brazil". This line attempts to identify the processes by which, in different times or periods, certain works or authors remained in the condition of classics and some not, in reading textbooks or in the history of literature. For this research, it is taken into account not only the domestic agents, but also the typographical devices, as well as other external actors in the process of constructing the meaning of texts. Thus, we used assumptions brought by authors of literary studies, Carpeaux (1959), Culler (1999), Eagleton (1985), Souza (1999) and (2007); of the history of reading practices, Chartier (2000) and Hebrárd (2001), of cultural studies, Anderson (2008), Hall (2005), Hobsbawm, Renan (2005) and Williams (1960) and of the history of school subjects and textbooks, Chervel (1990) and Choppin (2004). / O que se concebe atualmente como história da literatura, se não nasceu, certamente se desenvolveu, adquirindo os moldes que hoje lhe são característicos, na escola e para a escola, configurando-se como projetos constitutivos da nacionalidade literária e da própria nação. Desse modo, o objetivo geral do trabalho é analisar os três primeiros compêndios de história da literatura brasileira: Curso elementar de literatura nacional (1862), do Cônego Fernandes Pinheiro, O Brasil literário (1863), de Ferdinand Wolf e Curso de literatura portuguesa e brasileira (1866-1871), de Francisco Sotero dos Reis, relacionando-os ao desenvolvimento da disciplina de literatura nos currículos do Ensino Secundário em seu gradativo rumo à independência em relação à cadeira de Retórica, observando o modo como tais empreitadas historiográficas foram responsáveis pela construção e consolidação do cânone da literatura nacional, bem como pela invenção de uma tradição literária no país. Este trabalho filia-se à linha 2 do Grupo de Pesquisa História do Ensino das Línguas no Brasil, intitulada "História Literária e Ensino da Literatura: para uma história dos cânones escolares no Brasil". Esta linha intenta verificar os processos mediante os quais, em períodos ou épocas diferentes, algumas obras ou autores se mantiveram na condição de clássicos e outros não, nos manuais didáticos de leitura ou de história da literatura. Para tal investigação, levam-se em conta não só os agentes internos, mas também os dispositivos tipográficos, bem como os demais agentes externos, no processo de construção de significação dos textos. Dessa forma, foram utilizados pressupostos trazidos por autores dos estudos literários, Carpeaux (1959), Culler (1999), Eagleton (1985), Souza (1999) e (2007); da história das práticas de leitura, Chartier (2000) e Hebrárd (2001); dos estudos culturais, Anderson (2008), Hall (2005), Hobsbawn, Renan (2005) e Williams (1960) e da história das disciplinas escolares e dos livros didáticos, Chervel (1990) e Choppin (2004).

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-15T13:50:55Z No. of bitstreams: 2 Dissertação - Gyannini Jácomo Cândido do Prado - 2014.pdf: 3296847 bytes, checksum: c9a4676bd51c2f6a0e5320c03d73944f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-15T13:56:06Z (GMT) No. of bitstreams: 2 Dissertação - Gyannini Jácomo Cândido do Prado - 2014.pdf: 3296847 bytes, checksum: c9a4676bd51c2f6a0e5320c03d73944f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-04-15T13:56:06Z (GMT). No. of bitstreams: 2 Dissertação - Gyannini Jácomo Cândido do Prado - 2014.pdf: 3296847 bytes, checksum: c9a4676bd51c2f6a0e5320c03d73944f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-12-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Understanding how the status of literature is in the first decade of this century is the purpose of this study, from the University access contests. The aim is to clarify the situation of the presence of literature in general and the poem in particular the evidence of English language and literature in the Vestibular the Federal University of Goiás and the National Secondary Education Examination, as Poetry use of sampling in high school. Knowing the literature, as well as the various fronts of human knowledge, the processes suffer front teaching modes. We know, of course, that literature and his studies undergo micro and macro-structural crises and understand these moments becomes necessary, it is by this reflection that may interfere with the day to day teaching of this discipline. Accordingly, the use made of the literature of evidence items for understanding the reality of subjectivity and its objectification is studied. / Entender como o estatuto da Literatura se encontra na primeira década do século XXI é o propósito deste trabalho, a partir dos concursos de acesso à Universidade. Visa-se a esclarecer a situação da presença da literatura em geral e do poema em particular nas provas de língua portuguesa e literatura no Vestibular da Universidade Federal de Goiás e no Exame Nacional de Ensino Médio, como amostragem do uso da poesia no Ensino Médio. Conhecer na literatura, assim como as várias frentes do conhecimento humano, os processos que sofrem frente aos modos de ensino. Sabe-se, evidentemente, que a Literatura e os seus estudos passam por crises micro e macroestruturais e compreender estes momentos torna-se necessário, pois é por esta reflexão que se poderá interferir no dia a dia do ensino dessa disciplina. Nesse sentido, é estudado o uso que se faz de literatura nos itens de provas para o entendimento da realidade, da subjetividade e de sua objetivação.

Subject of the Diploma is a use of folktexts in Czech courses for foreigners. An education material draft is being submitted, based on communication approach to language teaching, connects language and socialcultural dimension through. Submitted education material is a calendar like that defines four seasons in the Czech Republic through their attributes, i. e. their essential characteristics, in the folktexts included, and supported by the folktexts also explains appropriate rituals, feasts and concepts of the seasons. All texts and information of the education material draft are chosen or adapted with respect to communication needs of the foreign language students and in order to introduce concepts and knowledge of the Czech geography, culture and cultural history.

This essay presents a literary analysis of the autobiography Educated (2018) by Tara Westover. The analysis examines to what extent Westover’s story conforms and subverts the genre conventions of the Bildungsroman and the autobiography. An overview of the genre constitutions is therefore provided. In addition, the essay focuses on the use of the autobiography in the English as a Foreign Language (EFL) classroom. Besides creating an arena for critical discussion and reflection in the Swedish upper secondary school, the autobiography may also encourage students to share their own stories. The findings show that Educated both conforms to and subverts the Bildungsroman genre. It is concluded that Westover’s autobiography challenges traditional genre conventions and may serve as a valuable tool in the EFL classroom.

This thesis investigates the concept of honour and why this is a relevant concept in the teaching of literature in the school subject of Swedish. In order to investigate this I have analyzed two Young Adult books; Heder (2002) and Fallen flicka (2009) by the author Christina Wahldén. These books show how young women of today are systematically subordinated and how their lives are controlled by male relatives. This culturally specific oppression of young women is constituted by ancient concepts of honour, which in turn are interlinked with women’s sexuality and the male control of it. The oppression has its roots in patriarchal and traditional thinking which is specifically characteristic for an honour culture. Both the male as well as the female characters are modeled by the author in order to make a didactic point. She wants to put the oppressive males on display in order to make us (the readers) aware of the horrific situation that many young women of today suffer from. In order to problematize this I apply postcolonial theory. This theoretical approach allows me to question the way in which the characters are constructed in the books. The standpoint which Christina Wahldén takes in writing her books is disputed, and in this thesis I discuss different viewpoints on this matter. On the one hand there are those intellectuals who agree with the above stated. On the other hand there are others who disagree and instead of a clear-cut cultural pattern, view the concept of honour and how it is used in societal debate with great suspicion. For them the finger pointing only cements prejudices and construct clear-cut difference-markers between Us: the good and modern, and Them: the evil and barbaric. Postcolonial theory lends its support to this latter way of thinking. In this thesis I therefore discuss postcolonial theory at lengths. In this discussion I rely on three theorists’ viewpoints in particular: Edward Said, Gayatri Spivak and Homi Bhabha. My own understanding of postcolonial theory is founded on the central thoughts which these theorists advocate. Besides lending its theoretical viewpoints to my readings of Christina Wahldén’s books, Postcolonial theory also influences my didactic discussions. In these discussions I try to explore why, and in what way, Postcolonial theory is applicable to the school subject of Swedish. My own view is that it can be used as a pedagogic tool to enable critical readings. I find this theoretical approach valuable in order for the school subject of Swedish to become a democratic one which engages the students to practice critical thinking and together read, write and discuss texts dealing with the conflicts that surrounds them in today’s multicultural society. In this thesis I argue strongly for this kind of awareness, an awareness which results in an understanding for the purpose of teaching Literature as a way of dealing with topics of significance for the students as members of a democratic society.

This study focuses on identifying students' perceptions of the most successful and least successful methodologies of teaching/ learning- English language and literature in Saudi Arabian universities. The study employed a questionnaire format, which was distributed to the English Departments of three Saudi Arabian universities and one college for women, to gather data. Data analysis revealed that students had many problems, especially with Old and Middle English literature. Language problems, cultural differences, and unfamiliarity with the literary or historical backgrounds of the English literature were cited as the major obstacles to learning. Students of any foreign ,literature need a constantly improved curriculum which uses methods aimed at overcoming and simplifying these major language and cultural differences. Data analysis also indicated that students perceived the lack of oral practice and lack of stimuli, such as the use of films and other colorful supplemental material, as major reasons for their difficulties. The study has implications for English instruction in Saudi Arabia and for future research. Samples of the students' and teachers' comments are included in the appendix.

Quel est le récit d’histoire littéraire québécoise que les étudiants retiennent à la fin de leur parcours collégial? Nous nous sommes intéressé à cette question. Par le biais d’un questionnaire, nous avons interrogé plus de 300 étudiants qui étaient à la fin de leurs études collégiales. Les réponses à ce questionnaire nous ont permis de tracer une ébauche du récit d’histoire littéraire québécoise, de mieux comprendre l’enseignement que les étudiants ont reçu et d’analyser ce récit. La première constatation que nous avons faite est que nous étions en présence d’une multitude de récits. En effet, il n’y a pas deux récits pareils et il y a une grande dispersion des résultats. Ensuite, ce qui a retenu le plus notre attention est l’absence de mise en intrigue. Les étudiants utilisent plusieurs éléments pour faire l’histoire de la littérature québécoise. Les plus importants sont : la Nouvelle-France, la littérature orale, le 19e siècle, le terroir, l’anti-terroir, le roman de la ville, les années 1960, la littérature migrante et la postmodernité. Mais il n’y a pas d’articulation entre ces éléments. Ils sont tous traités de façon autonome; nous avons l’impression d’être en présence d’un mur de briques sans mortier. L’absence de certains éléments semble expliquer la forme du récit : les étudiants font une histoire qui utilise seulement les courants, il y a une absence d’événements tant littéraires qu’historiques. Ils ne font pas de liens avec les autres littératures. Bref, les éléments pouvant servir à articuler un récit sont évincés. Il est donc difficile de considérer le récit des étudiants comme une histoire littéraire. / What history of Québec’s literature students hold on to at the end of their collegial studies? That’s the question that we asked ourselves. With the help of a questionnaire, we questioned 300 students that were at the end of their collegial studies. The responses to this questionnaire allow us to trace a draft of that story. Our first observation is that we are in the presence of a multitude of stories. Indeed, no story is similar to the other ones and a big dispersion exist in the results. Therefore, we realize that the stories are not “mis en intrigue”. The students use many elements to tell the story of Québec’s literature. The most important are : the Nouvelle-France, the oral literature, the 19e century, the “terroir”, the “anti-terroir”, the “roman de la ville”, the 1960’s, the migrant literature et the postmodernity. But nothing articulates these elements. They’re all self-sufficient; we have the impression to be in front of a wall of bricks without mortar. The absence of certain elements tend to explain the form of the story : the student tell a story that only use the “courant”, there is an absence of historic or literary events and they don’t make links with other literatures. In brief, all the elements that we could use to articulate a story are gone. In that case, it’s hard to considerate the story done by the students like a real history of Québec’s literature. Keywords :