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The Saddlebag of Stories is a strategy of the mediation of literary reading created by the Axis of Literature and Training of the Reader of the MAIS PAIC Program, an initiative of the Secretary of Education of the State of Ceará aimed at teachers and students from the 3rd to the 5th year of the initial years of elementary school. The Saddlebag of Stories is made up of reading journeys out loud performed by the teacher, from previously selected literary works. It is a systematic activity, held weekly at educational institutions, with a minimum duration of thirty minutes. Each Saddlebag session is divided into two inseparable moments: the oral sharing of the text and the realization of a circle of culture from the shared narrative. The objective of this work is to present the four pillars that underlie the practice of the Saddlebag of Stories, as well as a suggestion of its realization from the book, “Jaci, a filha da lua” (MORENA, 2015) which belongs to the collection of the PAIC Prose and Poetry Collection. For the construction of this article, it was used as methodological procedures the qualitative approach and the contributions of Jauss (1979), referring to reception aesthetics. Authors such as Freire (2004), Zilberman (2009), Machado (2015), Yunes (2002) and Lajolo (1993) theoretically illuminate this work, in addition to the institutional publications of the aforementioned program. The results reveal that the Saddlebag of Stories has made a significant contribution to the contact of the participants with the literary text, favoring dialogues based on shared readings and enriching aspects of enjoyment of the works. In this way, it presents itself as a strong contribution to the formation of literary readers in the State of Ceará. La Alforja de Cuentos es una estrategia de mediación de lectura literaria creada por el Eje de Literatura y Formación de Lectores del Programa MAIS PAIC, una iniciativa de la Secretaría de Educación del Estado de Ceará dirigida a profesores y estudiantes del 3º al 5º año de los años iniciales de educación fundamental. Consiste en jornadas de lectura en voz alta realizadas por el profesor, a partir de obras literarias previamente seleccionadas. Es una actividad sistemática, realizada semanalmente en las instituciones educativas, con una duración mínima de treinta minutos. Cada sesión de la Alforja se divide en dos momentos inseparables: la puesta en común oral del texto y la realización de un círculo de cultura a partir de la narrativa compartida. El objetivo de este trabajo es presentar los cuatro pilares que sustentan la práctica de la Alforja de Cuentos, así como una sugerencia de su realización a partir del libro, “Jaci, a filha da lua” (MORENA, 2015) que pertenece a la colección de la Colección PAIC Prosa y Poesía. Para la construcción de este artículo se utilizó como procedimientos metodológicos el enfoque cualitativo y los aportes de Jauss (1979), referentes a la estética de la recepción. Autores como Freire (2004), Zilberman (2009), Machado (2015), Yunes (2002) y Lajolo (1993) iluminan teóricamente este trabajo, además de las publicaciones institucionales del citado programa. Los resultados revelan que la Alforja de Cuentos ha contribuido significativamente al contacto de los participantes con el texto literario, favoreciendo diálogos a partir de lecturas compartidas y aspectos enriquecedores del disfrute de las obras. De esta manera, se presenta como una fuerte contribución a la formación de lectores literarios en el Estado de Ceará. O Alforje de Histórias é uma estratégia de mediação da leitura literária criada pelo Eixo de Literatura e Formação do Leitor do Programa MAIS PAIC, uma iniciativa da Secretaria de Educação do Estado do Ceará destinada a professores e alunos do 3º ao 5º ano dos anos iniciais do ensino fundamental. É constituído por jornadas de leitura em voz alta realizadas pelo professor, a partir de obras literárias previamente selecionadas. Trata-se de uma atividade sistematizada, realizada semanalmente nas instituições de ensino, com duração mínima de trinta minutos. Cada sessão do Alforje é dividida em dois momentos indissociáveis: a partilha oral do texto e a realização de um círculo de cultura a partir da narrativa partilhada. O objetivo deste trabalho é apresentar os quatros pilares que fundamentam a prática do Alforje de Histórias, bem como uma sugestão de sua realização a partir do livro, “Jaci, a filha da lua” (MORENA, 2015) que pertence ao acervo da Coleção PAIC Prosa e Poesia. Para a construção deste artigo, empregaram-se como procedimentos metodológicos a abordagem qualitativa e as contribuições de Jauss (1979), referentes à estética da recepção. Autores como Freire (2004), Zilberman (2009), Machado (2015), Yunes (2002) e Lajolo (1993) iluminam teoricamente este trabalho, além das publicações institucionais do referido programa. Os resultados revelam que o Alforje de Histórias tem apresentado significativa contribuição para o contato dos participantes com o texto literário, favorecendo diálogos a partir das leituras partilhadas e enriquecendo aspectos de fruição das obras. Dessa forma, apresenta-se como forte contributo para a formação de leitores literários no Estado do Ceará.

Aparentemente, as inovações tecnológicas têm contribuído para distanciar os alunos dos livros literários e, consequentemente, do hábito de ler e conforme se evidencia nos livros de registros de locação de bibliotecas consultadas de duas Escolas dos Anos Iniciais do Ensino Fundamental do município de Inhumas, Goiás. Observa-se que alunos de quinto ano são os que apresentam menor número de locações. Essas práticas tendem a se ressaltar nos anos subsequentes, o que pode contribuir para formar alunos dos Anos Finais do Ensino Fundamental desestimulados no concernente à leitura, sendo esta um referencial importante para o desempenho acadêmico. Considerando essa perspectiva, o presente projeto tem como objetivo contribuir para a constituição de leitores literários envolvidos e comprometidos com a prática de leitura na escola. A pesquisa tem sua fundamentação teórica baseada em estudos de Todorov (2009), Coelho (2000), Cosson (2012, 2014 e 2019), Zilberman (1988), Colomer (2003 e 2007), Cademartori (1986, 2009 e 2012), Candido (1995), Andruetto (2017), dentre outros. A metodologia de trabalho inclui a formação de um grupo de referência leitora para disseminar práticas de leitura em uma escola parceira. A investigação tem como público-alvo um grupo de alunos de quinto ano do Ensino Fundamental de uma escola referência, que compõem um “Grupo de Leitores Literários”, e um grupo de alunos de quinto ano dos turnos matutino e vespertino, de uma escola parceira, ambas na cidade de Inhumas, Goiás, que compõem o “Grupo de Desenvolvimento da Leitura”. A proposta é uma experiência de prática de trabalho com obras literárias e foi efetivada por meio de um Projeto de Leitura Literária. Esse projeto tem como foco atividades que possam contribuir para o processo de formação de leitores literários e culminou no produto educacional, um vídeo documentário intitulado “Projeto de Leitura Literária: Entre Idas e Vindas, um Ato de Prazer”, desenvolvido durante o Mestrado Profissional em Ensino na Educação Básica do Programa de Pós-Graduação Stricto Sensu do CEPAE/UFG. O produto está disponível no link: https://youtu.be/Eu-jhvB6sJI. Innovations in technology have seemingly contributed to keep students away from literary books and, as a consequence, from the reading habit and as one may verify in library record books which have been examined in two first-stage schools of elementary education (Ensino Fundamental) in the city of Inhumas, Goiás. It has been found that fifth-grade students are the ones who have borrowed the fewest books. Such a circumstance tends to get worse in subsequent grades, a fact which may increase the number of students in the late grades of primary education who feel discouraged concerning reading, even though it is an important criterion for good academic performance. This project takes that perspective into consideration and aims to help develop literary readers who are attracted and committed to the practice of reading in the school. The research has been theoretically based on the studies of Todorov (2009), Coelho (2000), Cosson (2012, 2014 and 2019), Zilberman (1988), Colomer (2003 and 2007), Cademartori (1986, 2009, 2012), Candido (1995), Andruetto (2017), among others. The methodology includes the creation of a reference readers group in order to promote reading practices in an associate school. The inquiry has targetted a group of fifth graders of a reference school who integrate a "Literary Readers Group", and a group of fifth graders who study either in the morning or in the afternoon at an associate school in Inhumas and constitute the "Reading Development Group". The proposition is a practical experiment with literary books that has been carried out by a literary reading project. It focuses on a set of activities which enhance the process of literary readers practice and culminated in the educational product, a documentary video called Projeto de Leitura Literária: Entre Idas e Vindas, um Ato de Prazer (Literary Reading Project: Between Comings and Goings, an Act of Pleasure), developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG. The product is available at the link: https://youtu.be/Eu-jhvB6sJI.

Background The digitalisation of literature is proliferating, and the increasing spread of digital reading devices and the availability of digital texts is likely to make books on screen a lasting phenomenon, but little attention has been paid to the consequences of digitalisation for the experience of narrative fiction. While on the one hand, reading literature on a digital reading device might trigger a superficial processing of the text, and problems regarding orientation within the narrative, the awareness of reading a literary text might, on the other hand, lead to more in‐depth and complex processing, independent of reading medium. This study examines whether the reading performance and the emotional and cognitive experiences of the reception of a literary text vary between reading a printed book or an e‐reader. Methods Using a between‐subjects experimental design, 207 participants read the beginning of a novel either in a printed book or on an e‐reader. They then completed a reading comprehension test and questionnaires about their cognitive and emotional experiences. Results Overall, the results do not suggest the clear superiority of either of the two reading media. Neither reading speed nor reading comprehension differed significantly between the two groups. Even though a broad range of reading experiences was measured, neither cognitive nor emotional reading experiences differed significantly between the groups. Conclusion An e‐reader does not affect either reading performance or cognitive and emotional experience of reading a narrative text, compared with a printed book., Highlights What is already known about this topic Different reading media have different affordances.In general, reading comprehension of narrative texts does not differ between digital and paper reading.There is almost no empirical research into the effect of digital reading devices on reading dimensions other than comprehension. What this paper adds Extensive research into the emotional and cognitive reading dimensions of different reading media when reading a complex literary text.There are no differences between an e‐reader and a printed book in subjective emotional and cognitive reading experiences during reading.The objective reading performance (reading comprehension and reading speed) depends very little on the reading medium. Implications for theory, policy or practice E‐readers do not differ in most reading dimensions from the printed book when reading a narrative text.Neither the printed book nor the e‐reader is superior to the other one when reading a narrative text.E‐readers are better than their reputation.

RESUMO Com base na noção de currículo como uma arena de embates discursivos, este artigo tem por objetivo principal analisar de que modo a Base Nacional Comum Curricular (BNCC) de Língua Portuguesa e Literaturas compreende os conceitos de fruição e de leitor-fruidor. Com efeito, é nossa intenção compreender como a ideia de leitura literária é proposta por esse documento oficial curricular. Para tanto, as habilidades e conteúdos indicados pela Base Nacional Comum Curricular foram analisados a partir de uma perspectiva metodológica interpretativista e sob a perspectiva dialógica de análise do discurso desenvolvida pelo Círculo de Bakhtin. ABSTRACT Based on the notion of curriculum as an arena of discursive clashes, this paper aims at verifying how the Base Nacional Comum Curricular (BNCC) [Common Core] for Portuguese Language and Literature understands the concepts of fruition and reader-in-fruition. Indeed, it is our intention to understand the very idea of literary reading proposed by this official curriculum document. For this purpose, the skills and contents indicated by BNCC were analyzed from an interpretive research methodology view and under the dialogic perspective for discourse analysis developed by the Bakhtin Circle.

En este artículo se analiza el papel de Virginia Woolf como lectora, a través de sus reflexiones sobre la lectura, registradas en novelas, artículos, ensayos y el diario personal. Esta revisión revela que sus lecturas se desplazan entre el pasado y el presente de su tradición literaria, en presencia del tiempo contemporáneo. Está documentada con su ejercicio de escritura de ensayos, reseñas o artículos que surgen al combinar precisión, riqueza bibliográfica, claridad argumentativa y familiaridad con el propósito de afirmarse como guía de futuros lectores. Estos desplazamientos corresponden a un ejercicio intelectual de resistencia en el que Woolf describe la importancia de las bibliotecas como un lugar donde se deben romper las tradiciones que refuerzan los privilegios y las exclusiones. Para el desarrollo de esta indagación se empieza con una selección de ensayos y artículos que contienen anotaciones sobre el oficio de leer. Las referencias de Woolf sobre el poder de las bibliotecas y los lectores son consideradas en novelas como “las olas” y “Entre actos”, en anotaciones del “Diario” y el “Diario de una escritora”, al igual que en libros como Un Cuarto Propio, Tres guineas y una carta a un joven poeta., In this article, the role of Virginia Woolf as a reader is analyzed through her reflections about reading which are registered in her novels, articles, essays, and her personal diary. This revision reveals that her readings move between the past and the present of her literary tradition in the presence of the contemporary time. It is documented with her exercise of writing in essays, reviews or articles, which emerge of combining accuracy, bibliographic vibrancy, argumentative clarity and familiarity, with the purpose of endorsing herself as a guide for future readers. These displacements correspond to an intellectual exercise of resistance in which Woolf describes the importance of libraries as a place where the traditions that reinforce privileges and exclusions must be broken. For the development of this revision it starts by a selection of essays and articles that have notes about the job of reading. Woof’s references about the power of libraries and readers are considered in novels such as “The waves” and “Between the acts” in notes from the “The diary” and “The diary of a writer”, at the same time, in books of essays such as “A room of one’s own”, “three guineas” and “A letter to a young poet”., Facultad de Periodismo y Comunicación Social

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2022-05-03T14:38:09Z No. of bitstreams: 2 AnaP_Rosa2022.pdf: 4071353 bytes, checksum: 04c23817e9c321f51159e36849902ee7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2022-05-03T14:38:09Z (GMT). No. of bitstreams: 2 AnaP_Rosa2022.pdf: 4071353 bytes, checksum: 04c23817e9c321f51159e36849902ee7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-03-29 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES In March 2020, the World Health Organization declared that the world was facing a pandemic caused by the new coronavirus, SARS-CoV2. This event had profound impacts on all dimensions of collective life and was no different in the field of reading, which came to be valued as a means of providing relief, assistance and reflections so that readers could understand the moment they were experiencing. There were several stimuli for reading, observed on the websites of publishers, newspapers, professional associations, universities and virtual communities, especially booktubers, accompanied by the growth in the search for virtual reading groups and books. Based on this finding, the objective of this dissertation is to follow the increase in shared readings amid the Covid-19 pandemic in interactive internet media, in order to understand reading practices in this context. The data were obtained through a survey of online newspapers, lives and videos broadcast by YouTube which, after being systematized, were analyzed. We focus the study on channels that direct and indicate readings, proposing times of shared reading in virtual spaces and in real time, as well as conversations about the importance of reading and books, especially in the current context. We argue that virtual readers have come to value and re-signify literary reading, have formed interpretive communities by the perception that they share the same reading interests and, therefore, are linked to the same group of belonging. Em março de 2020, a Organização Mundial da Saúde declarou que o mundo enfrentava uma pandemia causada pelo novo coronavírus, SARS-CoV2. Esse acontecimento teve profundos impactos em todas as dimensões da vida coletiva e não foi diferente no domínio da leitura, que passou a ser valorizada como um meio de proporcionar alívio, auxílio e reflexões para que os leitores compreendessem o momento vivido. Houve diversos estímulos para a leitura, observados em sites de editoras, jornais, associações profissionais, universidades e comunidades virtuais, sobretudo de booktubers, acompanhados pelo crescimento da busca de grupos de leitura virtuais e livros. A partir dessa constatação, o objetivo desta dissertação é acompanhar o aumento das leituras partilhadas em meio à pandemia da Covid-19 nos meios de comunicação interativos da internet, de modo compreender as práticas de leitura nesse contexto. Os dados foram obtidos por meio de levantamento de jornais on-line, de lives e vídeos veiculadas pelo YouTube que, depois de sistematizados, foram analisados. Focamos o estudo em canais que direcionam e indicam leituras, propondo tempos de leitura compartilhada em espaços virtuais e em tempo real, assim como conversas sobre a importância da leitura e dos livros, sobretudo no atual contexto. Argumentamos que os leitores virtuais passaram a valorizar e a ressignificar a leitura literária, formaram comunidades interpretativas pela percepção de que compartilham os mesmos interesses de leitura e, por isso, ligados a um mesmo grupo de pertencimento.

Antonio Candido, no texto O direito à literatura, defende que a leitura do texto literário promove uma experiência humanizadora à medida que o indivíduo tende a se tornar mais empático diante das mais diferentes realidades. A Base Nacional Comum Curricular (BNCC) é homologada em 2017, oferecendo aos professores da educação básica orientações que dialogam com o posicionamento de Candido. Todavia, entra em contradição em suas diretrizes, se distanciando da compreensão do texto literário enquanto material estético. Assim, este artigo promove uma discussão sobre a especificidade do texto e da leitura literária que auxilie o professor na sua prática de sala de aula e ainda reflete sobre as perspectivas e desafios presentes na BNCC no que se refere ao ensino da leitura literária como forma de promover aulas de literatura mais emancipadoras. Antonio Candido, in the text The right to literature, argues that literary text reading promotes a humanizing experience as the individual tends to become more empathetic in the face of the most different realities. The Common National Curriculum Base (BNCC) was approved in 2017, providing teachers guidelines that dialogue with Candido´s positioning. However, it contradicts its guidelines, distancing itself from the understanding of the literary text as aesthetic material. Therefore, this work promotes a discussion on the specificity of text and literary reading that helps the teacher in his/her classroom practice and also reflects on the perspectives and challenges present at BNCC with regard to the teaching of literary reading as a way to promote more emancipatory literature classes.

El trabajo de investigación “Diseño de un ambiente de aprendizaje que promueva experiencia estética literaria en estudiantes de noveno grado, en aulas de inclusión con limitación visual” propone referentes teóricos que favorezcan la comprensión de los elementos que constituyen la experiencia estética literaria, y que, a su vez, permitan explicar la educación para todos. De igual forma, propone el diseño de actividades y criterios de valoración que promuevan experiencia estética literaria y actitudes solidarias. Este trabajo se desarrolló en dos momentos metodológicos, el primero, corresponde al análisis del contexto, bajo la metodología de análisis de contenido basado en las teorías de Berelson (1952) y Krippendorf (1980). El segundo momento se desarrolló bajo la investigación de diseño de Molina, M; Castro, E; Molina, J.L y Castro, E. (2011). Asimismo, los resultados consolidaron una propuesta didáctica utilizando el lenguaje cinematográfico, la literatura y el teatro. Finalmente, es posible proponer un diseño didáctico donde se articule el desarrollo de la experiencia estética literaria con criterios de accesibilidad y afectividad. The research work "Design of a learning environment that promotes literary aesthetic experience in ninth grade students, in classrooms of inclusion with visual limitation" proposes theoretical references that favor the understanding of the elements that constitute the literary aesthetic experience, and that, at the same time, allow explaining education for all. Likewise, it proposes the design of activities and evaluation criteria that promote literary aesthetic experience and attitudes of solidarity. This work was developed in two methodological moments, the first corresponds to the analysis of the context, under the methodology of content analysis based on the theories of Berelson (1952) and Krippendorf (1980). The second moment was developed under the research design of Molina, M; Castro, E; Molina, J.L and Castro, E. (2011). Likewise, the results consolidated a didactic proposal using cinematographic language, literature and theater. Finally, it is possible to propose a didactic design that articulates the development of the literary aesthetic experience with criteria of accessibility and affectivity.

Na sociedade atual, a promocao da leitura constitui um imperativo, tendo em conta os seus beneficios para a formacao dos individuos e para o sucesso escolar, pelo que deve mobilizar a escola no sentido de renovar o ensino e a aprendizagem da leitura, especialmente da leitura literaria, a mais deficitaria. Esta necessidade e especialmente relevante no ensino secundario, considerando que os habitos de leitura decrescem a medida que os jovens avancam na idade. No nosso estudo, procuramos colmatar a situacao de carencia de habitos de leitura numa turma de 10.o ano de Literatura Portuguesa, atraves da aplicacao de um projeto de investigacao-acao, de acordo com a metodologia de projeto. O projeto de leitura em causa foi desenhado segundo principios inerentes a modalidades de fomento da competencia leitora comummente designadas por oficinas de leitura, clubes ou circulos de leitura, clubes do livro, clubes virtuais de leitura ou comunidades de leitores, e aplicado durante o ano letivo de 2017-2018. Palavras-chave: Ensino secundario; Leitura literaria; Metodologia de projeto; Projeto de leitura

A noção de competência intercultural conheceu um grande desenvolvimento nos últimos anos, sendo muitos os modelos teóricos que nela assentam, provindos maioritariamente da área dos estudos sociais. Os objetivos práticos desta profusão são educacionais, por um lado, na medida em que apostam no desenvolvimento individual, em particular no desenvolvimento da consciência crítica intercultural dum indivíduo e, por outro, sociais, dado que pretendem assegurar a produtividade das empresas em equipas multiculturais ou promover a paz através da tolerância ao diferente e de competências de mediação. Pouca atenção tem sido dada às virtualidades da literatura para a consecução destes objetivos. A minha comunicação incide na leitura literária e na hermenêutica da alteridade enquanto promotoras de competências interculturais na linha do que propõem Martha Nussbaum e Lothar Bredella. It is taken for granted that intercultural communication is relevant for mutual understanding and even for promotion of peace in an ever-globalizing society, making intercultural competence an extremely important skill. Conceptualizations and terminologies of intercultural communication competence are highly diverse in their disciplines. There are many bases upon which theories and models are defined, but there are some interrelated characteristics regarding cultural competence which attempt to account for openness, empathy, adjustment, or adaptation. Many models, methodologies and practical propositions have been designed, mainly from social sciences and education areas, but the great majority ignore the virtualities of literary understanding to promote these capacities. This chapter should be viewed as an attempt to demonstrate that literature provides us with the narrative structures that are a primary tool of ethical life. We based our thought in the previous work of Iser, Bredella, Todorov, Hartman and Nussbaum. info:eu-repo/semantics/acceptedVersion

This chapter sketches out some of the main trends in emotion research in cognitive science and how they have shaped the field of cognitive literary studies. I start by identifying a historical shift from so-called appraisal to embodied models of emotion in cognitive science. The latter approach has had a significant influence on humanities scholarship investigating the role of emotions in literary experience, as I show by examining a number of representative contributions. This discussion also brings into view some of the gaps in current approaches to emotion in cognitive literary studies. In the final part of the chapter I draw on research in the area of “enactive cognition” to address those gaps. I argue that enactivism can help develop a comprehensive account of how emotions are mobilized and, potentially, reconfigured by literary engagements.

Recent progress in machine-learning-based distributed semantic models (DSMs) offers new ways to simulate the apperceptive mass (AM; Kintsch, 1980) of reader groups or individual readers and to predict their performance in reading-related tasks. The AM integrates the mental lexicon with world knowledge, as for example, acquired via reading books. Following pioneering work by Denhière and Lemaire (2004), here, we computed DSMs based on a representative corpus of German children and youth literature (Jacobs et al., 2020) as null models of the part of the AM that represents distributional semantic input, for readers of different reading ages (grades 1–2, 3–4, and 5–6). After a series of DSM quality tests, we evaluated the performance of these models quantitatively in various tasks to simulate the different reader groups' hypothetical semantic and syntactic skills. In a final study, we compared the models' performance with that of human adult and children readers in two rating tasks. Overall, the results show that with increasing reading age performance in practically all tasks becomes better. The approach taken in these studies reveals the limits of DSMs for simulating human AM and their potential for applications in scientific studies of literature, research in education, or developmental science.

In several French-speaking countries, teenagers being asked to read complete heritage literary work in school has been the norm over the last few decades. Among those works, 19th century novels in particular have been recommended for the last years of secondary school, in France and francophone Belgium alike. This requirement guarantees a shared and intergenerational culture, it is a rare occasion for future university students to exercise their reading skills at a high level and it provides resources on which to base their personal growth. However, 19th century novels make for a long and difficult read. In this thesis, we will show that for reasons linked to the history of the teaching of French, the reading of complete works is very rarely accompanied and supported by the teachers in the last years of compulsory education. It is left entirely to the responsibility of the students, and is later used in class. The question has therefore arisen of what help could be given to the students challenged by this injunction to read. We focused on the theories of motivation and the theories of literary reading. Thus, we set up an approach which opposes the contextualisation of the work based on its historical reception (Jauss) and its actualisation (Citton). Several steps were necessary to ensure the relevance of our hypotheses. This thesis reports four teacher's implementation of sequences meant to accompany the reading of a 19th century novel. The collected data enables us to both document the analysis of the teaching practice in the situation of adapting an innovative device and to evaluate the relevance of this device for the students., La lecture intégrale des œuvres patrimoniales s’est imposée aux adolescents scolarisés depuis quelques décennies dans plusieurs pays francophones. Parmi ces œuvres, les romans du 19e siècle, en particulier, sont recommandés dans les programmes des dernières années du secondaire, tant en France qu’en Belgique francophone. Cette prescription est le gage d’une culture partagée et intergénérationnelle, elle est une occasion rare pour les futurs étudiants d’exercer leurs compétences lectorales à un niveau élevé et elle offre des ressources sur lesquels appuyer leur développement personnel. Cependant, la lecture des romans du 19e siècle est longue et difficile. Dans cette thèse, nous montrons que, pour des raisons liées à l’histoire de l’enseignement du français, la lecture d’œuvres intégrales est très rarement accompagnée et soutenue par les professeurs dans les dernières années de l’enseignement obligatoire. Elle est laissée à l’entière responsabilité des élèves, et elle est exploitée ensuite en classe. Nous nous sommes dès lors demandé quelle aide pouvait être apportée aux élèves que l’injonction de lire met en difficulté. Nous nous sommes intéressée aux théories de la motivation et aux théories de la lecture littéraire. Nous avons ainsi construit une démarche qui met en tension la contextualisation de l’œuvre fondée sur sa réception historique (Jauss) et son actualisation (Citton). Plusieurs étapes ont été nécessaires pour vérifier la pertinence de nos hypothèses. Cette thèse rend compte de la réalisation par quatre professeures de séquences destinées à accompagner la lecture d’un roman du 19e siècle. Les données recueillies permettent à la fois de documenter l’analyse de la pratique enseignante dans une situation d’adaptation d’un dispositif innovant, et d’évaluer la pertinence de ce dispositif auprès des élèves.

Dissertação desenvolvida durante o Mestrado Profissional em Ensino na Educação Básica do Programa de Pós-Graduação Stricto Sensu do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) da Universidade Federal de Goiás (UFG), entre os anos de 2019 e 2021. O principal objetivo desta pesquisa foi incentivar a leitura de clássicos da literatura com os alunos do 5º ano, por meio de atividades envolvendo alunos e profissionais atuantes na biblioteca e na sala de aula. A fundamentação teórica são estudos de: Bloom (2001), Calvino (1993), Campello (2002), Candido (2004), Colomer (2017), Faguet (2011), Freire (1989), Machado (2002), Zilberman (2003), entre outros. Trata-se de uma pesquisa de cunho quantitativo e qualitativo, desenvolvida no Cepae-UFG. Devido ao contexto pandêmico da Covid-19, a pesquisa de campo foi realizada através de ensino remoto, a partir da leitura de narrativas de Machado de Assis e de discussões mediadas, que puderam ser estendidas a mais estudantes, em razão do uso de plataformas digitais. Os resultados indicam que é possível realizar ações de incentivo à leitura literária, objetivando a formação do leitor, e que elas podem se tornar ainda mais produtivas, quando há parceria entre bibliotecários e professores. O Produto Educacional é um “Biblio-carro-literário”, uma proposta de biblioteca ambulante, na perspectiva de favorecer atividades de promoção e a valorização da leitura literária. Dissertation developed during the Professional Masters in Teaching in Basic Education of the Postgraduate Program Stricto Sensu of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), between 2019 and 2021. The main. The objective of this research was to identify possibilities to encourage reading classics in literature, through activities involving students from the 5th year of Elementary School and professionals working in the library and in the classroom. The theoretical foundations are studies by: Bloom (2001), Calvino (1993), Campello (2002), Candido (2004), Colomer (2017), Faguet (2011), Freire (1989), Machado (2002), Zilberman (2003), between others. This is a quantitative and qualitative research, developed at Cepae-UFG. Due to the pandemic context of Covid-19, the field research was carried out through remote teaching, based on the reading of narratives by Machado de Assis and mediated discussions, which could be extended to more students, due to the use of digital platforms. The results indicate that it is possible to carry out actions to encourage literary reading, aiming at educating the reader, and that they can become even more productive when there is a partnership between librarians and teachers. The Educational Product is a “Literary Biblio-car”, a proposal for a traveling library, with a view to favoring activities to promote and value literary reading.

La investigación titulada Lectura literaria y experiencia estética en tiempos de crisis. Una propuesta desde el taller pedagógico tuvo como objetivo general Fomentar la práctica de lectura literaria de los estudiantes de grado undécimo del Colegio Mixto Ciudadanos del Futuro, en el marco de un contexto de crisis social, a partir del desarrollo de una propuesta didáctica que se sustente en la experiencia estética y la competencia literaria. Para tal fin se realizó la revisión sistemática de la literatura sobre el tema, lo que permitió configurar el marco teórico y fundamentar la propuesta investigativa. Así, autores como Colomer (1991, 1995, 2005, 2010), Larrosa (2011), Lomas (1999), Petit (2008), Rosenblatt (1996, 2002) constituyen referentes cruciales en este proceso. La metodología de la investigación presenta un enfoque cualitativo, un paradigma interpretativo y un diseño de Investigación Acción Participante. Como resultado del ejercicio se diseñó e implementó un taller literario en torno a la lectura de la obra Ensayo sobre la ceguera (1995) del escritor José Saramago, que promovió el desarrollo habilidades cognitivas, lingüísticas, literarias y la expresión de la experiencia estético-literaria en la formación de la competencia lectora de los adolescentes. En conclusión, como principales hallazgos, se evidenció que los estudiantes construyeron sentidos alrededor de la lectura de la obra literaria, apropiaron estrategias de lectura y lenguajes estéticos y literarios para la creación expresión de la experiencia literaria, establecieron nexos entre la ficción literaria y la realidad a partir de sus experiencias particulares en los tiempos de crisis, ampliaron la comprensión de su contexto social y cultural, construyeron nuevos pensamientos y significados en torno a la pandemia y la cuarentena a partir de la reflexión y expresión de sentidos. The research entitled Literature in times of crisis: literary reading as a space for the recovery of the human, had the general objective of promoting the practice of literary reading by eleventh grade students of the Colegio Mixto Ciudadanos del Futuro, within the framework of a context of social crisis, based on the development of a didactic proposal based on aesthetic experience and literary competence. To this end, a systematic review of the literature on the subject was carried out, which made it possible to configure the theoretical framework and substantiate the research proposal. Thus, authors such as Colomer (1991, 1995, 2005, 2010), Larrosa (2011), Lomas (1999), Petit (2008), Rosenblatt (1996, 2002) constitute crucial references in this process. The research methodology presents a qualitative approach, an interpretive paradigm and a Participant Action Research design. As a result of the exercise, a literary workshop was designed and implemented around the reading of the work Ensayo sobre la ceguera (1995) by the writer José Saramago, which promoted the development of cognitive, linguistic and literary skills and the expression of the aesthetic-literary experience in the formation of the reading competence of adolescents. In conclusion, as the main findings, it was evidenced that the students built meanings around the reading of the literary work, appropriated reading strategies and aesthetic and literary languages for the creation of expression of the literary experience, established links between fiction and literature. reality from their particular experiences in times of crisis, broadening the understanding of their social and cultural context, they built new thoughts and meanings around the pandemic and quarantine from reflection and expression of meanings.

Made available in DSpace on 2022-04-28T17:30:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-10-01 With the goal of contributing to the literacy processes of 4-year-old children, this article investigates peculiarities about how children of that age read the visual narrative of Ladrao de galinha by Beatrice Rodriguez. The research has a qualitative and exploratory approach and part of the selection and analysis of an integral part of the Program's Early Childhood Collection National Library of the School (PNBE) 2014, followed by construction and application of a proposal for mediation of reading with children in groups, in order to analyze how they act in the process of construction of sense of visual narratives, from intentionally planned situations of mediation. As a result of the study, we point out contributions from the literary reading of the picture book in the daily school life of pre-school children. We also verify that children, in situations of interaction, help, complement, converge, diverge, express their opinions through speech or other forms of expression. In summary, the book of images proved to be a valuable cultural object that promotes interaction and autonomy. Univ Caxias do Sul UCS, Programa Posgrad Educ, Caxias Do Sul, RS, Brazil Univ Estadual Paulista UNESP, Letras UNESP, Presidente Prudente, SP, Brazil Univ Estadual Paulista UNESP, Letras UNESP, Presidente Prudente, SP, Brazil

Submitted by Rosangela Cristina Diegoli (r.diegoli@unesp.br) on 2021-11-26T14:35:08Z No. of bitstreams: 1 Dissertação - Rosangela - Arquivo completo - Novembro.pdf: 2692896 bytes, checksum: 73195285811509f66184b7d07f94bac9 (MD5) Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2021-11-26T19:50:45Z (GMT) No. of bitstreams: 1 diegoli_rc_me_mar.pdf: 2692896 bytes, checksum: 73195285811509f66184b7d07f94bac9 (MD5) Made available in DSpace on 2021-11-26T19:50:45Z (GMT). No. of bitstreams: 1 diegoli_rc_me_mar.pdf: 2692896 bytes, checksum: 73195285811509f66184b7d07f94bac9 (MD5) Previous issue date: 2021-09-28 Não recebi financiamento O presente trabalho tem como objetivo analisar se é possível ensinar o que se denomina leitura literária, para adolescentes, com base na Teoria da Estética da Recepção. Para essa análise foi aplicado o Método Recepcional e elaborada uma sequência didática pautada na teoria supracitada. Os participantes foram alunos do 1º ano do ensino médio de uma escola particular, onde a pesquisadora atua como professora de Língua Portuguesa. Eles foram observados ao longo de todo o processo, assim como suas produções textuais foram coletadas e analisadas, de acordo com a ordem pré-estabelecida. Os estudantes participaram das rodas de leitura propostas pela professora e, para se prepararem, leram livros da biblioteca escolar, debateram e se posicionaram criticamente acerca das obras que foram trabalhadas. Puderam compartilhar suas últimas leituras por escolha, permitindo que ao longo do processo a professora observasse e realizasse algumas pequenas provocações, para mobilizar os conhecimentos dos alunos. A abordagem metodológica de pesquisa eleita para a realização desse estudo foi a qualitativa, com uso do estudo de caso como delineamento. A partir das análises – tanto das produções quanto dos diálogos e intervenções que foram desenvolvidos – foi possível iniciar o processo de elucidação de algumas questões acerca da recepção da leitura nesses jovens. Também foi possível levantar outras inquietações e ressignificar a importância da metodologia de ensino da literatura na escola, especificamente nas aulas de Língua Portuguesa. Essas ações permitiram buscar alternativas para que a instituição de ensino possa ir além das questões didatizantes, possibilitando que os docentes suscitem nos jovens o interesse pela leitura e formem leitores literários maduros. This paper aims to analyze the construction of the relationship between reader and work read in order to observe how – and if – the literary reading occurs based on the Theory of Aesthetics of Reception. The Reception Method was applied for the analysis and there was a didactic sequence that culminated in the development of a 'reading circle' activity. The participants were 1st year’s high school students from a private school where the researcher works as a Portuguese Language teacher. They were observed throughout the process, as well as their textual productions were collected and analyzed, according to a pre-established order. The students participated in the reading circles proposed by the teacher and, to prepare themselves, they read books from the school library, they debated and critically positioned themselves about the works that were read. They were able to share their latest readings by choice so that, during the process, the teacher was able to observe and carry out some small provocations in order to mobilize the students' knowledge. The methodological research approach chosen to carry out this study was qualitative, using a case study as a guide. From the analyzes - both of the productions and of the dialogues and interventions that took place - it was possible to start the process of elucidating some questions about the reception of reading in these young people. It was also possible to raise other concerns and re-signify the importance of the literature teaching methodology in school, specifically in Portuguese Language classes. These actions allowed to seek alternatives so that the school can go beyond didactic issues and teachers can arouse in young people an interest in reading and, thus, form mature literary readers.

La investigación gira en torno a la educación literaria para el desarrollo de la competencia literaria, que asume la literatura como una práctica social. Por lo tanto, busca fortalecer dicha competencia a partir de un proyecto de aula relacionado con la biblioteca escolar. El trabajo se fundamenta en teóricos como Colomer (2005), Rosenblatt (2002), Mendoza (2004), Solé (1992), Coronas (2000), Larrosa (1998), entre otros. La investigación se orienta metodológicamente en el paradigma sociocrítico, el enfoque cualitativo, la investigación-acción y el proyecto de aula, que se llevó a cabo con estudiantes de grado noveno en una institución de carácter privado. Los hallazgos giran en torno a los aspectos que se fortalecen de la competencia literaria en las experiencias de lectura, las implicaciones del diseño de la biblioteca escolar en tiempo de pandemia y la importancia del proyecto de aula para abordar la formación literaria. En conclusión, la competencia literaria se puede fortalecer desde proyectos de aula que posibilitan la participación de los estudiantes para fomentar las actitudes de aprecio, los conocimientos, las reflexiones y las experiencias de lectura. The research revolves around literary education for the development of literary competence, which assumes literature as a social practice. Therefore, it seeks to strengthen this competence from a classroom project related to the school library. That is why it is based on theorists such as Colomer (2005), Rosenblatt (2002), Mendoza (2004), Solé (1992), Coronas (2000), Larrosa (1998) among others. This research work has a methodological orientation focused on the socio-critical paradigm, the qualitative approach, the action research and the classroom project, which was carried out with ninth grade students in a private institution. The findings revolve around the aspects of literary competence that are strengthened in reading experiences, the implications of the design of the school library in times of pandemic and the importance of the classroom project to address literary training. In conclusion, literary competence can be strengthened from classroom projects that enable the participation of students to promote attitudes of appreciation, knowledge, reflections and reading experiences.

El presente trabajo de maestría expone el diseño e implementación de la investigación titulada Lectura Literaria de Textos Verbo-Visuales: una Ventana a la Experiencia-Estética. La cual se llevó a cabo en dos instituciones privadas de carácter confesional de la ciudad de Bogotá en el marco de la Maestría en Pedagogía de la Lengua Materna. Este proyecto tuvo como finalidad construir una propuesta de lectura literaria mediada por textos verbo-visuales para así lograr el desarrollo de la experiencia estética de los estudiantes de 6B del Colegio San Felipe Neri y de 901 del Colegio Parroquial San Carlos. En consecuencia, se formularon y aplicaron talleres pedagógico-literarios planeados bajo el paradigma interpretativo, de enfoque cualitativo, el cual responde al diseño de investigación-acción. En los hallazgos se identificó que, por sus características particulares, los textos verbo-visuales potencian el acercamiento a la literatura a partir de la lectura de imagen. Asimismo, cabe resaltar la capacidad de los talleres pedagógico-literarios para adaptarse a situaciones como las vividas durante la pandemia y la educación remota, y se evidencia la necesidad de actualización docente en las TIC y las TAC para responder a los retos del contexto escolar. This master's work exposes the design and implementation of the research entitled Literary Reading of Verbo-Visual Texts: a Window to Aesthetic-Experience. Which was carried out in two private institutions of a confessional nature in the city of Bogotá within the framework of the Maestría en Pedagogía de la Lengua Materna. The purpose of this project was to build a proposal for literary reading mediated by verbo- visual texts in order to achieve the development of the aesthetic experience of the students of 6B of Colegio San Felipe Neri and 901 of Colegio Parroquial San Carlos. Consequently, pedagogical-literary workshops planned under the interpretive paradigm of a qualitative approach, which responds to the action-research design, were formulated and applied. In the findings, it was identified that, due to their particular characteristics, verbo-visual texts enhance the approach to literature after reading the image. Likewise, it is worth highlighting the capacity of pedagogical-literary workshops to adapt to situations such as those experienced during the pandemic and remote education, such as the need to update teachers in the ICT and the LKT to answer the challenges of the school setting.

Introduction: Literary reading is considered one of the most relevant activities for the improvement of interpersonal skills, such as empathy, considered essential in performing the functions of the school librarian. Objective: Thus, this study aims to discuss how the practice of literary reading can influence the performance of the school librarian from the perspective presented by the author Carlos Ruiz Záfon in the plot of his work A Sombra do Vento. Method: Regarding methodological procedures, this is a qualitative research, which had as scientific method the use of bibliographic research and the questionnaire as a data collection instrument. Results: The results show that librarians are aware of the importance of literary reading for the performance of their professional activities and for the construction of a more empathic and humanistic relationship with students, but this practice is not often discussed frequently in research in the area and encouraged in undergraduate courses. Conclusion: However, it is expected that the present study can contribute to the debates on the subject in the area of Information Science and reflect on the influence of literary reading for a more humanistic and empathic formation of the school librarian. Introdução: A leitura literária é considerada uma das atividades mais pertinentes para o aperfeiçoamento de habilidades interpessoais, como a empatia, tida como essencial na realização das funções do bibliotecário escolar. Objetivo: Dessa forma, o presente estudo objetiva discorrer sobre a maneira como a prática da leitura literária pode influenciar na atuação do bibliotecário escolar a partir da perspectiva apresentada pelo autor Carlos Ruiz Záfon no enredo de sua obra A Sombra do Vento. Método: Quanto aos procedimentos metodológicos, trata-se de uma pesquisa de natureza qualitativa, que teve como método científico o uso da pesquisa bibliográfica e do questionário como instrumento de coleta de dados. Resultado: Os resultados demonstram que os bibliotecários têm consciência da importância da leitura literária para a realização de suas atividades profissionais e para a construção de uma relação mais empática e humanista com os alunos, porém essa prática não costuma ser discutida com frequência nas pesquisas da área e incentivada nos cursos de graduação. Conclusão: Contudo, espera-se que o presente estudo possa contribuir para os debates acerca da temática na área da Ciência da Informação e refletir sobre a influência da leitura literária para uma formação mais humanista e empática do bibliotecário escolar.

Orientadores: Ezequiel Theodoro da Silva, Lilian Lopes Martin da Silva Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: A presente pesquisa faz um estudo da promoção de leitura em espaços escolares do Ensino Fundamental em uma região afastada dos centros urbanos, com pouca circulação de cultura erudita. Procuro entender as possibilidades e os limites de levar a ler nesses lugares distantes. O interesse de investir nesta temática como proposta de investigação científica advém da minha vivência como professor de uma universidade periférica e por já atuar há mais de quinze anos formando professores. A investigação ocorreu em três comunidades rurais do Oeste do Pará e envolveu seis alunos-professores-pesquisadores-mediadores que implantaram espaços de leitura no ano de 2014 e também minha própria prática de orientador de trabalho de TCC no campo da leitura. Elegeu-se a pesquisa-ação como metodologia investigativa para analisar a instalação dos lugares de ler e ver como estão os lugares um ano depois. Para realizar tal estudo, alguns movimentos analíticos foram feitos, como usar as narrativas (TCCs) produzidas pelos alunos, entrevista semiestruturada, visita aos lugares de ler, anotações de pesquisa de campo. De forma a conformar o escopo do debate, faço uma síntese conceitual das grandes questões que envolvem o debate em torno de levar a ler e do direito à leitura e à literatura e, por meio da investigação bibliográfica, narro os processos de vida e formação dos agentes envolvidos. Isso tudo me ofereceu subsídios suficientes para tentar entender as dinâmicas e práticas de leitura locais e as tensões e possibilidades de realização de projetos inovadores na formação do leitor escolar. Interessou-me, especialmente, inquirir as razões do por que dos projetos de intervenção propostos, apenas um teve plena continuidade ao projeto enquanto os outros dois não tiveram o mesmo êxito, um se mantendo precariamente e outro tendo desaparecido por completo, deixando apenas ruínas Abstract: This research presents a study of reading promotion in elementary school environment in a remote region of Brazil, far beyond of the urban centers, with scarcely presence of written culture. I aimed to understand the possibilities and limits of conduct to read these distant places. The interest in investing in this subject as a scientific research proposal comes from my experience as a teacher in a peripheral university where I have been working for more than fifteen years as teacher¿s professor. The research took place in three rural communities in western Pará and involved six students-teachers-researchers-mediators who have launched reading spaces in 2014 and also my own practice as guiding undergraduate thesis in the reading field. Action research was elected as research methodology for analyzing the installation of places to read and examine how these places become a year later. To achieve this objectives, I performed some analytical movements, using narratives produced by students, semi-structured interviews, visits to places of reading, field research notes. In order to conform the scope of the debate, I make a conceptual overview of the main issues surrounding the debate to take people to reading and the right to read literature. I also used bibliographic studies and using the six life narratives agents involved. All this gave me enough information to understand the local dynamics and local reading practices as well as the tensions and possibilities of the realization of innovative designs and teaching methods in reading education. I was specially iinterested to inquire the reasons why only one the three proposed intervention projects, only one is full continuity while the other two have not had the same success, one remained precariously and another having disappeared. The conclusion reached is the need to densify education projects that have roots in the community and at the same time, consistent ties with the process open to the world Doutorado Ensino e Práticas Culturais Doutor em Educação CAPES 23038.008810/2011-43

Submitted by Renata Aline Souza Silva (rassilva@uefs.br) on 2022-07-04T18:54:05Z No. of bitstreams: 1 Disserta??o_ Maria Goret Martins da Silva_2021.pdf: 1769174 bytes, checksum: 4b8bb8515c98fab636b20860b29fe43f (MD5) Made available in DSpace on 2022-07-04T18:54:05Z (GMT). No. of bitstreams: 1 Disserta??o_ Maria Goret Martins da Silva_2021.pdf: 1769174 bytes, checksum: 4b8bb8515c98fab636b20860b29fe43f (MD5) Previous issue date: 2021-06-10 Considering that the practice of reading can develop reader behavior and understanding that it needs to be mediated by the teacher in a gratifying way, and that is it is capable of fostering concerns among students, it is in this research that I seek to understand how literary texts are inserted in teaching practice in teaching fundamental ? final years, at the Municipal School Mario Campos and how the teachers mediate this reading in order to provoke concerns in the students. The empirical field of this research is located in the district of Bento Sim?es in Irar?-BA. Five teachers were defined as subjects who work in this educational institution, in order to analyze the way they interact with the reading of literary texts in the classroom spaces and if they offer conditions for the formation of literary readers. Seven students who study at the school also participated in this research and they brought a little of this reading trajectory experienced by them in the classroom space. This research has a qualitative approach and the semi-structured interview was used to obtain the data. I support in some theorists and scholars on the subject to better understand the data produced. They were Calvino (1993); Candido (1995); Colomer (2007); Besnosik (2015); Freire (2001/2011); Ipiranga (2018); Petit (2009); Zilberman (1989) and many others who were great relevance to this work collected. These revealed, on the one hand, that teachers mediate reading during their classes and provide students with access to some type of textual genre, which has gradually ensured the formation of readers, even if they are not literary readers, due mainly to the fragility of these collections at school, a reality experienced by many public schools in our country and also by the lack of interest on the part of some students and investment in the training of literary reader. On the other hand, it was clear that the subject teachers of this research use very particular strategies, but that somehow awaken in students the love for reading, which reinforces the idea that reading mediations can be done in any person, but it is the school space that best provides access to books and awakening to reading. Considerando que a pr?tica da leitura pode desenvolver comportamento leitor, e entendendo que tal pr?tica precisa ser mediada pelo professor de maneira gratificante e capaz de fomentar nos alunos inquieta??es, ? que busco, nesta pesquisa, compreender como os textos liter?rios est?o inseridos na pr?tica docente dos professores no ensino fundamental ? anos finais, na Escola Municipal M?rio Campos Martins. Interessa-me analisar como os docentes fazem a media??o dessa leitura de modo a provocar inquieta??es nos estudantes. O campo emp?rico desta pesquisa fica situado no distrito de Bento Sim?es, Irar?-BA. Foram definidos como sujeitos desta pesquisa cinco professores que atuam na referida institui??o de ensino, com vista a analisar o modo como eles interagem com a leitura dos textos liter?rios nos espa?os de sala de aula, e se o espa?o da sala de aula oferece condi??es para a forma??o do leitor liter?rio. Participaram tamb?m desta pesquisa sete alunos que estudam na escola e trouxeram um pouco da trajet?ria leitora vivida por eles no espa?o de sala de aula. Esta pesquisa tem uma abordagem qualitativa e, para a obten??o dos dados, foi utilizada como dispositivo a entrevista semiestruturada. Apoiei-me em alguns te?ricos e estudiosos da tem?tica da forma??o leitora para melhor compreender os dados produzidos. Foram eles: Calvino (1993); Candido (1995); Colomer (2007); Besnosik (2015); Freire (2001/2011); Ipiranga (2018); Petit (2009); Zilberman (1989) e tantos outros que foram de grande relev?ncia para esse trabalho. Os dados revelaram, por um lado, que os professores fazem a media??o de leitura durante as suas aulas e oportunizam aos alunos acesso a algum tipo de g?nero textual, o que vem assegurando aos poucos a forma??o de leitores, mesmo que n?o sejam leitores liter?rios, devido, principalmente, ? fragilidade dos acervos na escola ? uma realidade vivida por muitas escolas p?blicas do nosso pa?s ? e tamb?m pela falta de interesse por parte de alguns alunos e de investimento para a forma??o de leitores liter?rios. Por outro lado, ficou claro que os professores sujeitos desta pesquisa utilizam estrat?gias muito particulares, mas que de algum modo despertam nos alunos o gosto de ler, o que refor?a a ideia de que as media??es de leitura podem ser feitas em qualquer ambiente e por qualquer pessoa, mas ? o espa?o escolar que melhor oportuniza o acesso aos livros e o despertar para a leitura.

L’objectif de cet article est d’évaluer si l’enseignement de l’ironie permet aux élèves d’acquérir une certaine maîtrise des processus ironiques en sachant non seulement les repérer, mais aussi les interpréter. L’examen de quatorze manuels de français, représentatifs de l’enseignement actuel en classe de troisième jusqu’à la première, est effectué en fonction de cinq paramètres complémentaires : les classifications proposées de l’ironie, ses contenus définitoires, ses formes d’expression, les textes littéraires et les exercices qui lui sont associés. Un certain nombre d’écueils ressort de cette étude, tels que l’accent mis sur le repérage aux dépens de l’interprétation, un manque de stabilité et de continuité dans les contenus exposés et sur le plan notionnel ou encore une absence d’incitation à faire établir par les élèves des liens entre les catégorisations, les contenus définitoires et les formes d’expression de l’ironie. The aim of this article is to assess whether the teaching of irony allows students to acquire a certain mastery of ironic processes by knowing not only how to identify them, but also how to interpret them. The examination of fourteen French textbooks, representative of the current teaching in class from 9th to 11th grade, is carried out according to five complementary parameters: the proposed classifications of irony, its defining contents, its forms of expression, the literary texts and the exercises associated with it. A number of pitfalls emerge from this study, such as the emphasis on identification at the expense of interpretation, a lack of stability and continuity in the content exposed and at the notional level, or even a lack of incentive for students to establish links between categorisations, defining contents and forms of expression of irony.