文學是人類思想最真誠的反應，故文學之作用，固不得僅以詞章視之。唐宋古文，在中國散文史上，居於承先起後的階段，而宋文承唐代韓柳古文運動之後而健康發展，以平易流暢之體開啟新途，影響元明清文風甚巨。因此，研究宋文，不僅有助於吾等對古典文學的承繼與了解，更可加強充實新文學創作的內涵。宋六家中，蘇軾的文學魅力，使他有廣大的讀者群，其父其弟的光芒，是難以與之匹敵的。但因有父親的著意栽培，才能灌溉長養蘇軾這株文學的巨樹，因有弟弟蘇轍的羽翼之功，才能使蘇軾的影響更深更遠。可以說，老蘇和小蘇是使蘇軾更突顯其價值的人。其中小蘇因與蘇軾相隨之歲月久，更具有他重要的地位。本於欲對蘇軾之認識更深入，更基於對蘇轍其文其人的好奇，而有此論文之作。 本論文除緒論和結論外，共分三大章：第一章、蘇轍的古文淵源：蘇轍的古文，受他本身稟賦與學習的影響最深，其次是父親的用心培植，母親的身教，及兄長的終身肯定、支持。師長中影響他較多的是歐陽修與張方平。歐陽修較偏於文學方面，張方平則文學、政治、為人處世等均對他起了相當作用。 第二章、蘇轍的古文寫作藝術：第一節、議論之文：蘇轍的議論文，數量多且精，並深受歷來選文家的青睞，尤以茅坤，更是推崇備至。他的議論文，早年洋洋灑灑，氣勢豪縱，中晚期轉而內斂深沉，重人生事理的闡發。第二節、敘記之文：他的敘記文，數量雖不多，但篇篇精妙，其優點，可由六方面來談，即：一、寄寓深遠。二、敘事簡鍊。三、融入議論。四、寫景逼真。五、運用對答法。六、謀篇富變化。第三節、傳記之文：蘇轍的傳記文，最特殊是他的自傳＜潁濱遺老傳＞，此文是古人罕見的長篇自傳，內容豐富，對研究他的文學或北宋的政治、民生、軍事?等，均…有重要價值。其他關於小人物的傳記，篇篇都能塑造特殊的類型。寫墓誌、碑銘等，都能切合事理，對傳主作最恰當的描寫。第四節、書信之文：蘇轍的書信，「上書」類寫得氣勢非凡，而一般書信則溫婉莊重，二者均能因人立言，態度懇摯。 第三章、古文評價：蘇轍之古文，宋明清時期尚多有好者。近代以來，研究者較寡，但不影響他存在的價值。他的古文價值，可從四方面來談。一、具有獨創性。二、「穩」的文學風格。三、有得於養氣的文學家。四、古文藝術之繼承者張耒。經過對蘇轍古文之研究，可得到以下結論：蘇轍之文學，雖不如其兄發展全面，乍看也不似他光彩耀人，但若仔細品味，則他的古文意蘊深、用筆老，自有風貌，又非其兄所能籠罩。

<p>In large multiprocessors, the access to shared memory is often nonuniform, and may vary as much as ten times for some distributed shared-memory architectures (DSMs). This dissertation identifies another important nonuniform property of DSM systems: <i>nonuniform communication architecture</i>, NUCA. High-end hardware-coherent machines built from large nodes, or from chip multiprocessors, are typical NUCA systems, since they have a lower penalty for reading recently written data from a neighbor's cache than from a remote cache. This dissertation identifies <i>node affinity</i> as an important property for scalable general-purpose locks. Several software-based hierarchical lock implementations exploiting NUCAs are presented and evaluated. NUCA-aware locks are shown to be almost twice as efficient for contended critical sections compared to traditional lock implementations.</p><p>The shared-memory “illusion”' provided by some large DSM systems may be implemented using either hardware, software or a combination thereof. A software-based implementation can enable cheap cluster hardware to be used, but typically suffers from poor and unpredictable performance characteristics.</p><p>This dissertation advocates a new software-hardware trade-off design point based on a new combination of techniques. The two low-level techniques, fine-grain deterministic coherence and synchronous protocol execution, as well as profile-guided protocol flexibility, are evaluated in isolation as well as in a combined setting using all-software implementations. Finally, a minimum of hardware trap support is suggested to further improve the performance of coherence protocols across cluster nodes. It is shown that all these techniques combined could result in a fairly stable performance on par with hardware-based coherence.</p>

In large multiprocessors, the access to shared memory is often nonuniform, and may vary as much as ten times for some distributed shared-memory architectures (DSMs). This dissertation identifies another important nonuniform property of DSM systems: nonuniform communication architecture, NUCA. High-end hardware-coherent machines built from large nodes, or from chip multiprocessors, are typical NUCA systems, since they have a lower penalty for reading recently written data from a neighbor's cache than from a remote cache. This dissertation identifies node affinity as an important property for scalable general-purpose locks. Several software-based hierarchical lock implementations exploiting NUCAs are presented and evaluated. NUCA-aware locks are shown to be almost twice as efficient for contended critical sections compared to traditional lock implementations. The shared-memory “illusion”' provided by some large DSM systems may be implemented using either hardware, software or a combination thereof. A software-based implementation can enable cheap cluster hardware to be used, but typically suffers from poor and unpredictable performance characteristics. This dissertation advocates a new software-hardware trade-off design point based on a new combination of techniques. The two low-level techniques, fine-grain deterministic coherence and synchronous protocol execution, as well as profile-guided protocol flexibility, are evaluated in isolation as well as in a combined setting using all-software implementations. Finally, a minimum of hardware trap support is suggested to further improve the performance of coherence protocols across cluster nodes. It is shown that all these techniques combined could result in a fairly stable performance on par with hardware-based coherence.

Made available in DSpace on 2016-06-02T20:25:16Z (GMT). No. of bitstreams: 1 4763.pdf: 4984747 bytes, checksum: b42d25f380a7d3b46dceeb55c2e40069 (MD5) Previous issue date: 2012-12-11 / This work is an investigation about the texts productions written by children of the second year of elementary school in a public school located in the city of Bauru, in order to seek in the process of construction of the sense of the texts the singularities that point to the relation of the word itself with the word another. To this end, we based ourselves on the theory and design of language of Mikhail Bakhtin, as well as on the ponziana and geraldiana theories with respect to the enunciative treaty of language. In this context, we aimed to understand how occurred the literacy process in what circumscribes the practices of texts production and reading, as well as investigate the conceptions of subject that underlie the different practices of reading and writing in literacy. In addition, we conceive the production practice of written text as a discursive activity that correlates sense (implied) and situation (life) in a unique and singular event. We had as goal, also, think about the senses and subject formation processes in the production of language. With basis on the investigative principles of indiciary paradigm and the methodological reflections in Bakhtin Humanities, we try to highlight in a written narrative production, namely, the children's tale Little Red Riding Hood, how the child assumes a active responsive position on its re-telling. In the narrated discourse there are displacement movements that point to a emotive-valuation work, in which stands out the uniqueness of the child; in the meeting between reported word and word that reports, the child's production is characterized as a translation work. / Este trabalho é uma investigação acerca das produções de textos escritos por crianças do 2° ano do Ensino Fundamental, de uma escola pública do município de Bauru, tendo em vista buscar, no processo de construção do sentido dos textos, as singularidades que apontam para a relação palavra própria com a palavra outra. Para tanto, fundamentamo-nos na teoria e concepção de linguagem de Mikhail Bakhtin, bem como nas teorias ponziana e geraldiana no que tange ao tratado enunciativo da linguagem. Nesse contexto, objetivou-se compreender como se deu o processo de alfabetização no que circunscreve as práticas de produção e leitura de textos, bem como investigar as concepções de sujeito que subjazem as diferentes práticas de leitura e escrita na alfabetização. Além disso, conceber a prática de produção de texto escrito como atividade discursiva, que correlaciona sentido (subentendido) e situação (vida) em um evento único e singular. Foi objetivado, ainda, refletir sobre os processos de constituição de sentidos e sujeito na produção da linguagem. Com base nos princípios investigativos do paradigma indiciário e nas reflexões metodológicas em ciências humanas bakhtinianas, procuramos evidenciar em uma produção escrita de narrativa, a saber, o conto infantil Chapeuzinho Vermelho, o modo como a criança assume uma posição responsiva ativa no seu reconto. No discurso narrado há movimentos de deslocamento que apontam para um trabalho emotivo-valorativo, em que sobressai a singularidade da criança; no encontro entre palavra reportada e palavra que reporta a produção da criança se caracteriza como um trabalho de tradução.

Syftet med studien är att bidra med kunskap om några pedagogers erfarenheter av IKT som stöd i läs- och skrivundervisning i grundsärskolan. De forskningsfrågor som ställts är hur pedagoger inom grundsärskolan beskriver att de använder IKT som stöd för elever i läs- och skrivundervisning, vad pedagogerna uttrycker för inställning till IKT och vilka för- och nackdelar som de kan se kring användandet av IKT som stöd i läs- och skrivundervisningen.   Metodvalet för studien är semistrukturerade intervjuer med respondenter som arbetar inom grundsärskolans åk 1–9 och använder sig av någon form av IKT i sin undervisning. Respondenterna skulle också arbeta med ämnet svenska. Intervjuguiden skickades ut i förväg för att förberedda respondenten på själva intervjutillfället. Intervjuerna har spelats in och transkriberas för analysarbetet. I analysarbetet har ett sociokulturellt perspektiv på lärande används.        Resultatet med studien visade på att respondenterna anser att IKT kan vara ett stort stöd för elever i grundsärskolan inom läs- och skrivundervisningen. De stora fördelarna var att elever kan ta till sig kunskap genom att få texter upplästa via talsyntes, kunna skriva texter även om de har motoriska svårigheter med till exempel penngrepp. Nackdelar kunde vara den tekniska biten och att eleverna förlorade den finmotoriska träningen som skrivande med penna ger dem. / The purpose of this study is to contribute with knowledge of some educators' experiences of ICT as support for reading and writing education in compulsory schools  for pupils with learning disabilities The research questions are how educators in compulsory schools for pupils with learning disabilities describe that they use ICT as support for students in reading and writing education, which attitudes educators express about ICT and which pros and cons they can see in the use of ICT as support in reading and writing education.   The method selection for the study is semi structured interviews with respondents who work within the grades 1-9 in compulsory schools for pupils with learning disabilities and use some form of ICT in their education. The respondents also work with teaching the subject Swedish. The interview guide was sent out in advance to prepare the respondents for the interviews. The interviews were recorded and transcribed for the analysis work. In the analysis work, a socio-cultural perspective on learning has been used.   The results of the study showed that respondents believe that ICT can be a great support for students in compulsory schools for pupil with learning disabilities regarding reading and writing education. The major advantages were that students can gain knowledge by getting texts read out loud with speech synthesis and writing texts even if they have physical difficulties with their fine motor skills, such as holding a pencil. Disadvantages could be the technical bit and that the students lose their motor skills practice that pencil writing can give them.

Syftet med den här studien är att undersöka hur elever i svårigheter, inom området läs- och skrivutveckling, beskriver de stödinsatser som ges under grundskolans årskurser fyra till sex.  Mitt val blev då att samtala med barnen och ge utrymme för deras tankar och funderingar genom intervjuer. Studien har en grund i det sociokulturella perspektivet.   Sammanfattningsvis visar resultatet att elever i läs- och skrivsvårigheter beskriver en stress och oro i sin vardag. De anser att undervisningen går för fort fram och deras problematik gör att de inte lyckas hänga med i undervisningen på ett effektivt sätt. Eleverna beskriver att de företrädesvis använder Ipad som hjälpmedel i undervisningen och att detta kan vara ett stöd som de upplever som positivt. I skolarbetet beskriver också elever att de har möjlighet att få stöd av speciallärare utanför klassrummet. Detta stöd upplevs till stor del som positivt men det finns också elever som beskriver det som särbehandlande och negativt. I de fall där det finns fler än en lärare i klassrummet så beskrivs detta enbart positivt och givande. Eleverna känner att de får ett bra stöd och det hjälper till i deras strävan att följa den ordinarie undervisningen. Eleverna upplever att de inte är delaktiga i utformandet eller utvärderingen av de stödinsatser som finns i skolan.   I relation till andra studier som finns redovisade i mitt arbete så visar dessa på liknade resultat. Eleverna känner en stress i vardagen och denna stress finns med under hela skoldagen. Mina intervjuer visar på ett större användande av Ipad men de problem som beskrivs omkring dessa är liknande. Elevernas tankar och beskrivningar omkring undervisning utanför klassrummet är liknande och fler lärare i undervisningen är överlag mycket positivt. Eleverna beskriver inte heller att de är delaktiga i utformandet av stödinsatser. / The purpose of this study is to investigate how pupils in difficulty in the field of reading and writing development, describes the support measures given at elementary school in the forth to sixth grade. My choice was then to talk with the children and give room for their thoughts in interviews. In summary, the result shows that pupils in reading and writing difficulties worry and experience distress in their everyday lives. They feel that teaching is going too fast and their problems make them unable to keep up with the school work in an effective way. The pupils describe that they prefer to use an iPad as a tool in teaching and that this may be a support they feel positive about. In school work, the pupils also describe that they are able to receive support from special education teachers outside the classroom. This support is largely perceived as positive, but there are also pupils who describe it as negative and being treated differently. In cases where there are more than one teacher in the classroom, this is described only positively and rewardingly. Moreover, the pupils feel that they get good support and it helps in their quest to follow the regular teaching. Pupils feel that they are not involved in the design or evaluation of the support efforts in the school. In relation to other studies that are reported in my work, they show similar results. The pupils feel stress in everyday life and this stress is present throughout the school day. My interviews show a greater use of iPad, but the problems described around these are similar to other studies. The experiences of teaching outside the classroom are similar and more teachers in teaching are overall very positive. The pupils also do not describe that they are involved in the design of support efforts.

Made available in DSpace on 2016-06-02T19:46:21Z (GMT). No. of bitstreams: 1 4918.pdf: 18586280 bytes, checksum: f4242981207296c56231cd79a6dacceb (MD5) Previous issue date: 2013-02-18 / Financiadora de Estudos e Projetos / Literature presents that students with Down Syndrome (DS) learn to write and read in a slower pace than students without the disability. From these considerations, the present work considers the following question: to what extent the proposition and application of stimulator activities of the reading and writing, based on Emília Ferreiro theory, about the four levels of writing develops and enhances the knowledge of a young DS group? To answer this question, the present study was divided into two stages. In Stage one the goal was to conduct a survey of Dissertations, Theses and Articles (national and international) concerning the DS thematic, focusing on reading, writing and literacy in the period from 2001 to 2011. Bibliographic research was used. The tools used for search were: Portal Capes, SciELo, Google Scholar e Journal Portal Capes. In short, the life sciences showed a large concentration of Dissertations, Theses and Articles in Biological area, followed by the Humanities. In Stage two the goals was to investigate the acquisition of reading and writing of a young DS group from a specialized institution, checking on what level of writing and reading it was. The case study had six young DS participants, being two of the male gender and four of the female. Fictitious names were used to preserve their identity. The tools used for the research were: notes of interventions; document of activities developed on week; document of students attendance; Test of the 4 words and one phrase ; An adapted test from a new magazine (Test of reading); Literacy Pre-syllabic Program; Literacy Syllabic Program; and Literacy Syllabic-alphabetic Program. The materials used were assembled to provide functional support for the proposed activities. After prior approval by the Ethics Committee, the data collection was done thought three testes and a number of intervention sessions. The data was qualitatively analyzed for the identification of an evolution (or not) in writing and reading of the students. A quantitative analysis was also done trough a compilation of data about the reading aptitude of students who were in syllabic and syllabic-alphabetic level. Results were divided in three parts: writing of the name; writing of four words and a phrase; and textual reading. Fabiana regarding the writing of the name passed from syllabic level to syllabic-alphabetic; regarding the writing of four words and a phrase passed too from syllabic level to syllabic-alphabetic; regarding textual reading passed from 20% to 51% of reading units present inside the text. Raquel regarding the writing of the name and regarding the writing of four words and a phrase stayed on pre-syllabic level, showing improvement in her fine motor skills; regarding textual reading she started to identify letters A, I, O U. Lucas regarding the writing of the name and regarding the writing of four words and a phrase stayed on pre-syllabic level, but began to write down the letter A; regarding textual reading the student didn t identify any letter. Talita regarding the writing of the name passed from syllabic-alphabetic level to alphabetic; regarding the writing of four words and a phrase stayed on pre-syllabic level (initially presenting differentiation between words , with posterior differentiation between words and letters ); regarding textual reading started to recognize letter E, besides further the others that she already knew. Ricardo regarding the writing of the name and regarding of writing of four words and a phrase keep on pre-syllabic level, starting to write letter A and I; regarding textual reading on the first test identified letter A and on the final test the letters A, E, I, O and U. Rose regarding the writing of the name stayed on alphabetic level; regarding the writing of four words and a phrase passed syllabic-alphabetic level to alphabetic level; regarding textual reading improved from 51,1% to 64% the reading of the units presents inside the text. To summarize, the structure activities helped the young DS students to improve their reading and writing, given that stimulating activities of reading and writing were always concrete and/or adapted. Therefore, the students learned. / A literatura aponta que a aprendizagem da leitura e escrita em estudantes com Síndrome de Down (SD) ocorre de uma forma mais lenta quando comparada a estudantes sem deficiência qualquer. A partir destas considerações surgiu a seguinte problemática: até que ponto a proposição e aplicação de atividades estimuladoras de leitura e escrita fundamentadas na teoria de Emília Ferreiro sobre os níveis de escrita desenvolvem e aprimoram os conhecimentos de um grupo de jovens com SD? Para responder esta questão o presente estudo compreendeu duas etapas. A etapa um teve como objetivo realizar um levantamento de Dissertações, Teses e Artigos (nacionais e internacionais) que se relacionem com a temática da SD, com vertentes para escrita, leitura e alfabetização. Foi utilizada a pesquisa bibliográfica e como ferramentas o Portal Capes, SciELo, Google Acadêmico e Portal de Periódicos da Capes. A prevalência na identificação da produção foi na área de Biológicas seguida pela área de Humanas. A etapa dois teve como objetivo investigar como está se dando a aquisição da leitura e da escrita de um grupo de jovens com SD de uma instituição especializada, verificando em que nível de escrita e leitura ele se encontra. O presente estudo de caso teve seis participantes jovens com SD, dois do gênero masculino e quatro do feminino, com nomes fictícios para a preservação da identidade. Os instrumentos da pesquisa foram: diário de campo; ficha das atividades desenvolvidas na semana; ficha de frequência dos estudantes; Prova das 4 palavras e uma frase ; Texto adaptado de uma notícia jornalística (Prova de Leitura); Programas de alfabetização Pré-silábico; de Alfabetização Silábico; e de Alfabetização Silábico-Alfabético. Os materiais utilizados foram construídos e serviram como apoio funcional para as atividades previstas. Após a aprovação pelo Comitê de Ética foi realizada a coleta de dados através de três provas e sessões de intervenção. Os dados foram analisados qualitativamente pela identificação de uma evolução ou não na escrita e leitura e quantitativamente pelo levantamento de dados sobre a leitura das estudantes que se encontravam no nível silábico e silábicoalfabético. Os resultados foram divididos em três partes: escrita do nome; escrita das quatro palavras e uma frase; e leitura textual. Fabiana quanto à escrita do nome passou do nível silábico para o silábico-alfabético; quanto à escrita das quatro palavras e uma frase passou do nível silábico para o silábico-alfabético; quanto à leitura textual sua leitura passou de 20% para 51% das unidades presentes no texto. Raquel quanto à escrita do nome e quanto à escrita das 4 palavras e uma frase se manteve no nível présilábico, apresentando melhora em sua coordenação motora fina; quanto à leitura textual passou a identificar as letras. Lucas, quanto à escrita do nome e quanto à escrita das 4 palavras e uma frase se manteve no nível pré-silábico, passando a escrever a letra A; quanto à leitura textual não identificou nenhuma letra. Talita, quanto à escrita do nome passou silábico-alfabético para o alfabético; quanto à escrita das 4 palavras e uma frase se manteve no nível pré-silábico (inicialmente com diferenciação interfigural e, posteriormente, com diferenciação inter e intrafigural); quanto à leitura textual passou a reconhecer as vogais. Ricardo quanto à escrita do nome e quanto à escrita das 4 palavras e uma frase se manteve no nível pré-silábico, passando a escrever vogais; quanto à leitura textual na primeira prova identificou a letra A e na última as vogais. Rose quanto à escrita do nome se manteve no nível alfabético; quanto à escrita das 4 palavras e uma frase passou do nível silábico-alfabético para o alfabético; quanto à leitura textual passou de 51,1% para 64% para a leitura das unidades presentes no texto. Foi possível concluir que atividades estruturadas favoreceram no aprendizado da leitura e escrita de jovens com SD, visto que as estimulações de leitura e escrita partiram sempre de atividades concretas e/ou adaptadas. Desta forma, os estudantes fizeram aquisições.

Submitted by Adriana Naomi Fukushima da Silva null (dricanaomi@gmail.com) on 2017-01-10T17:48:52Z No. of bitstreams: 1 dissertaçãocom ficha_ posdefesa.pdf: 3018378 bytes, checksum: ecc202293a914a9b24fbeff73d72395c (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-01-13T17:09:41Z (GMT) No. of bitstreams: 1 silva_anf_me_mar.pdf: 3018378 bytes, checksum: ecc202293a914a9b24fbeff73d72395c (MD5) / Made available in DSpace on 2017-01-13T17:09:41Z (GMT). No. of bitstreams: 1 silva_anf_me_mar.pdf: 3018378 bytes, checksum: ecc202293a914a9b24fbeff73d72395c (MD5) Previous issue date: 2016-12-09 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho relata pesquisa que teve por objetivo geral analisar os processos de ensino dos atos de leitura por professores dos três anos iniciais do Ensino Fundamental, por meio do Programa Ler e Escrever, implantado pela Secretaria da Educação do Estado de São Paulo. Os objetivos específicos são: compreender as representações, metodologias utilizadas para ensinar a leitura e as práticas de ensino de atos de leitura dos professores, quando eles usam o material do Programa Ler e Escrever, especificamente nos três primeiros anos do ensino fundamental de uma escola estadual da cidade de Marília; desvelar processos de leitura em seus aspectos, e como os sujeitos se relacionam por meio de sua história e de suas experiências com essa prática cultural; e, por fim, provocar, entre os professores, a reflexão sobre suas práticas e avaliações, uma vez que essas práticas estão diretamente ligadas à formação do aluno leitor. Para isto, à luz do referencial teórico bakhtiano e através de uma pesquisa de tipo etnográfico, os dados foram levantados em duas etapas. A primeira foi o levantamento bibliográfico para orientar as observações da pesquisadora e fornecer elementos teóricos para a análise dos dados. A segunda etapa foi caracterizada pela geração de dados por meio de observações, entrevistas e análise documental com o intuito de encontrar informações mais detalhadas e subjetivas a respeito das atividades praticadas no ensino do ato de ler e compreender essas atividades no contexto da instituição de ensino e das práticas das professoras com a utilização do material do Programa Ler e Escrever. Os dados foram gerados em uma escola estadual da cidade de Marília, com três professoras das turmas do primeiro ano ao terceiro ano do ensino fundamental, nos meses de maio a setembro de 2015. Os dados foram transcritos e analisados com base em cinco núcleos temáticos: Os atos de leitura na sala de aula: entre concepções e ações, Gêneros discursivos na sala de aula, Os registros de uma forma já superada de escrita no contexto atual da sala de aula, Transmissão vocal ou vocalização de histórias, e Tarefas e avaliações de leitura na sala de aula. A análise permitiu verificar que entre as concepções de leitura disponíveis na sala de aula a predominante no ensino dos atos de leitura realizada pelas professoras é a concepção de leitura ligada à área fonológica. O material do Ler e Escrever, ainda que defenda o ensino da leitura como atribuição de sentidos, também apresenta propostas que valorizam o valor sonoro das palavras. Nessas condições, as propostas ligadas à área fonológica são as utilizadas pelos professores. Nas demais, as professoras adaptam as atividades de acordo com suas crenças e concepções. De modo geral, é possível concluir que as práticas de ensino, quando envolviam a utilização do Ler e Escrever, não seguiam as concepções defendidas nesse material, mas a do professor. / This paper describes research that aimed to analyze the educational processes of the acts of reading by teachers of the first three years of elementary school through the Read and Write Program, implemented by the São Paulo State Education. The specific objectives are: understand representations, methods used to teach reading and practices acts of reading of teachers, when they use the material Program Read and Write, specifically the first three years of elementary school a state school in the city of Marília; reveal reading processes in their aspects, and how subjects are related through their history and their experiences with this cultural practice; and, finally, induce, between teachers, reflection and reviews on their practices, as these practices are directly related to the formation of the reader student. For this, the light of Bakhtin theoretical framework and through an ethnographic research, data were collected in two stages. The first was the literature to guide the observations of the researcher and provide theoretical elements for data analysis. The second stage was characterized by the collection and generation of data through observations, interviews and document analysis in order to find more detailed and subjective information about the activities practiced in teaching reading and understand these activities in the context of the educational institution and practices of teachers using the material Read and Write Program. Data were collected at a state school in the city of Marilia/ SP, with three teachers of the classes of the first year to third year of elementary school in the months of May to September 2015. Data were transcribed and analyzed based on five themes: The acts of reading in the classroom: between ideas and actions, Discursive Genres in the classroom, The records in a way already overcome written in the current context of the classroom, Voice transmission or vocalization stories and Tasks and reading assessments in the classroom. The analysis shows that between concepts of reading available in the classroom, the prevailing teaching of the acts of reading done by the teachers is reading conception linked to phonological area. The material of Read and Write, even to defend the teaching of reading as an attribution of meaning, also makes proposals that value the sound value of words. Under these conditions, the proposals related to phonological area are used by teachers. In the other, the teachers adapt activities according to their beliefs and conceptions. Overall, we conclude that the teaching practices when involving the use of Read and Write, did not follow the ideas defended in this material, but the teacher’s. / CNPq: 131036/2015-7

Este estudo tem como objetivo investigar os fatores que levam nove jovens e adultos a iniciarem seus estudos formalmente ou a reiniciarem estes estudos. Tomando como referências teórico-metodológicas Bakhtin, Dias e Ginzburg, entre outros autores, buscamos compreender as histórias de vida dos sujeitos pesquisados, ou seja, ouvir suas vozes, para além de uma ótica imposta pelo discurso oficial, que considera o analfabetismo como um &#8220;mal a ser cortado pela raiz&#8221;. Discutimos os conceitos de alfabetização e letramento, relevantes para a pesquisa, respaldadas em Soares, Kleiman e Goulart, principalmente. É realizado um estudo de caráter qualitativo, em que utilizamos o paradigma indiciário como referência para a constituição de dados. O material empírico foi colhido por meio de conversas, questionários e de falas/narrativas produzidas em situação de grupo focal. Os significados da alfabetização/escolarização foram categorizados a partir de um diálogo com Melo, buscando uma escuta inclusiva das prioridades apontadas pelos alfabetizandos. Os componentes do letramento, discutidos com base em Tolchinsky, revelaram a necessidade dos alfabetizandos de um processo de alfabetização que leve em conta a realidade em que vivem e suas demandas por práticas sociais diversas de leitura e de escrita. / This essay has an objective to investigate the reasons why nine young guys and adults formally started their studies or just restarted it. Taking as a theoreticalmethodological references Bakhtin, Dias and Ginzburg, among other authors, searching for the comprehension of these guys life histories, better saying, to listen to their voices, to beyond of a point-of-view demanded by the official speech, which considers the illiteracy as something bad that should be cut in the beginning. We discuss the literacy concepts, besides the way to learn to read and write, that matters for the research, based mainly on Soares, Kleiman and Goulart. The study is carried out in a qualitative character: the empirical material was collected by the conversations,questionnaires, speech/narrative produced in situation of a focal group. The meaning of the literacy/educational background were categorized from a dialogue with Melo, searching for a inclusive listening of the priorities pointed out by the formal primary learners. The literacy components argued into Tolchinsky bases, showed us the necessities of the primary learners in the literacy process which considers the reality in which they live and also their requests for the several social practices from reading and writing matters.

The work deals with the analysis of truth and lie in the J. Becker´s piece of work. The theoretical part, which confronts the factual events with the authenticity of the piece of work, anticipates this analysis. The literary part stands for another inevitable condition for studying the truth and lie. The ``practical part{\crq}q or the reading is thoroughly dedicated to the study of the piece {--}both from the point of view of persons living in the ghetto in Warshaw and from the point of view of the main character, Jakob Heym, which leads to the analysis of truth and lie and to meeting the requirements for my graduation thesis. All my work is concluded by a dialogue with a priest who comes from the Silesian-Polish borderline. Because of the fact that he is also engaged into this problematic I am interested in his opinion about truth and lie in ghetto {--} not only as a Pole, but as a priest as well.