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Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and pro!ciency at the expense of aesthetic aspects of !ction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The !ndings suggest that participants are aware of and include the aesthetic aspects of !ction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

In its teaching, literature undergoes a change in approach along with curriculum changes. This study aims to 1) describe the purpose of teaching literature in curriculum KTSP and K13 at the level of high school; 2) to describe the function of literary teaching in the curriculum of KTSP and K13 in SMA; and 3) to describe the literary teaching materials in the curriculum of KTSP and K13 at SMA level. This research is qualitative descriptive type. The research data is obtained from document archive, informant, and textbook of Indonesian KTSP and K13. Data validity is done by triangulation method and data triangulation. Data collection techniques are content analysis and structured interviews. Data were analyzed interactively. The results of this research are the purpose of teaching literature in KTSP and K13 at SMA level is that students are able to analyze and create literary works, as well as develop individual and social character through literary works. The function of literary teaching in KTSP and K13 is to make literary works as a means of achieving language skills. Third, the literary teaching materials in KTSP and K13 are short stories, poems, plays, novels, reviews.

Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussions, through observations, voice recordings and the collection of texts and other teaching materials. The result shows a strong orientation towards meaning-making, which was scaffolded by the teachers directing attention to language, style and narrative structure. Thus, different kinds of literacy practices were interconnected. Although practices of critical text analysis were not prioritised by the participant teachers, it is shown how the students used their diverse experiences and knowledge to read both ‘with’ and ‘against’ the grain of the text. Implications for teaching and steering documents are discussed.

The pedagogical resignifications, so necessary for education, have brought to light the need for teacher training more focused on the role of the teacher as a mediator in the teaching and learning processes. It is up to the educational networks to provide their teachers with theoretical and practical training moments that help them to develop their work proposals from the pedagogical line adopted by the network in which they are inserted. Within this perspective, this study, which is part of the author's Master's research, presents the contributions of Gamification to the continuing education of teachers, through the Escape Book methodology, which, based on the logic of the escape room, as an escape game , consists in the approach of the linguistic-literary universe, inherent to the teaching practice, from gamification's own resources. This methodology, developed with the group of Portuguese teachers from the municipal education network of Esteio, aims to bring practical and theoretical subsidies that enable integration and engagement among the participants in this process, for the advancement of studies of methodologies that provide increasingly significant learning. to students, based on the qualification of methodological resources of their teachers. The theoretical basis for this study will be Bacich and Moran (2018) and Moran (2019), with regard to teaching methodologies, Freire (2004), (2020) with regard to Education, Schlemmer (2014) and Carolei and Tori (2014) and Carolei and Bruno (2018) regarding Gamification. Las reinterpretaciones pedagógicas, tan necesarias para la educación, han puesto de manifiesto la necesidad de una formación docente más centrada en el papel del docente como mediador en los procesos de enseñanza y aprendizaje. Corresponde a las redes educativas brindar a sus docentes momentos de formación teórica y práctica que les ayuden a desarrollar sus propuestas de trabajo desde la línea pedagógica adoptada por la red en la que se insertan. En esta perspectiva, este estudio, que forma parte de la investigación del Máster del autor, presenta los aportes de la Gamificación a la formación continua de los docentes, a través de la metodología Escape Book, que, partiendo de la lógica de la sala de escape, como juego de escape consiste en el acercamiento del universo lingüístico-literario, inherente a la práctica docente, a partir de los recursos propios de la gamificación. Esta metodología, desarrollada con el grupo de profesores portugueses de la red de educación municipal de Esteio, tiene como objetivo traer subsidios prácticos y teóricos que permitan la integración y el compromiso de los participantes en este proceso, para el avance de estudios de metodologías que brinden aprendizajes cada vez más significativos. a los estudiantes, en base a la calificación de los recursos metodológicos de sus docentes. La base teórica de este estudio serán Bacich y Moran (2018) y Moran (2019), en lo que respecta a las metodologías de enseñanza, Freire (2004), (2020) en lo que respecta a Educación, Schlemmer (2014) y Carolei y Tori (2014) sobre Gamificación. As ressignificações pedagógicas, tão necessárias à educação, têm trazido à tona a necessidade de formações docentes mais focadas no papel do professor enquanto mediador nos processos de ensino e de aprendizagem. Cabe às redes de ensino proporcionarem aos seus docentes momentos formativos teóricos e práticos que os auxiliem a desenvolver suas propostas de trabalho a partir da linha pedagógica adotada pela rede na qual está inserido. Dentro dessa perspectiva, o presente estudo, que faz parte da pesquisa de Mestrado da autora, apresenta as contribuições da Gamificação para a formação continuada de professores, através da metodologia do Escape Book, que, baseado na lógica do escape room, como jogo de fuga, consiste na abordagem do universo linguístico-literário, inerente à prática docente, a partir de recursos próprios da gamificação. Essa metodologia, desenvolvida com o grupo de professores de português da rede municipal de ensino de Esteio, visa trazer subsídios práticos e teóricos que possibilitem integração e engajamento entre os participantes desse processo, para o avanço dos estudos de metodologias que proporcionem aprendizagens cada vez mais significativas aos estudantes, a partir da qualificação de recursos metodológicos de seus professores. A base teórica para este estudo será Bacich e Moran (2018) e Moran (2019), no que diz respeito às metodologias de ensino, Freire (2004), (2020) no que concerne à Educação, Schlemmer (2014) e Carolei e Tori (2014) e Carolei e Bruno (2018) referentes à Gamificação.

Esta pesquisa nasceu de uma inquietação pessoal, quando percebemos, pela nossa experiência como docente e coordenadora pedagógica da Rede Municipal de Aparecida de Goiânia, que muitos pedagogos e professores de Língua Portuguesa não têm como um de seus principais focos de interesse a formação do leitor literário na Educação Básica. Nossa hipótese, baseada em observação, é a de que a falta de uma formação inicial e continuada, que contemple a leitura de textos literários e sua mediação, bem como de políticas públicas adequadas são empecilhos para a atuação desses profissionais no ensino de literatura. Nesse ponto, cabe questionar: como a formação docente continuada pode contribuir para a mediação do texto literário na Educação Básica? O eixo da discussão consiste em investigar a formação literária do professor no Brasil e como ela pode ser determinante no ensino de literatura para, a partir desse diagnóstico, podermos contribuir para uma reflexão acerca do ensino de literatura. Acreditamos que, para ensinar literatura na escola, é essencial que o professor seja, ele mesmo, um leitor contumaz e atue como mediador, levando o aluno a construir os significados latentes no texto literário. Como base teórica, o estudo recorreu a Antonio Candido (1972, 1989, 1995), Regina Zilberman (1985, 2001, 2012), Tzvetan Todorov (2009), Teresa Colomer (2003, 2007), Julio Cortázar (2006), Paulo Freire (1921, 1987), entre outros. Como corpus literário, foram selecionados alguns contos infantis de Clarice Lispector: A Vida Íntima de Laura (2012), O Mistério do Coelho Pensante (2013), A mulher Que Matou os Peixes (2017), Quase de Verdade (2014), Doze lendas brasileiras: Como nasceram as estrelas (2014). A pesquisa aconteceu em uma escola municipal de Aparecida de Goiânia, com os professores do Ensino Fundamental I. Como ponto de partida, foi realizada uma roda de leitura/conversa com três turmas de faixa etária entre oito e onze anos, a fim de diagnosticar possíveis entraves entre leitor e leitura literária. Posteriormente, realizamos entrevistas com os professores. Os diagnósticos subsidiaram as oficinas de ensino de literatura para professores, baseadas em textos teóricos e literários, tendo por objetivo, de um lado, proporcionar momentos de discussão sobre o ensino de literatura e, de outro, deleitar-se com os contos da autora Clarice Lispector. Tanto as entrevistas quanto as oficinas foram desenvolvidas em ambiente virtual, como medida de prevenção à disseminação da Covid-19 (doença infecciosa causada pelo novo coronavírus - SARS-CoV-2). A pesquisa conta, ainda, com um produto educacional em mídia audiovisual intitulado “Memórias Literárias”, que está vinculado ao Mestrado Profissional Stricto Sensu do Programa de Pós-Graduação em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) da Universidade Federal de Goiás (UFG) e, portanto, segue disponibilizado no sítio do Programa de Pós-Graduação em Ensino na Educação Básica (https://pos.cepae.ufg.br) This research was born from a personal concern, when we realized, from our experience as teachers and pedagogical coordinator of the Municipal Network of Aparecida de Goiânia, that many pedagogues and Portuguese Language teachers do not have as one of their main focuses of interest the formation of literary readers in Basic Education. Our hypothesis, based on observation, is that the lack of initial and continuing education, which includes the reading of literary texts and their mediation, as well as adequate public policies, are obstacles to the performance of these professionals in the teaching of literature. At this point, we should ask: how can continuing education contribute to the mediation of literary texts in Basic Education? The main point of the discussion is to investigate the literary training of teachers in Brazil and how it can be a determining factor in the teaching of literature so that, based on this diagnosis, we can contribute to a reflection about the teaching of literature. We believe that, in order to teach literature in school, it is essential that the teacher be an experienced reader himself and act as a mediator, leading the student to construct the latent meanings in the literary text. As a theoretical basis, the study resorted to Antonio Candido (1972, 1989, 1995), Regina Zilberman (1985, 2001, 2012), TzvetanTodorov (2009), Teresa Colomer (2003, 2007), Julio Cortázar (2006), Paulo Freire (1921, 1987), among others. As literary corpus, some children's short storiesby Clarice Lispector wereselected: A Vida Íntima de Laura (2012), O Mistério do Coelho Pensante (2013), A mulher Que Matou os Peixes (2017), Quase de Verdade(2014), Doze lendas brasileiras: Como nasceram as estrelas (2014). The research took place in a municipal school in Aparecida de Goiânia, with the teachers of Elementary I. As a starting point, a reading circle/conversation was held with three classes between eight and eleven years old, in order to diagnose possible barriers between readers and literary reading. Subsequently, we interviewed the teachers. The diagnoses subsidized the literature teaching workshops for teachers, based on theoretical and literary texts, aiming, on one hand, to provide moments of discussion about literature teaching and, on the other, to delight in Clarice Lispector's short stories. Both the interviews and the workshops were developed in a virtual environment, as a measure to prevent the dissemination of Covid-19 (an infectious disease caused by the new coronavirus - SARS-CoV-2). The research also includes an educational product in audiovisual media entitled "Literary Memories", which is linked to the StrictoSensu Professional Master's Degree of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Applied Research in Education (CEPAE) of the Federal University of Goiás (UFG) and, therefore, is still available on the website of the Graduate Program in Teaching in Basic Education (https://pos.cepae.ufg.br).

This thesis, entitled A case study: the teaching of literature in genre-themed units at the ISCED 3 level in the context of an alternative study program, focuses on a, in our environment, non-traditional approach to teaching literature in high schools, based on a unique study program. The thesis consists of two parts - a theoretical part and an empirical part. The theoretical part includes the definition of the term "literary education" along with its insertion into the context of the educational plan outline for high schools. Furthermore, the definition of the term "alternative schooling" is given, and the terms that are subsequently used in the empirical part - reading and reading literacy, formative assessment, Content and Language Integrated Learning, and tandem teaching - are also defined. Finally, the period of adolescence is described, with an emphasis on the psychological and social characteristics of an individual. The aim of the empirical part was to describe how teaching takes place in an alternative study program at the ISCED 3 level, with an emphasis on the teaching of literature arranged into genre-themed units. From this, the sub-objectives unfolded, which were: to implant the alternative study program into the context of the given school; to describe how the study of the alternative...

Content and Language Integrated Learning (CLIL) is a practical approach to combining content and language teaching in one subject class, an avenue most commonly pursued at primary and secondary school level. Nevertheless, it seems very relevant for university instruction as well. This paper centers on how CLIL was used to benefit classes in Portuguese literature given at the Institute of Iberian and Ibero-American Studies, University of Warsaw in 2020/2021 academic year. The materials discussed in the article were authored by Anna Działak-Szubińska and José Carlos Dias and refer to early modern era. Some theoretical insights into CLIL will also be provided. CLIL significa ‘Content and Language Integrated Learning’ e constitui uma aproximação valiosa tanto no âmbito do ensino da língua estrangeira, como doutras disciplinas não relacionadas com a língua estrangeira. Esta perspetiva, além do ensino básico e secundário, parece ser útil também no contexto académico. Neste artigo propõe-se estudar a aplicação da estratégia CLIL nas aulas de Literatura Portuguesa ministradas no Instituto de Estudos Ibéricos e Ibero-americanos da Universidade de Varsóvia (cadeiras Literatura Portugalska I parte 1 e parte 2, i.e. Literatura Portuguesa I parte I e parte 2) com base em materiais preparados pelos docentes (Anna Działak-Szubińska e José Carlos Dias) e usados no ano letivo 2020/2021. O estudo será pautado por questões teóricas ligadas ao CLIL e por materiais escolhidos dentre um vasto conjunto usado na sala de aula virtual, i.e. uma ficha dedicada à época clássica.

This article is about the implementation of a literary module in a large scale Swedish professional development programme for teachers called the Reading Lift, which was introduced in 2014 in response to alarming PISA results. While the government-assigned preparatory work stressed the importance of literature and literary didactic methods, this area was reduced significantly in the hands of the National Agency for Education. For upper secondary school, the Agency did not initially plan for any literary content. This article examines what happened when L1 teachers demanded a literary module. Specifically, we study how the module was implemented and how literature is viewed. The study is based on interviews with researchers who contributed with content on behalf of the Agency and qualitative content analysis of the literature module. Results show that the module represents a focus on knowledge and art, unlike the instrumental and skills focused perspectives on literature for compulsory school, explored in an earlier study. One explanation for this, is that the influence of street-level agency bureaucrats was reduced due to various circumstances. The result was to the benefit of literary education but at the same time a high-risk route for the Agency’s requirements for measurability.

Building on two situations from practice, the potential of undecidability - when it appears in schools’ literature teaching - is analyzed and discussed. This is done with a focus on undecidability in the field between the text, the students and the teacher. For this purpose, we set up a didactic model in three stages, which are: The ontology of undecidability; the typology of undecidability; and the mode of undecidability. In other words, what is undecidability? How can it be measured? And how does it play out? The purpose is to approach an actual didactic model of undecidability, where the point is that if the potential of undecidability is to be redeemed, all classroom actants must be on board; the text must contain undecidability, the teacher must dare to use it, and students should be receptive to it., Med afsæt i to praksisbilleder analyseres og diskuteres potentialet i uafgørligheder, når de optræder i skolens litteraturundervisning. Det gøres gennem et fokus på uafgørligheder i spændingsfeltet mellem teksten, eleverne og læreren. Til det formål udarbejdes en didaktisk tretrinsraket, der indeholder uafgørligheders ontologi, uafgørligheders typologi og uafgørligheders modus – altså hvad er uafgørligheder, hvordan kan de inddeles, og hvordan kan de gøres? Formålet er at nærme sig konstruktionen af en egentlig uafgørlighedsdiaktik, hvor pointen er, at hvis potentialet i uafgørligheder skal forløses, så skal alle klasserummets aktanter være indstillet på det: Teksten skal indeholde uafgørligheder, læreren skal turde bruge dem, og eleverne skal have en modtagelighed overfor dem.

O presente trabalho, concebido no âmbito do ProfLetras-UFJF, tem por finalidade apresentar uma proposta interventiva para o ensino da Literatura no sétimo ano do Ensino Fundamental, buscando ampliar o repertório dos alunos acerca do Espaço Narrativo, através da análise dessa categoria na obra O Hobbit, de J. R. R. Tolkien. A escolha pela obra de Tolkien ocorreu pelo fato de o autor ambientar sua narrativa na Terra-Média, um espaço fictício criado por ele, num processo que ele próprio denomina “subcriação”, e que resgata elementos de contos de fadas e de antigos mitos anglo-saxões e cristãos (CARPENTER, 2018; CHEVALIER; GHEERBRANT, 2019; KIRMSE, 2003; KLAUTAU, 2019; LANGER, 2015; TOLKIEN, 2015). A pesquisa partiu do estudo das dimensões tradicionalmente atribuídas à categoria narrativa de Espaço - física, social e psicológica - para uma perspectiva mais aprofundada, em torno das nuances de significado geradas pelas concepções de lugar, cenário, natureza, território, ambiente e atmosfera, bem como de suas implicações para a compreensão do Espaço na narrativa e de suas múltiplas funções (ABDALA JÚNIOR, 1995; BORGES FILHO, 2020). A pesquisa respaldouse, ainda, em referencial teórico relacionado à natureza e importância da literatura (ANTONIO CANDIDO, 2004) e como abordá-la adequadamente em sala de aula (COLOMER, 2007), de modo a desenvolver práticas de letramento literário (PAULINO; COSSON, 2009) e a ampliar o repertório do jovem leitor (EVEN-ZOHAR, 2013; ISER, 1996). Elaborou-se uma proposta de intervenção com uma sequência didática que visa a levar os alunos a perceberem a complexidade do Espaço Narrativo na obra selecionada, processando essa informação em seus inventários espaciais, identificando-lhe as características e as funções que realiza no contexto narrativo. Tal proposta encontra-se detalhadamente exposta no Caderno Pedagógico que acompanha esta dissertação, a fim de que outros professores possam vir a conhecê-la e, caso desejem, aplicá-la. This paper, conceived within the scope of Prof. Letters-UFJF, aims to present an interventional proposal for teaching Literature in the seventh year of Elementary School, seeking to expand the students' repertoire about the Narrative Space, by studying this category in JRR Tolkien's The Hobbit. The choice for Tolkien's work arose from the fact that the author sets his narrative in Middle-Earth, a fictitious space created by him, in a process that he, by himself, calls “sub-creation”, and which rescues elements of fairy tales and of ancient Anglo -Saxon and Christian myths (CARPENTER, 2018; CHEVALIER; GHEERBRANT, 2019; KIRMSE, 2003; KLAUTAU, 2019; LANGER, 2015; TOLKIEN, 2010). The research started from the study of the dimensions traditionally attributed to the narrative category of Space – physical, social, and psychological – to a deeper perspective, around the nuances of meaning generated by the conceptions of place, scenery, nature, territory, environment, and atmosphere, as well as his propositions for the understanding of Space in the narrative and its multiple functions (ABDALA JÚNIOR, 1995; BORGES FILHO, 2020). The study was also supported by a theoretical framework related to the nature and importance of literature (ANTONIO CANDIDO, 2004) and how to adequately address it in classroom (COLOMER, 2007), in order to develop literary literacy (PAULINO; COSSON, 2009) and to expand the repertoire of the young reader (EVEN-ZOHAR, 2013; ISER, 1996). We developed a proposal for intervention, aiming to make the students realize the complexity of the Narrative Space in the selected work, processing such information in their spatial inventories, identifying its features and functions in the narrative context. This proposal is exposed in detail in the Pedagogical Section that accompanies this dissertation, so that other teachers can come to know it and if they wish to apply it in their classes

Obrazovni proces oduvijek je smatran kao nešto strogo određeno, nešto što se događa po određenim pravilima bez prevelikog odstupanja. Ipak, u suvremenoj nastavi, kakvu se danas sve više promiče, takvo što ne bi trebalo biti prioritet. Umjesto strogog i ozbiljnog pristupa, u nastavni bi proces trebalo više uključivati onaj humoristični. Upravo se ta humorističnost smatra kao jedna od privlačnijih osobina svakog pojedinca, pa je poželjno da ju imaju i učitelji te da ju koriste u nastavi. Diplomskim radom Humor u nastavi književnosti u mlađim razredima osnovne škole nastojalo se utvrditi stavove i mišljenja učitelja i učiteljica o humoru općenito, ali i ispitati koriste li oni humor u nastavi književnosti te u kojoj mjeri, na koji način i u koju svrhu. U istraživanju je sudjelovalo 119 učitelja i učiteljica razredne nastave s područja Republike Hrvatske. Kao instrument za prikupljanje podataka korišten je anketni upitnik koji je obuhvaćao 23 pitanja različitoga tipa. Rezultati su pokazali kako gotovo svi ispitanici smatraju da je humor važan i poželjan za kvalitetniji nastavni proces. Učitelji/ce su naveli da koriste humor u nastavi književnosti, najviše u doživljajno-spoznajnoj motivaciji. Uglavnom ga koriste u svrhu stvaranja opuštenije atmosfere u razredu. Također su u radu analizirani udžbenici gdje se provjeravala zastupljenost kratkih književnih formi koje potiču humor. Zaključeno je kako ih u udžbenicima ima nekoliko, no ne u onolikoj mjeri u kolikoj bi trebale biti zastupljene., The education process has always been considered as something strictly defined, something that happens according to certain rules without too much deviations. However, in modern teaching, which is increasingly being promoted today, such a thing should not be a priority. Instead of a strict and serious approach, the humorous one should be more included in the teaching process. It is the humor that is considered to be one of the most attractive characteristics of each individual, so it is desirable that teachers have it and use it in teaching. The thesis discuss Humor in teaching Literature in the Junior grades of primary school an seeks to determine attitudes and opinions od teachers about humor in general, but also to examine whether they use humor in teaching literature and if they do in what extent, in what ways and for which purpose. The survey included 119 primary school teachers od the Republic of Croatia who participated in the research. The survey was conducted with a survey questionnaire which included 23 questions of different types. The results show that almost all respondents believe that humor is important and desirable for better teaching process. Teachers stated that they use humor in teaching literature, mostly in experiential-cognitive motivation. They mainly use it for purpose of creating a more relaxed atmosphere in the classroom. The thesis also analyzes textbooks where the representation of short literary forms that encourage humor was checked. It was concluded that there are several od them in textbooks, but not to the extent that they should be represented.

Women’s and feminist periodical press represents a fruitful resource for researchers who explore women’s and gender history, history of women’s and feminist movement(s), women’s writing, and various gender identites which were – and still are – both described and constructed in the periodicals. Women’s and feminist periodical press enables researchers to understand certain historical – and literary – periods from different perspectives from those which dominate in the mainstream histories of culture and literature. In this article, the author argues that women’s and feminist periodical press should be introduced into the literary studies’ curriculum, especially within the MA and PhD programs. However, literary studies should be seen as one of the many disciplines and areas which might do the same. Periodical press in general, and women’s and feminist journals in particular, present valuable sources for the researchers and scholars in the social sciences and humanities, because most of the periodicals (journals, weekly reviews, daily news...), in the past and present as well, publish articles which deal with a society and its problems. This article focuses on the concrete examples of using periodical press both in researching and teaching literature, globally and locally.Key words: teaching literature, periodical press studies, Modernist Journals Project, women’s and feminist journals, feminist pedagogy

The article discusses selected academic novels (Lucky Jim, The History Man, Changing Places, The Professor of Desire, Disgrace, Submission) from the perspective of more recent pedagogic literature (Tompkins, Palmer, Brookfield, Showalter). It focuses on approaches to teaching, roughly dividing them into fear-driven, anger-driven and passion-driven (problems with this typology are noted), both in the relevant literary works and in theoretical literature. The main question is how academic teachers relate to their students and how this affects the teaching/learning process. Special emphasis is placed on problems related to teaching literature.

En didactique du français, la notion de double sémiotisation développée par Schneuwly (2000) s’inscrit dans une théorisation de l’activité enseignante comme un travail. Ce travail implique : a) de rendre présent l’objet aux élèves comme un objet qu’ils doivent apprendre ; et b) de guider leur attention sur ses aspects essentiels et d’en sélectionner les composantes et caractéristiques principales à repérer et à exercer. Or, la mise à l’épreuve méthodologique de la double sémiotisation dans le cadre de séquences d’enseignement de lecture littéraire avec des élèves de 15 à 16 ans laisse apparaitre une troisième forme de sémiotisation, visant à assurer l’ancrage énonciatif et le sens des activités scolaires. In French didactics, the notion of double semiotization developed by Schneuwly (2000) is part of a theory of teaching activity as work. This work involves a) making present the contents linked to « the object » to be learn by the students and b) guiding their attention to its essential aspects and selecting the main components to be identified and exercised. However, when testing methodologically this double semiotization in the context of literature teaching with 15 to 16 year students a third form of semiotization takes place. This form aims at ensuring the enunciative anchorage and the meaning of school activities.

Orientador: Sylvia Bueno Terzi Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de de Estudos da Linguagem Resumo: Este trabalho investiga os desencontros entre as interpretações de adultos não escolarizados e as de sua professora em aulas de leitura de poemas num curso de letramento oferecido entre 2006 e 2008. Sendo a professora também a pesquisadora, trata-se de uma pesquisa-ação que utiliza alguns instrumentos da etnografia escolar (Ericksson, 1984, 1986) realizada junto a produtores rurais não alfabetizados de um município próximo de Campinas. A prática pedagógica e a análise dos dados se fundamentaram nas teorias propostas pelos Novos Estudos do Letramento (Street, 1984, 1993, 2003; Gee, 1996/2001), além das teorias do letramento situado (Barton, 1994; Barton e Hamilton, 1998) e do letramento crítico (Fehring e Green, 2001). Os dados foram coletados por meio de gravações em áudio das aulas, entrevista aberta e anotações da pesquisadora. A partir da observação dos momentos das aulas em que as interpretações entre professora e alunos divergiam, buscou-se mapear os prováveis fatores que os ocasionaram, assim como as mudanças que advieram destas situações na aprendizagem dos educandos e na prática da educadora. Notou-se, então, que as diferentes visões acerca dos poemas podiam ser explicadas pelas diferenças entre as histórias de letramento apresentadas pelos alunos e pela professora, alguns aspectos de suas concepções de poesia e de suas perspectivas sócioculturais, bem como o conhecimento insuficiente da educadora a respeito do letramento dos educandos no início do trabalho, ou as associações mentais que embasavam as interpretações dos participantes. Houve, então, um processo em que os alunos foram se adaptando à nova prática de letramento que conheceram, enquanto a professora também se adaptou às possibilidades interpretativas dos alunos. Dessa forma, ao final do curso, os educandos já percebiam que algumas interpretações não eram justificadas pelo texto, e vivenciavam experiências significativas de leitura poética; enquanto a educadora havia percebido a necessidade de uma adequação temática dos textos selecionados para que tal experiência fosse possível e já não exigia interpretações ideais, mas aceitava as visões dos alunos, buscando mostrar os limites estabelecidos pelas palavras presentes no poema. A análise dos dados também foi subsidiada pela teoria transacional da leitura e da escrita (Rosenblatt, 1938/1995, 1978/1994 e 1994). Abstract: This paper investigates the discrepancies that occurred between the interpretations of non-educated adult students and those of their teacher in poetry reading classes during a literacy course taught from 2006 through 2008. As the teacher was also the researcher, this is an action research project developed among illiterate agricultural workers in a town near Campinas. Pedagogical practice and analyses were based on the theoretical foundations suggested by the New Studies on Literacy (Street, 1984, 1993, 2003; Gee, 1996/2001) as well as the situated literacy theories (Barton, 1994; Barton e Hamilton, 1998) and critical literacy (Fehring e Green, 2001). Data were collected by means of audio recording of classes, open interviews and notes taken by the researcher. By observing the incidents in class when the interpretations of teacher and students diverged, this paper seeks to outline the probable factors that provoked the discrepancies as well as the modifications that resulted from these situations in the students' learning process and in the teacher's practice. Accordingly, it was observed that different views of the poems could be explained by differences in literacy backgrounds, the notions about poetry and sociocultural perspectives introduced by the students and the teacher, as well as the teacher's insufficient familiarity with the students' literacy backgrounds at the outset of the project, or the mental associations that formed the basis of the participants' interpretations. During this process, therefore, the students gradually adapted themselves to the new literacy practices with which they were becoming familiar, while the teacher also became accustomed to the interpretative capabilities of the students. Thus, towards the end of the course, the students began to perceive that some interpretations were not supported by the text, and they had meaningful experiences of reading poetry; while at the same time the teacher realized the need to adapt the themes of the selected texts to enable such experiences, and no longer expected "ideal" interpretations but accepted the students' own views seeking to illustrate the limitations set by the words in the poem. The analyses were also based on the transactional theory of reading and writing (Rosenblatt, 1938/1995, 1978/1994 e 1994). Key words: Literacy; action research; adult education; teaching of literature. Mestrado Língua Materna Mestre em Linguística Aplicada

PurposeThe purpose of this article is to explore how participants with different motivations (educational or leisure), familiarity with the medium (newbies and active Twitter users), and participating instructions respond to a highly structured digital social reading (DSR) activity in terms of intensity of engagement and social interaction.Design/methodology/approachA case study involving students and teachers of 211 Italian high school classes and 242 other Twitter users, who generated a total of 18,962 tweets commenting on a literary text, was conducted. The authors performed both a quantitative analysis focusing on the number of tweets/retweets generated by participants and a network analysis exploiting the study of interactions between them. The authors also classified the tweets with respect to their originality, by using both automated text reuse detection approaches and manual categorization, to identify quotations, paraphrases and other forms of reader response.FindingsThe decoupling (both in space and time) of text read (in class) and comments (on Twitter) likely led users to mainly share text excerpts rather than original personal reactions to the story. There was almost no interaction outside the classroom, neither with other students nor with generic Twitter users, characterizing this project as a shared experience of “audiencing” a media event. The intensity of social interactions is more related to the breadth of the audience reached by the user-generated content and to a strong retweeting activity. In general, better familiarity with digital (social) media is related to an increase in the level of social interaction.Originality/valueThe authors analyzed one of the largest educational social reading projects ever realized, contributing to the still scarce empirical research about DSR. The authors employed state-of-the-art automated text reuse detection to classify reader response.

Esta dissertação de mestrado pertencente à linha de pesquisa: Aquisição, Aprendizagem e Ensino de Línguas, dentro do projeto de pesquisa "Fronteiras da Leitura: O Ensino de Literatura sob a Perspectiva da Linguística Aplicada Crítica", coordenado pelo Prof. Dr. Valter Henrique de Castro Fritsch, orientador deste tabalho. A pesquisa tem por objetivo refletir sobre algumas questões acerca dos múltiplos papéis que a contação de histórias pode desempenhar na construção do letramento literário de sujeitos leitores no processo de ensino e aprendizagem nas séries iniciais do ensino fundamental. Para tanto, será mobilizada a teoria de Letramentos e, neste sentido, são apresentados teóricos como Angela Kleiman (1995, 2005, 2013), uma das primeiras autoras a abordar a questão dos Letramentos como prática social, Roxane Rojo (2009), que considera necessário também observar que as práticas de letramento se encontram em diferentes contextos sociais, bem como Brian Street (2014), o primeiro autor a trazer a abordagem sobre o letramento como letramentos sociais. Quanto ao Letramento Literário, tem- se que ele pode ser considerado uma alternativa para a prática social, conforme as considerações de Rildo Cosson (2006). Para o autor, as práticas sociais que envolvem o letramento literário são os aprendizados relacionados com a socialização e o compartilhamento de saberes e culturas as quais visam a um propósito maior que é a prática social de humanização das crianças. Aqui, será apresentado o Letramento e seus fundamentos teóricos, a fim de mobilizar os conceitos da teoria no momento da análise, uma vez que é a teoria que sustenta este trabalho a partir das noções de Letramento social, Letramento literário e Práticas e Eventos de Letramento que serão acionadas ao longo deste trabalho. Portanto, a metodologia de pesquisa aplicada consiste em pesquisa bibliográfica a partir da análise da contação de histórias pelas vozes de três mediadoras de leitura literária, mas, principalmente, contadoras de histórias que vivenciam esta arte de ensinar a cultura, o conhecimento, bem como divertir, entreter, ampliar a visão de mundo e de si mesmo, além de ser decisiva no desenvolvimento da imaginação, da oralidade e incentivo pelo gosto da leitura. Resultados preliminares demonstram a contribuição da contação de histórias para a mediação da leitura literária no processo de ensino aprendizagem nas séries iniciais do ensino fundamental. Esta pesquisa, ao analisar as vozes das três contadoras de histórias, se constitui num espaço de fala e de reflexão sobre o tema da contação de histórias, bem como de apresentar ferramentas que se referem as atividades que podem ser desenvolvidas para melhorar a contação de histórias e atingir todo o potencial que ela tem como formadora de cidadãos. This master's thesis is inserted in the research line: Acquisition, Learning and Teaching Languages, and it is part of the research project "Frontiers of Reading: The Teaching of Literature from the Perspective of Critical Applied Linguistics", coordinated by the professor Valter Henrique de Castro Fritsch, PhD, supervisor of this thesis. The research aims to reflect on some questions about the multiple roles that storytelling may play in the construction of literary literacy of readers in the teaching and learning process in the initial grades of elementary school. In order to do that, the Literacies theory will be mobilized and, in this sense, theorists such as Angela Kleiman (1995, 2005, 2013), will be presented, one of the first authors to approach the issue of Literacy as a social practice, Roxane Rojo (2009), who considers it is also necessary to note that literacy practices are found in different social contexts, as well as Brian Street (2014), the first author to bring the approach to literacy as social literacies. As for Literary Literacy, it can be considered as an alternative for social practice, according to the considerations of Rildo Cosson (2006). To the author, the social practices that involve literary literacy are the learnings related to socialization, and the sharing of knowledge, and cultures, which aim at a greater purpose, which is the social practice of humanization of children. Here, Literacy and its theoretical foundations will be presented to mobilize the concepts of theory in the analysis, since it is the theory that sustains this work from the notions of Social Literacy, Literary Literacy and Literacy Practices and Events that will be triggered throughout this work. Therefore, the applied research methodology consists of bibliographic research, based on the analysis of storytelling by the voices of three literary reading mediators, but mainly storytellers, who experience this art of teaching culture, knowledge, as well as having fun, entertaining, broadening the worldview and oneself: besides being decisive in the development of imagination, orality, and encouragement for the taste of reading. Preliminary results demonstrate the contribution of storytelling to the mediation of literary reading in the teaching- learning process in the early grades of elementary school. This research, when analyzing the voices of the three storytellers, constitutes a space of speech and thoughts on the theme of storytelling, as well as presenting tools that refer to the activities that can be developed to improve the storytelling practices and to reach the full potential that it contains to educate citizens.

Denna uppsats ämnar undersöka svenska gymnasieelevers attityder till litteratur i svenskämnet på gymnasiet samt hur elever tycker att litteraturundervisningen bör gå till. Resultatet visar att eleverna har en positiv attityd till litteratur och litteraturläsning generellt men att den läsning som sker i skolan uppfattas som tråkig och ett måste. Vidare visar resultatet en oenighet när det kommer till litteraturundervisningen. Vissa anser att eleverna borde ha större frihet när det kommer till vad som ska läsas och andra anser att läraren bör styra innehållet i litteraturundervisningen.

RESUMO O objetivo deste artigo foi analisar propostas didático-pedagógicas de livros didáticos de Português que, por meio do trabalho com a literatura afro-brasileira, nos permitam verificar caminhos para a construção de uma educação literária de viés antirracista no ensino médio. Com a discussão sobre a necessidade de descolonização do cânone escolar, analisamos o modo como duas coleções aprovadas pelo Programa Nacional do Livro Didático 2015 articulam o poeta afrodescendente Luiz Gama ao condoreirismo. Com base numa investigação qualitativa dessa ocorrência, destacamos os pontos que parecem convergir com uma perspectiva antirracista de ensino e/ou divergir dela. Concluiu-se, com pontuais ressalvas, que os capítulos investigados se alinham a tal perspectiva, sobretudo ao incluírem, ao lado de Gama, autores afrodescendentes contemporâneos e textos que tratam positivamente da ancestralidade africana e da negritude. ABSTRACT This article aimed to analyze didactic-pedagogical proposals of Portuguese textbooks that suggest ways to reach an antiracist education in Brazilian high school, with attention to the teaching of Afro-Brazilian literature. From a discussion about the need for decolonization of the school canon, it analyzes collections approved by National Textbook Plan (Programa Nacional do Livro Didático - PNLD) 2015 that articulate the afro-descendant poet Luiz Gama to the condoreirismo. Based on a qualitative investigation of this issue, we highlight the points that seem to converge and/or diverge from an antiracist teaching perspective. It is concluded that the chapters investigated dialogue with that perspective, especially because they include contemporary Afro-Brazilians authors and positive texts about African ancestry and blackness, alongside the poetry of Gama. RESUMEN El objetivo de este artículo fue analizar las propuestas didácticas y pedagógicas de los libros de texto de Portugués que, a través de la literatura afrobrasileña, señalan las formas de construir una educación antirracista en la escuela secundaria. A partir de la discusión sobre la necesidad de descolonización del canon escolar, se analizaron colecciones aprobadas por el Programa Nacional del Livro de Texto (Programa Nacional do Livro Didático - PNLD) 2015 que articulan al poeta Luiz Gama al condoreirismo. Basándonos en una investigación cualitativa, destacamos los puntos que parecen converger y/o divergir desde una perspectiva de enseñanza antirracista. Se concluye que los capítulos investigados se ajustan a esa perspectiva, especialmente al incluir, junto a Gama, autores contemporáneos afrodescendientes y textos que abordan positivamente la ascendencia africana y la negritud.