Reading literature is a fundamental element in school work. This study focuses on the problem of pupils’ declining interest in reading literature and their deteriorating reading comprehension. The study seeks the reasons for this change by examining the learning goals of assignments constructed for the teaching of literature in upper secondary school. The assignment culture is studied on the basis of the learning goal viewed from two perspectives: teaching writing and teaching literature. To reveal the assignment culture, the study uses Ivanic’s (2004) discourses of learning to write and Rosenblatt’s (2006) concept of reading stances. The link between the perspectives of teaching writing and teaching literature is also emphasized in the aim of Gy2011, the curriculum for Swedish in upper secondary school, which describes the core of the subject as consisting of Swedish language and literature. From the findings of the study and the analysis one can discern the following associations: (1) the reading stance and the discourses of learning to write are affected by the content of Swedish as a school subject; (2) the occurrence of different discourses of learning to write affects the reading stance. These associations underline the importance of the teacher’s assignment constructions and their effect on how the pupil reads and assimilates literature.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-23T12:17:39Z No. of bitstreams: 1 Anderson Luiz Araujo.pdf: 2342725 bytes, checksum: e67a4751ead27bc22a3717b50bef2866 (MD5) / Made available in DSpace on 2017-05-23T12:17:39Z (GMT). No. of bitstreams: 1 Anderson Luiz Araujo.pdf: 2342725 bytes, checksum: e67a4751ead27bc22a3717b50bef2866 (MD5) Previous issue date: 2017-04-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Work intends to investigate and analyze the difficulties in reading and writing of a group of concluding students of a pedagogy course in the matutinal period of a private institution in the district of São Paulo, by means of their narratives presented in the form of a written production exercise. Besides the students, the university professors were heard about their impressions of the students’ difficulties with reading and writing. Were used as Theoretical contributions Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. The data collection included: a) written production exercise application for a group of 25 fifth semester students of a pedagogy course, with an instrument composed of two parts: in the first one, a questionnaire, whose questions were aimed at tracing the students’ social-cultural-economic profile and, in the second part, a textual production paper about their experience in the higher education, explaining the main difficulties related to writing and reading, how have overcome them, what the university and the professors have made in order to help them, and a text interpretation; b) Questionnaire applied to four course professors (3 women and 1 men) about such difficulties. The data was organized in summary information tables. The obtained results suggest that the students, subjects of this research, conclude the course with a low level of reading and writing. This problem occurs on account of several factors, including: the socio-economic-cultural profile; failure and gaps in basic education related to literacy; social programs and the expansion of the vacancies in high education permitting the access of new students, whose capital cultural level is incompatible with the demands of an academic course; furthermore, the lack of preparation on the university and the professors to deal with the difficulties brought by these students related to the use of Portuguese language / Esse trabalho pretendeu investigar e analisar as dificuldades em leitura e escrita de um grupo de alunas concluintes de um curso de Pedagogia no período matutino de uma instituição privada do município de São Paulo, por meio de suas narrativas apresentadas na forma de um exercício de produção escrita. Além das alunas foram ouvidos os professores universitários a respeito de suas impressões sobre as dificuldades das alunas com a leitura e a escrita. Foram utilizados como aportes teóricos Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. A coleta de dados incluiu: a) aplicação de um exercício de produção escrita para uma turma de 25 alunas de quinto semestre de um Curso de Pedagogia, com instrumento composto de duas partes: na primeira parte, um questionário, cujas questões tiveram por objetivo traçar o perfil socioeconômico-cultural das alunas e, na segunda parte, um trabalho de produção de texto sobre sua experiência no ensino superior, explicitando as principais dificuldades em relação à leitura e à escrita, como fez para superá-las, o que a universidade e os professores fizeram para ajudá-las, além de um exercício de leitura e interpretação de texto; b) Questionário aplicado a três professoras e um professor do Curso sobre tais dificuldades. Os dados foram organizados em quadros-síntese de informações. Os resultados obtidos sugerem que as alunas, sujeitos desta pesquisa, concluem o curso com um baixo nível de domínio de leitura e escrita. Esse problema acontece pela somatória de vários fatores, que incluem: o perfil socioeconômico-cultural; falhas e lacunas na educação básica em relação à alfabetização; programas sociais e ampliação da oferta de vagas no ensino superior permitindo o acesso de um novo público com um nível de capital cultural incompatível com as demandas de um curso universitário; além do despreparo da Universidade e dos professores para lidar com as dificuldades trazidas por esse público em relação ao uso da Língua Portuguesa

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By combining qualitative and quantitative methods, this study investigates which writing tasks Swedish as a second language teachers use in their teaching of the different school-related text types, how they justify their choices and adaptations of the writing task, and whether any connections can be seen to the national tests in Swedish as a second language writing tasks. The material used is survey responses and previous national tests whose results are then analysed through theories, such as genre pedagogy and Ivanic writing discourses to answer these questions. Previous research shows how factors such as writing task design and real readers can contribute to writing development in students. Previous research also shows how to work with text types in a language development way and how writing instruction is influenced by teachers' writing discourses. This paper shows from the survey responses that a trend among writing tasks in the different text types can be seen and how 8 out of 10 can be linked to previous national tests in Swedish as a second language. The results show that the teachers' reasons for their choice of writing tasks could be linked to previous national tests, to their suitability in writing the text type and the teacher's writing discourse. The teachers' adaptations of the writing tasks have been more about their way of working than the design of the writing task, but adaptations such as simplified language and adapted language have been mentioned. These results are important because they indicate how established genre pedagogy and its circular model have become in Swedish as a second language teaching and how much influence the national test in Swedish as a second language has on the teachers' choice of writing tasks in the different text types.