Data-driven learning is a sub-discipline of corpus linguistics that makes use of the analyses and tools of corpus linguistics in foreign and second language classroom (Johns, 1991; Johns & King, 1991). With this approach, learners become researchers rather than passive recipients of language rules (Johns, 1991). This study was an investigation of the impact of this approach as a form of written corrective feedback for in-service teachers of English participating in an online writing course at a teacher training institute in Japan. Data-driven learning is commonly utilized in conventional, face-to-face classrooms, or computer lab settings in which there is close direction from the instructor on how to interpret the output of a corpus query. The purpose of this study was to investigate how data-driven learning can be implemented in a blended online environment by providing training to develop the participants’ corpus competence (Charles, 2011; Flowerdew, 2010), which is defined as the ability to interpret data obtained from querying a corpus. This competence has been associated with becoming familiar with corpus methods, which include interpreting concordances, and in turn can aid in accurately repairing writing errors. This training, while initially presented in a face-to-face session at the beginning of the course, was sustained with support from resources on the course’s Moodle website and my comments in Microsoft Word documents. In addition, I applied a fine-grained approach to the analysis of the to examine the quality of participants’ interpretation of concordances. The mixed method triangulation convergence design (Creswell & Plano Clark, 2007, 2011) used in this study was based on data from four sources to examine the effectiveness of data-driven learning in an online environment as well as to observe how the participants interpreted concordances. One data set involved an analysis of the participants’ responses in drafts of their own writing to concordance-based feedback. The participants were given a prefabricated concordance, which was a concordance I generated. That concordance was attached to an error in the participants’ document and the participants used the information provided by the concordance to repair their writing error. The resulting data set, which contains the concordance, along with before and after comparisons of the writers’ repairs, shows how the participants’ interpretations of concordances aided the repairs. With the evidence of several trials over the course of four writing assignments, it was possible to see how the participants used the supplied concordance to repair their writing errors and in turn revealed their degree of corpus competence. A second data set obtained from think-aloud protocols from select participants was utilized to reveal how they interpreted the concordance during an error-repair task. This data revealed what kind of thought processes or noticing that occurred in this task. A third piece of evidence was derived from data obtained from the Moodle website via log files and other resources such as online documents and training quizzes. The purpose was to document which resources the participants accessed relating to data-driven learning training to investigate if those resources aided in their development of corpus competence. The fourth piece of evidence was a quiz developed online to compare the participants with a standard set of items. The quiz was used to investigate which participants successfully or unsuccessfully interpreted the concordances. This instrument, which was analyzed with the Rasch model, allowed for further comparison between the participants’ skill of interpreting concordances. These four data sources were triangulated and in the final analysis cross-referenced to examine how data-driven learning can be successfully applied in a blended online learning environment and how the training of corpus competence aided the learners in interpreting the concordances. / Teaching & Learning

One important phase in software development process is to create a design model of the system which follows all the architectural rules. Often the architectural rules are defined by the system architect and the system model is designed by the system designer. The architect defines the rules in a text file where no standard or pattern is followed. Therefore, there is always the risk of violating the architectural rules by the designer. So manual reviews on the system model should be done by the architect to ensure the system model is valid.In order to remove this manual checking which can be erroneous and time consuming ArCon (Architecture Conformance Checker) was developed by Combitech AB. ArCon is a tool which lets the architect define the architectural rules in the format of UML (Unified Modeling Language) models where the elements of the model have different meaning than the standard UML. ArCon can read this model and extract architectural rules from it and check the system model against those rules and then print all the rule violations.ArCon is an open source tool i.e. free for everyone to download and use. Currently, it supports Papyrus as the UML modeling tool. Papyrus is integrated to Eclipse platform and is a general purpose modeling tool. It supports users with all types of UML diagrams and elements.The idea for this thesis work was to implement a new feature for ArCon in order to facilitate the design process for system designers. The feature should provide the system designers only those types of elements which they are permitted to add to a specific fraction of the system model. The list of permitted element types should be extracted from the architecture model where all the architectural rules are defined in advance. This new support in ArCon was named Domain Specific Modeling (DSM) support.To evaluate the effect of DSM support on the system designers performance a few test sessions, called usability tests, were performed. The participants in the test sessions were a representative sample of software designers. After analyzing the data collected from the test sessions, the pros and cons of the new support were discovered. Furthermore, a few new ideas for enhancing DSM support were generated.

The thesis explores the potential of one way of facilitating and stimulating collaboration in Library and Information Science (LIS), through a specific scientific collaboration activity: creating, sharing and reusing data collection instruments, such as interview guides, questionnaires, and observation protocols. The four studies reported in the thesis can be read as a linear narrative, each study building on the previous and contributing to the following ones. Together the four studies describe the process exploring social and contextual aspects of LIS; developing requirements and designing a working prototype collaboratory; and evaluating how the prototype collaboratory was perceived by LIS professionals. Overall, the results show that whereas the benefits of an LIS collaboratory reported by the study participants focused on the greater good for LIS, the challenges reported focused on the individuals’ perspectives. Hence, a tension exists between supporting the greater good, and challenges for individuals concerning sharing and reusing data collection instruments in an LIS collaboratory. The thesis emphasizes the implications for the LIS discipline when new ways of working with data collection instruments would be introduced; the implications of addressing needs of a diverse target audience; and the implications for further design iterations of an LIS collaboratory, including rewarding contributions, and ensuring quality content in a collaboratory. / <p>Academic dissertation for the Degree of Doctor of Philosophy in Library and Information Science at the University of Gothenburg and the University of Borås to be publicly defended on Wednesday 11 June 2014 at 13.15 in lecture room E310, University of Borås, Allégatan 1, Borås</p>

Nous définissons les stratégies d'usage de la langue de la façon suivante : il s’agit de stratégies langagières que les élèves appliquent en résolvant des exercices en langue cible (par exemple de DEL 2). Afin d’analyser ces stratégies langagières, nous menons une étude qualitative auprès de 14 écoliers suivant un cursus franco-allemand à Baden-Baden. Nous demandons aux élèves de résoudre des exercices de français tirés des Évaluations nationales des acquis des élèves. Nous appliquons la méthode de la pensée à voix haute. Les élèves choisissent s'ils verbalisent leurs pensées en langue allemande ou française. L'objectif principal de notre étude est d'analyser et d'éliciter les stratégies d'usage de la langue.Environ 1000 stratégies ont été observées et codées avec le logiciel MAXQDA. Les stratégies cognitives sont les stratégies qui ont été appliquées le plus souvent par les élèves testés - en tout presque 350 fois. La langue de base choisie par les élèves pour les protocoles à voix haute était le français et pas l'allemand. / This thesis reports on an empirical study of 3rd and 4th grade students in a German-French bilingual school. The study consisted of research subjects solving exercises by using the thinkaloud method, after which film and transcription analysis allowed for a detailed examination of the strategies used during the exercises. Such strategies have been termed "language usagestrategies" and have been distinguished from learning and communication strategies. This distinction is important because when students use their L2 in this context, their goal is not to learn the language or to communicate, rather, it is to solve the exercise. The students used and combined many cognitive, compensatory, metacognitive, social and affective strategies during the Think aloud Protocols. Also the individual interviews revealed that the students manifested a large number of language usage strategies, suggesting that they are conscious of strategy usage when using their L2.

Made available in DSpace on 2016-04-28T18:22:56Z (GMT). No. of bitstreams: 1 Marivan Tavares dos Santos.pdf: 5553932 bytes, checksum: 9f7e75f909f40e05d219e081f69ed886 (MD5) Previous issue date: 2014-09-09 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This study has the objective to investigate the practice of reading Group Think-Aloud (PAG), an area of teaching and learning, as a contribution to student education as critical reader and teacher of literacy as agent. Its specific objectives are: analyze how the practice of reading think-aloud with a group of students, in higher education, can contribute to the formation of students as critical reader; discuss what is to be a critical reader and criticality in reading; explain how the analysis and reflection on the actions of the teacher in the experiences of the PAG could (or not) contribute to formation of the teacher as agent of literacy; identify pedagogical knowledge that constitute literacy teacher as agent (KLEIMAN, 2006a), the social event of reading the PAG. The theoretical framework is based on the constructs of the reading (FREIRE, 1983/1986), on the New Literacy Studies (NEL/ NLS) (STREET, 1984/1995; KLEIMAN, 1995/2008; SOARES 1998/2010), on the conceptual metaphor (LAKOFF and JOHNSON, 1980/2002), on the socio-historically situated subject (VYGOTSKY, 1947/2002; BAKHTIN, 1929/2006) and on the Theory of Argumentation (PERELMAN, 1996/2005). It is a critical research-action (KINCHELOE, 1997), within the qualitative design (CHIZZOTTI, 2005), a critical interpretive approach (MOITA LOPES, 1994), which is within the area of Applied Linguistics (LA). The data generation was through the Group Think-Aloud (ZANOTTO, 1995), reflective diary (MACHADO, 1998) and guided interview (GIL, 2009), and the participants were six students of administration in higher education and the teacher-researcher. For analysis and discussion of the data, I chose based on questions: 1 The practice of reading Group Think- Aloud, in higher education, can contribute to the formation of students as critical reader? 1.1 What is to be a critical reader? 1.2 What is the critical reading? 2. As the analysis and reflection on the actions of the teacher in the experiences of the PAG could (or not) contribute to the formation of the teacher as agent of literacy? 2.1. What are the pedagogical knowledge of literacy teacher as agent in the social event of reading the PAG? The data revealed that the practice of reading researched favors interaction, allowing the construction of readings that subsidize student placements, and depends on the attitudes of the teacher to elicit the voices and does not mute them. In practice the PAG, they exercised an attitude of critical readers, but this requires continuity training, because it is a continuous process the act of learning / Este estudo tem por objetivo geral investigar a prática da leitura do Pensar Alto em Grupo (PAG), num espaço de ensino-aprendizagem, como uma contribuição para a formação do aluno como leitor crítico e a do professor como agente de letramento. Tem como objetivos específicos: analisar como a prática de leitura do pensar alto com um grupo de alunos, no ensino superior, pode contribuir para a formação do aluno como leitor crítico; discutir o que é ser um leitor crítico e a criticidade em leitura; explicar como a análise e reflexão sobre as ações da professora nas vivências do PAG puderam (ou não) contribuir para formação da professora como agente de letramento; identificar saberes pedagógicos que constituem a professora como agente de letramento (KLEIMAN, 2006a), no evento social de leitura do PAG. A fundamentação teórica está baseada na abordagem da leitura (FREIRE, 1983/1986), nos Novos Estudos do Letramento (NEL/NLS) (STREET, 1984/1995; KLEIMAN, 1995/2008; SOARES, 1998/2010), na metáfora conceptual (LAKOFF e JOHNSON, 1980/2002), no sujeito situado sócio-historicamente (VYGOTSKY, 1947/2002; BAKHTIN, 1929/2006) e na Teoria da Argumentação (PERELMAN, 1996/2005). É uma pesquisa-ação crítica (KINCHELOE, 1997) com metodologia qualitativa (CHIZZOTTI, 2005), de orientação interpretativista crítica (MOITA LOPES, 1994), que se insere na área da Linguística Aplicada (LA). A geração de dados se deu por meio do Pensar Alto em Grupo (ZANOTTO, 1995), do diário reflexivo (MACHADO, 1998) e da entrevista por pauta (GIL, 2009), tendo como participantes seis alunos do curso de administração do ensino superior e a professora-pesquisadora. Para análise e discussão dos dados, baseei-me nas questões norteadoras: 1. Como a prática de leitura do pensar alto com um grupo de alunos, no ensino superior, pode contribuir para a formação do aluno como leitor crítico? 1.1 O que é ser um leitor crítico? 1.2 Em que consiste a criticidade em leitura? 2. Como a análise e reflexão sobre as ações da professora nas vivências do PAG puderam (ou não) contribuir para a formação da professora como agente de letramento? 2.1. Que saberes pedagógicos constituem a professora como agente de letramento, no evento social de leitura do PAG? Os dados revelaram que a prática de leitura pesquisada favorece a interação, propiciando a construção de leituras que subsidiam posicionamentos de alunos e depende da postura do professor para desencadear as vozes e não emudecê-las. Na prática do PAG, eles exercitaram uma postura de leitores críticos, mas tal formação requer continuidade, pois é um processo contínuo o ato de aprender

Made available in DSpace on 2016-04-28T18:23:48Z (GMT). No. of bitstreams: 1 Maria das Gracas Boucas da Silva.pdf: 1337193 bytes, checksum: 0375714b3411bcffe48ad67bf8ab63ef (MD5) Previous issue date: 2008-06-11 / This research intends to investigate, by means of an action-research of ethnographic character, the language teaching and learning process of critical reading and the role of mediation for this process, in an eight grade group. Theoretically, this research is based on a) the vygotskian approach, according to which in the learning process the other person (receiver) and the language itself have important roles as mediators of language teaching and learning process; b) the perspective of reading as a social practice and c) the metaphor. The date a to be analysed were collected by using two media: 1) verbal protocols in group or think-aloud in group (Zanotto, 1997) and; 2) reflexive diaries, made during some meetings along the year of 2006, in a public school of Itaquaquecetuba, in São Paulo. The data that were analysed inquired: the teacher s or partner s contribution for critical reading development; the possible contributions of the metaphor for construction of the meaning of the text and, at last, the contributions of the verbal protocols or think-aloud in group in teaching and learning development. The results revealed that the mediation of the teacher or of a classmate made the critical reading become easier. It was also shown that the metaphor had the role of a mediator in the building of senses of the text and the verbal protocol, as a teaching tool, contributed for the change in pupils attitude towards reading some printed matter. Regarding the development of ability of critical reading, which was one of the aims of this research, it is possible to say that the pupils are just beginning in the process of becoming critical readers, and this may be the result of many years of school activities and also out of school. Besides that it is necessary that the teacher uses those educational practices, as well as other ones, in order to make possible many exchanges between teacher and pupil to happen, so that in reading events active cooperation may always happen / Esta pesquisa tem por objetivo investigar, por meio de pesquisa-ação de cunho etnográfico, o processo de ensino-aprendizagem da leitura crítica e o papel da mediação para esse processo, numa sala de oitava série do Ensino Fundamental. Embasam teoricamente este estudo: a) o quadro vygotskyano que discute a aprendizagem na qual o outro e a linguagem têm papel importante como mediadores do processo ensino-aprendizagem; b) a perspectiva da leitura como uma prática social e c) a metáfora. Os dados que compõem o corpus desta pesquisa foram coletados por meio do protocolo verbal em grupo ou pensar alto em grupo (Zanotto, 1997) e dos diários reflexivos, durante alguns encontros realizados ao longo do ano letivo de 2006, na rede pública estadual do município de Itaquaquecetuba em São Paulo. A análise de dados investigou a) a contribuição da mediação do professor ou do companheiro de classe para o desenvolvimento da capacidade de leitura crítica; b) as possíveis contribuições da metáfora para a construção de sentido de um texto e, por fim, c) as contribuições do protocolo verbal ou pensar alto em grupo, como instrumento pedagógico, para o desenvolvimento do aluno como leitor crítico. Os resultados revelaram que a mediação do professor ou do companheiro de classe facilitou a leitura crítica do material de leitura. Também se verificou que a metáfora funcionou como um instrumento de mediação para a construção de sentidos do texto e o protocolo verbal, como uma ferramenta pedagógica, contribuiu para a mudança de postura dos alunos em relação à leitura de um material impresso. Quanto ao desenvolvimento da capacidade da leitura crítica, um dos objetivos desta pesquisa, é possível dizer que os alunos estão iniciando um processo de formação de leitores críticos, visto que essa formação se dá num trabalho contínuo por vários anos na vida escolar e fora dela. Além disso, faz-se necessário que o professor utilize essas e outras práticas pedagógicas que possibilitem trocas entre professor e aluno e que promovam, em eventos de leitura, a cooperação ativa dos interlocutores

Made available in DSpace on 2016-04-28T18:24:12Z (GMT). No. of bitstreams: 1 Madalena de Souza Reis.pdf: 2520809 bytes, checksum: d677b252ef459fcaeced033c52eb06b9 (MD5) Previous issue date: 2009-11-23 / Secretaria da Educação do Estado de São Paulo / This research aims to investigate the role of mediator teacher (Vygotsky 2003, Freire 2007, Gomes 2002) in the teaching-learning process of reading, poems were used for formation of reader student. This study is justified by the needs of the reseacher-teacher (Pontecorvo 2005, André 2008, Bortoni-Ricardo, 2008) to seek answers to worrying questionings concerning the paradigm changes in education, demanding a new attitude, new performance and knowledge of the theoretical bases of reading teaching (Soares 1998, Kleiman 2002, Rojo 2006), and new reading practices in the classroom (Solé 1998, Pontecorvo, 2005). It is inserted in Applied Linguistics area, it aims to contribute to the construction and negotiation of multiple readings in the classroom (Zanotto 1995, Moita Lopes 2006) ; cognitive and interactive process of reading (Kato 2007, Kleiman 2004 ) and reading as a social practice. Data had been collected through experiences carried out in a school with a focus group composed of high school students from public schools. The think aloud in group (Zanotto, 1995) is a technique or method of research and at the same time an educational experiences that contributed significantly to the co-construction of meanings. This study demonstrates the value of literacy teaching (Michelletti 2006, Cosson, 2007) and the key role of the mediator teacher along the construction of knowledge and the teacher s vocational training (Perrenoud 2002, Kay 2007). Three poems of Brazilian literature poets were selected (Alphonsus de Guimaraens, Cruz e Souza e Castro Alves) / Esta pesquisa tem como cerne investigar o papel do professor mediador (Vygotsky 2003, Freire 2007, Gomes 2002) no processo ensino-aprendizagem da leitura utilizando poemas para a formação do aluno leitor. Justifica-se esta pesquisa a necessidade de o professor-pesquisador refletir sobre suas ações (Pontecorvo 2005, André 2008, Bortoni-Ricardo, 2008) e buscar respostas a inquietantes questionamentos diante das mudanças paradigmáticas na educação, exigindo uma nova postura, nova atuação e conhecimento das bases teóricas do ensino de leitura (Soares 1998, Kleiman 2002, Rojo 2006) e novas práticas de leitura em sala de aula. Inserida na área da Linguística Aplicada, esta pesquisa busca contribuir para a construção e negociação de múltiplas leituras em sala de aula (Zanotto 1995, Moita Lopes 2006); o processo cognitivo e interativo da leitura (Kato 2007, Kleiman 2004 ) e a leitura como prática social (Solé 1998, Pontecorvo, 2005). Os dados da pesquisa foram constituídos por vivências realizadas na escola com um grupo focal composto por alunos do ensino médio da rede pública. O pensar alto em grupo (Zanotto, 1995) é uma técnica ou método de pesquisa e ao mesmo tempo uma vivência pedagógica que contribuiu, significativamente, para a co-construção de sentidos. A pesquisa tenta mostrar a importância da valorização do letramento literário (Michelletti 2006, Cosson, 2007) e o papel fundamental do professor mediador na construção do conhecimento e a formação do professor (Perrenoud 2002, Kay 2007). Foram selecionados três poemas de poetas da literatura brasileira (Alphonsus de Guimaraens, Cruz e Souza e Castro Alves)

Made available in DSpace on 2016-04-28T18:24:19Z (GMT). No. of bitstreams: 1 Ivanete de Almeida Santos.pdf: 723465 bytes, checksum: e9a4584bbeedbf58fb0a4ded07b2fefa (MD5) Previous issue date: 2010-06-14 / Secretaria da Educação do Estado de São Paulo / Placed within the Applied Linguistic field, this thesis aims at investigating my action as a teacher in a new reading social practice, called Group Think Aloud (Zanotto, 1998). The research was developed as part of the GEIM Research Group (Indeterminacy and Metaphor Study Group), which is coordinated by Dr. Mara Sophia Zanotto (PUC-SP Pontifical Catholic University of Sao Paulo) and Dr. Heronides M. Moura (UFSC Federal University of Santa Catarina). The theoretical framework that supports this investigation encompasses studies on the teaching-learning theories based on Freire (2005) and Vigotski (1934); theories about critical literacy and critical reading as supported by Freire (1996,2005) Kleiman (2007), Soares (2006) and Solé (1998); and multiple readings as discussed by Zanotto(2008) and Kempe (2001). The study follows qualitative interpretive methodology (Bortoni-Ricardo, 2008), and uses the critical action-research (Kincheloe, 1997 and Barbier, 2004) of ethnographic basis. The instrument used to generate data was the practice of Group Think Aloud (Zanotto, 1998) used in this research both as data-generating instrument and as pedagogic tool. The research was developed with a focal group (Gatti, 2005) composed of 10 students from the 2nd and 3rd grades of High School studying in a state school in Sao Paulo. Data analysis showed the following results: 1) students became more critical about their reading after the practice of Group Think Aloud which allowed for the interaction and negotiation of several readings; 2) the teacher-researcher transformed her teaching practice, taking on a role of mediator and literacy agent that understands that continuous education is the best way to keep up with the new educational paradigms / Este trabalho se insere na área da Lingüística Aplicada e tem por objetivo investigar a minha ação docente numa nova prática social de leitura, o Pensar Alto em grupo (Zanotto, 1998). A pesquisa está vinculada ao Grupo de Pesquisa GEIM (Grupo de Estudos da Indeterminação e da Metáfora), coordenado pela Profª. Drª. Mara Sophia Zanotto (PUC-SP) e Heronides M. Moura (UFSC). O referencial teórico que sustenta este trabalho engloba estudos voltados para teorias de ensino-aprendizagem pautados em Freire (2005) e Vigotski (1934); teorias de letramento crítico e leitura com Freire (1996,2005) Kleiman (2007), Soares (2006) e Solé (1998); leitura Múltiplas leituras com Zanotto (2008) e Kempe (2001). A metodologia adotada será a qualitativa, de natureza interpetativista (Bortoni-Ricardo, 2008), por meio da pesquisa-ação crítica (Kincheloe, 1997 e Barbier, 2004) de cunho etnográfico. O instrumento utilizado para a geração de dados foi a prática do Pensar Alto em Grupo, Zanotto (1998) utilizado nesta pesquisa enquanto metodologia e instrumento pedagógico. A pesquisa foi realizada com um Grupo Focal (Gatti, 2005) formado por 10 alunos do 2º e 3º ano do Ensino Médio de uma escola pública estadual. A análise dos dados evidenciou os seguintes resultados: 1) os alunos passaram a desenvolver a competência leitora crítica, favorecidos pela prática do Pensar Alto em Grupo que oportunizou interação e negociação de múltiplas leituras; 2) eu, professora pesquisadora, transformei a minha prática docente, assumindo um papel de mediadora e agente de letramento que entende na formação contínua a melhor maneira de acompanhar o surgimento de novos paradigmas educacionais

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:54:41Z No. of bitstreams: 1 Dalve Oliveira Batista-Santos.pdf: 1836572 bytes, checksum: 249ebdde26c256fbf0fe0f5290b3b48d (MD5) / Made available in DSpace on 2018-12-11T11:54:41Z (GMT). No. of bitstreams: 1 Dalve Oliveira Batista-Santos.pdf: 1836572 bytes, checksum: 249ebdde26c256fbf0fe0f5290b3b48d (MD5) Previous issue date: 2018-11-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study investigates the dialogic literacy practice known as Group Think-Aloud - GTA (ZANOTTO, 1995; 2014), that potentially advances both responsive readers’ and literacy-teaching educators’ development. The specific objectives of GTA are: a) to identify the conceptualization of reading articulated by the research participants; b) to investigate if the reading practice of GTA with a university focus group can contribute to the development of responsive and critical readers; and c) to analyze mediation and management actions of the teacher/researcher who teach readers to be responsive and critical and to examine the teacher’s instruction as literacy-teaching agent. Inherent to these objectives are the questions this study seeks to answer: 1. How do the research participants conceptualize reading? 2. Can the practice of GTA reading with a university focus group contribute to the development of responsive and critical readers? 3. How do teacher who has the aim of educating readers to be responsive and critical mediate and manage the voices of readers in group, and how have the teacher transformed as literacy-teaching agents? The underlying theory rests on studies concerning literacy practice, reading and the epistemology of language and communication from a dialogic perspective. This study employed a qualitativeinterpretive methodology (MOITA LOPES, 2006), and the methodological instruments used included Think Aloud in Groups as a method, reading diaries, and interviews. The research participants consisted of five instructors from the Freshman Support Program (PADI), students from the Literature and Linguistics Program at Tocantins Federal University. The GTA theoretical framework was used to analyze the responses to the questions posed. This study predicates participants build their academic literacy to the extent they assume the role of protagonist – that is to say, when their voices are heard and legitimated – in constructing multiple meanings during GTA practice. The data showed readers, in GTA practice, tasked themselves with being responsive and active readers. It further showed – through participants’ actions (refuting, accepting, expanding on ideas) – academic literacy improved as participants read critically, taking stands on the meanings they ascribed to texts. Moreover, the data showed how teacher developed as literacy-teaching agents inasmuch as they managed and mediated the participants / Esta tese tem o objetivo de investigar a prática de letramento dialógica, denominada Pensar Alto em Grupo – PAG (ZANOTTO, 1995; 2014), que constitui uma prática de letramento com o potencial de contribuir para o desenvolvimento do leitor responsivo e do professor letrador. Tem como objetivos específicos: a) identificar a concepção de leitura trazida pelos participantes da pesquisa; b) investigar se a prática de leitura do PAG, com um grupo focal na universidade, pode contribuir para a formação de um leitor responsivo; c) analisar como se dá a mediação e o gerenciamento do professor em busca da formação do aluno como leitor responsivo e crítico, bem como da sua própria formação como agente letrador. Atreladas a esses objetivos, as perguntas que se buscam responder são as seguintes: 1. Qual a concepção de leitura dos sujeitos participantes da pesquisa? 2. A prática de leitura do PAG, com um grupo focal na universidade, pode contribuir para a formação de um leitor responsivo e crítico? 3. Como se dá a mediação e o gerenciamento do professor em busca da formação do leitor responsivo e crítico, bem como para sua própria formação como agente letrador? A base teórica relaciona-se a estudos sobre letramento e leitura e à epistemologia da linguagem e da comunicação numa perspectiva dialógica. O quadro metodológico qualitativo-interpretativo (MOITA LOPES, 2006) caracteriza a natureza metodológica do trabalho. Os instrumentos metodológicos utilizados foram o Pensar Alto em Grupo em sua faceta de método, o diário de leitura e a entrevista. Os sujeitos da pesquisa foram cinco monitoras do Programa de Apoio ao Discente Iniciante – PADI, estudantes do curso de Letras da Universidade Federal do Tocantins. As análises foram realizadas para responder as perguntas com base no quadro teórico. Esta pesquisa compreende que as participantes desenvolvem o Letramento Acadêmico à medida que assumem lugar de protagonismo – isto é, quando suas vozes são ouvidas e legitimadas - na construção dos múltiplos sentidos na prática dialógica do PAG. Os dados revelaram que, na prática do PAG, os leitores exercitaram uma postura de leitores responsivos e ativos e, além disso, constatou-se, nas ações (refutando, acatando, ampliando ideias) das participantes, o desenvolvimento do letramento acadêmico, à medida que faziam as leituras críticas, por meio de seus posicionamentos no processo de construção de sentidos. Ainda, com os dados obtidos constatou-se também como a professora foi se constituindo agente letradora, à medida que gerenciava e mediava as vozes das participantes

Centrado no campo dos Estudos da Tradução em confluência com o campo da Educação, este trabalho visou investigar, diretamente com as crianças leitoras, a recepção de poemas infantis traduzidos para o inglês, e contrastá-la à recepção dos respectivos poemas fonte, escritos em português, valendo-se, para a geração de dados, da prática de letramento Pensar Alto em Grupo (ZANOTTO, 2014). Os poemas fonte, \"As meninas\" e \"O menino azul\", pertencem à coleção de poemas Ou isto ou aquilo (1964), de Cecília Meireles. As versões para o inglês foram elaboradas pela pesquisadora, e pela poeta e tradutora britânica Sarah Rebecca Kersley, aplicando critérios que privilegiam a correspondência de atributos poéticos entre poema fonte e traduzido (BRITTO, 2002; 2005; 2010). O contraste entre as recepções fez-se com base nas interpretações infantis: cada poema fonte foi \'pensado-alto\' por dois grupos de crianças brasileiras e cada poema traduzido por dois grupos de crianças estrangeiras. Do lado brasileiro, crianças de 9 a 11 anos, matriculadas na EMEF Vera Lúcia Fusco Borba (São Paulo); do lado estrangeiro, crianças da mesma idade, matriculadas no correspondente Y5 das escolas inglesas Thriplow Primary School (Cambridge) e King David Primary School (Birmingham). No que concerne à Educação, este estudo contribuiu para confirmar a aplicabilidade do PAG como instrumento para promover a leitura de poesia no Ensino Fundamental I. No que concerne aos Estudos da Tradução, este estudo permitiu afiançar o PAG como ferramenta de apoio a tradutores e a estudiosos da tradução, em especial aos de literatura infantil e/ou aqueles voltados à recepção. Ao comparar as interpretações, foi possível apontar convergências de leituras entre os diferentes grupos, sugerindo que o horizonte de expectativas das crianças, no que concerne os valores afetivos na esfera doméstico-familiar é muito semelhante dentro de uma mesma cultura e também entre diferentes culturas. Foi possível também apontar divergências entre as interpretações, e distingui-las em pelo menos dois tipos: 1) aquelas motivadas pela ancoragem linguístico-cultural, a saber, os diferentes ambientes histórico-geográficos, em conjunto com a história de vida dos participantes, seu conhecimento de mundo, além do \"horizonte de expectativas\" dos leitores em face de uma nova obra (JAUSS, 1994 [1967]); e 2) aquelas provocadas por interferências na tradução e que, mesmo quando aparentemente inofensivas, podem provocar o popular \"efeito borboleta\" (ASLANOV, 2015) descrito na Teoria do Caos. Assim, no plano específico, a par dos dados gerados pelo PAG, o tradutor pode fazer escolhas mais conscientes e éticas. E num plano mais amplo, o estudioso pode se deparar com resultados que comprovem teorias já existentes ou apontem para novas hipóteses, novos caminhos. / This thesis, which encompasses both Translation Studies and Education Studies, examines how English-speaking young readers receive Brazilian childrens poems translated into English and compares their reactions to those of young Brazilian readers receiving the source poem in the childrens source language. This study uses data from the dialogical literacy practice known as Think Aloud in Group (ZANOTTO, 2014). The source poems, As meninas [Girls at the window] and O menino azul [The blue boy] are part of the collection Ou isto ou aquilo (1964) by Cecília Meireles. The English translation was rendered by the author together with British translator and poet Sarah Rebecca Kersley and subscribed to the criteria of correspondence of poetic attributes between the source poem and the translation (BRITTO, 2002; 2005; 2010). Comparison of how the poems were received was based on the childrens interpretations: each source poem was thought aloud with two groups of Brazilian children, and each translated poem was thought aloud with two groups of English-speaking children. In Brazil, the groups consisted of children ages 9 to 11 enrolled in the 4th grade at Vera Lúcia Fusco Borba Municipal State-Funded School (São Paulo); in England, the children were the same age and enrolled in the equivalent Y5 at Thriplow Primary School (Cambridge) and King David Primary School (Birmingham). In terms of education as a field of study, this research confirms the applicability of Think Aloud in Group as an instrument to encourage children in primary school to read poetry. In terms of Translation Studies, this work demonstrates the efficacy of Think Aloud in Group as a support tool for translators and scholars of translation, particularly for specialists studying childrens literature and/or how translated childrens literature is received by non-native speakers. A comparison of the childrens interpretations evidences convergences among the groups, suggesting that childrens horizons of expectations, in terms of home and family values, is very similar within the same culture as well as between different cultures. And two types of divergences in the interpretations are also apparent: 1) differences owing to linguistic and cultural references: the readers historical and geographic setting, individual life story, understanding of the world and \"horizon of expectations\" when exposed to a new poem (JAUSS, 1994 [1967]); and 2) differences caused by interferences in the translation that, even when seemingly innocuous, may lead to the popular butterfly effect\" expressed in chaos theory (ASLANOV, 2015). Thus, specifically speaking, using data from Think Aloud in Group practices allows translators to be more cognizant and ethical in their translating choices; and broadly speaking, these practices provide a rich data set that can be used both to test current theories and to generate new hypotheses.