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Treball Final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic: 2019/2020 Aquest treball presenta un conjunt de característiques que defineixen un bon àbum il·lustrat per a l‟educació infantil de 0-6 anys i serveixen per a que els professionals de l'àmbit educatiu i les famílies puguen fer una bona tria d‟àlbums. La primera part d‟aquesta investigació es centra en analitzar la definició d‟àlbum il·lustrat segons els experts, a tavés d‟una recerca bibliogràfica. Trobem diverses definicions incompletes i construïm nosaltres una definició més amplia del que és l‟àlbum. La segona part del treball es basa en crear un corpus d‟àlbums il·lustrats dirigits a un públic infantil. Fem una revisió bibliogràfica de les característiques de la literatura infantil segons els estudiosos, per tal de garantir que les obres selecciones del corpus van destinades als infants. La tercera part, simultània a l‟anterior, es focalitza en desenvolupar cada una de les característiques que defineixen la literatura infantil i ratificar aquests criteris amb els exemplars del corpus. L‟objectiu és garantir que les característiques aportades són adequades i defineixen un bon àlbum il·lustrat per a l‟educació infantil. Per últim, comprovem en la pràctica el valor dels àlbums amb un infant de quasi tres anys. L‟àlbum és un producte format per text i imatge, no obstant, en aquest treball ens hem centrat en la part literària, el text. D‟altra banda, a mesura que s‟anava creant el corpus, hem descobert a la xarxa diverses variants de l‟àlbum. Aquests subgèneres tenen una gran aportació per a l‟educació infantil. This work presents a group of characteristics which define a good picture-book for school readiness of 0-6 years old and the research is useful for professional people involved in education and for families, so they can do a good choice of picture-books. The first part of the work is based on the analysis of the illustrated album definition according to the experts, by doing a bibliographic search. We have found different incomplete definitions and we have made a complete definition of the picture-book‟s meaning. The second part of the research is focused on the creation of a picture-book corpus for children. We have done a bibliographic review of the characteristics of the children‟s literature according to the experts in order to guarantee that the selected works of the corpus are for children. The third part, simultaneous on the previous, is based on the development of each one of the characteristics which define children‟s literature and confirm these particularities with the works of the corpus. The purpose is guarantee that the characteristics are appropriates and define a good illustrated album for school readiness. The last part consists in verify the value of the picture-books with an almost three years old child. The illustrated album is a product compounded by text and image, however, we have focused on the literary part, the text. Besides, once we were creating the corpus, we have found on the internet different variations of picture-book. These subgenres have a great contribution for school readiness.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Trata-se de uma pesquisa qualitativa do tipo exploratória realizada com a turma de alunos da própria pesquisadora, composta por crianças de 4 a 5 anos de idade e com a turma de crianças menores, com 2 e 3 anos, da mesma escola, referente à relação destas com a literatura infantil a partir do conceito de Leitura Fruição. O objetivo geral de nossa pesquisa foi analisar a potencialidade de criação e fruição literária na prática de “leitura” de livros literários realizados pela voz e mãos de crianças da Educação Infantil. A partir disso, foram delineados os seguintes objetivos específicos: (i) analisar a potencialidade de proposta de leitura entre pares para a prática de Leitura Fruição; (ii) analisar a potencialidade de proposta de leitura entre pares para o aprimoramento e desenvolvimento de funções psíquicas superiores e de seu uso nas relações com a literatura. O material empírico foi produzido através de observações com vídeofilmagens e gravação em áudio de 42 situações em que as crianças foram convidadas a “lerem” para seus pares (de sua própria turma e de uma turma de crianças menores) e analisado qualitativamente, com embasamento no conceito de Leitura Fruição e na teoria Histórico-Cultural, no que diz respeito à mediação e ao desenvolvimento de funções psíquicas superiores. A análise do material empírico foi realizada nos seguintes eixos e sub-eixos: importância da mediação, subdividido em mediação da professora-pesquisadora e entre pares; em seguida, a importância da recorrência das experiências, subdividido em a apropriação da prática de leitura e, por fim, o sub-eixo funções psíquicas superiores em destaque: memória e imaginação. Com essas análises pudemos identificar a potencialidade da criação infantil na contação de histórias a partir do livro literário infantil; as crianças mostraram-se capazes de imaginar e inventar histórias criativamente, indo além da simples descrição da ilustração estática do livro; construíram estratégias sofisticadas de contação de histórias, bem como assumiram postura como “leitoras”; incentivaram e demonstraram interesse e gosto pelas “leituras” feitas pelos colegas; a partir das “leituras”, trouxeram debates de assuntos considerados importantes para elas e também sentiram-se à vontade para expressarem seus sentimentos. Desta pesquisa, se espera que seus resultados contribuam para a formação de professores quando pensada a prática de leitura sem almejar o controle estrito de resultados, que visa explorar os sabores da leitura por deleite com crianças da Educação Infantil. This is an exploratory-type qualitative research carried out with the researcher‟s own group of students, composed of children aged from 4 to 5, and with a group of younger children, aged from 2 to 3, at the same school, regarding the relationship of these children with the children's literature based on the concept of Fruition Reading. The general purpose of our research was to analyze the potential of creation and literature fruition in the practice of "reading" literary books performed by the voice and hands of children in preschool education. From there, the following specific objectives were outlined: (i) to analyze the potential of a peer reading proposal for the practice of Fruition Reading; (ii) to analyze the potential of a peer reading proposal for the improvement and development of higher psychological functions and their use in relation to literature. The empirical material was produced through videotaped and audio-recorded observations of 42 situations in which the children were invited to "read" to their peers (from their own class and a class of younger children) and qualitatively analyzed, based on the concept of Fruition Reading and on the historical-cultural theory, with regard to mediation and the development of higher psychological functions. The empirical material analysis was carried out on the following axes and sub-axes: importance of mediation, subdivided into mediation by teacher-researcher and among peers; then the importance of the recurrence of the experiences, subdivided into the appropriation of reading practice and, finally, the sub-axis of higher highlighted psychological functions: memory and imagination. Based on these analyzes we could identify the potential of child creation in storytelling from the children's literary book; the children were able to creatively imagine and invent stories, going beyond the simple description of the book's static illustration; they not only built sophisticated storytelling strategies, but also assumed a behavior as "readers"; they encouraged and displayed an interest in and appreciation of the "readings" made by peers; from the "readings", they brought debates on issues they considered important and also felt at ease to express their feelings. It is expected that this research results contribute to the formation of teachers when thinking about reading practice without aiming for strict control of results, which aims to explore the taste of reading for pleasure among preschool children.

Este artigo analisa as representações de infância/criança na literatura infantil brasileira contemporânea a partir do marco teórico metodológico dos estudos culturais em educação. Como recorte de um estudo mais amplo que tem buscado compreender os fatores envolvidos na recepção dos livros que compõem os acervos do Programa Nacional Biblioteca na Escola (PNBE) - Anos Iniciais do Ensino Fundamental, este texto aborda as representações de crianças que sofrem e as diferentes origens desse sofrimento sob três eixos temáticos: pobreza e trabalho infantil, dificuldades no convívio social e medos infantis. Configuram-se material de análise oito obras apenas de autores brasileiros que compõem os acervos do PNBE, referentes aos anos 2012 e 2014, e que contêm narrativas com texto verbal e ilustrações e somente com imagens. This article analyzes representations of childhood/child in Brazilian contemporary children's literature from the theoretical and methodological framework of cultural studies in education. As a part of a larger study that has sought to understand the factors involved in receiving books that make up the collections of the National Program Library in School (PNBE) - Early Years of Elementary School, this text discusses the representations of children suffering and the different origins of suffering according to three main themes: poverty and child labor, difficulties in social interaction and children's fears. The analysis is based on eight books by Brazilian authors that are part of the 2012 and 2014 collections of PNBE, and which contains verbal narratives with illustrations and wordless books.

Σκοπός της παρούσας διατριβής είναι η μελέτη της απεικόνισης του «Άλλου» σε πενήντα έξι σύγχρονα εικονογραφημένα μικροαφηγήματα Ελλήνων συγγραφέων, που απευθύνονται σε παιδιά νηπιακής και πρώτης σχολικής ηλικίας και καλύπτουν την περίοδο 2000-2013. Επιπλέον, εξετάζονται τα ιδεολογικά μηνύματα μέσα από τον κειμενικό και εικονικό αφηγηματικό λόγο. Ειδικότερα, ασχολείται κυρίως με τη σχέση που αναπτύσσεται ανάμεσα στο κείμενο και την εικόνα, προκειμένου να εντοπιστούν στερεοτυπικές και προκατασκευασμένες ιδέες σχετικά με τον «Άλλο». Αρχικά, εξετάζονται θεωρητικά ζητήματα που συνδέονται με τη συγκεκριμένη έρευνα, τα οποία σχετίζονται με την Παιδική Λογοτεχνία και τη διαπολιτισμική διάσταση. Ειδικότερα, αναφερόμαστε στις έννοιες της «πολυπολιτισμικότητας», της «διαπολιτισμικότητας», και της διαπολιτισμικής αγωγής και εκπαίδευσης. Στη συνέχεια, προσδιορίζονται πέντε εκπαιδευτικά μοντέλα ως ερευνητικά εργαλεία, προκειμένου να εξεταστούν τα εικονογραφημένα μικροαφηγήματα ως προς τον τρόπο με τον οποίο κατασκευάζεται ο ρόλος του «Άλλου». Επιπρόσθετα, προσεγγίζονται οι έννοιες της πολιτισμικής διαφορετικότητας, της ταυτότητας και της ετερότητας. Επιπλέον, εξετάζεται ο ρόλος της ιδεολογίας στο παιδικό βιβλίο, η έννοια της «πολυπολιτισμικής λογοτεχνίας» και ο «Άλλος», όπως αυτός αποτυπώνεται ποικιλοτρόπως στα εικονογραφημένα μικροαφηγήματα που αποτελούν και το υλικό της παρούσας διατριβής. Τέλος, εξετάζεται η λειτουργία της εικονογράφησης στο σύγχρονο εικονογραφημένο μικροαφήγημα. Στη συνέχεια, παρουσιάζεται το μεθοδολογικό εργαλείο που έχει χρησιμοποιηθεί για την πραγματοποίηση της έρευνας. Ειδικότερα, πρόκειται για μια συνδυαστική μέθοδο που στηρίζεται στη θεωρία του αφηγηματικού λόγου και στη μεθοδολογία που προτείνει η θεωρία της Πολιτισμικής Εικονολογίας. Αντίστοιχα, η ανάλυση της εικονογράφησης έχει στηριχτεί στη «γραμματική του οπτικού κειμένου».Συνοψίζοντας, μπορούμε να σημειώσουμε ότι τα θέματα των μικροαφηγημάτων που αναλύονται είναι εμπνευσμένα από τη σύγχρονη κοινωνική πραγματικότητα και τα ιδεολογικά μηνύματα που μεταδίδονται καταφέρνουν να εμφυσήσουν τις αξίες της ζητούμενης διαπολιτισμικότητας, δηλαδή της συμφιλίωσης, του σεβασμού της ετερότητας και της ουσιαστικής αποδοχής του «Άλλου». Επιπλέον, λειτουργούν στο επίπεδο της ενσυναίσθησης, της επίλυσης προβλημάτων, αλλά και ως φορείς κοινωνικοποίησης στο σύγχρονο πολυπολιτισμικό περιβάλλον. The purpose of the present dissertation is the study of the portrayal of the “Other” in fifty six contemporary short stories by Greek authors addressed to infants and primary school children during the period 2000-2013. Furthermore, ideological messages through textual and virtual narrative discourse are analysed. More specifically, it is mainly concerned with the relation at work between the text and the image, in order to detect stereotypical and preconceived notions about the “Other.”Initially, some theoretical issues are discussed related to the specific research, and connected to Children’s Literature and its intercultural dimension. Specifically, mention is made of the notions of “multiculturalism,” “interculturality,” as well as intercultural education. Then, five educational models are defined as research tools with a view to examining the illustrated short stories, in terms of the way in which the role of the “Other” is constructed. Moreover, the notions of cultural diversity, identity, and otherness are approached. Apart from that, the role of ideology in children’s books, the notion of “multicultural literature,” and the “Other” are explored, as this is variously reflected in the illustrated short stories, which the present dissertation draws upon. Finally, the function of illustration in the contemporary illustrated short story is examined.Later on, the methodological tool used for the purposes of this research is presented. Actually, it is a method combining textual analysis techniques. Actually, it is a method premised on French theoretician Genette. In addition, it is based on the methodology posited by the theory of Cultural Imagism. The analysis of illustration has been premised on “the Grammar of Visual Design” .In conclusion, it should be noted that what emerges as an idea from the total of short stories is that the topics of the short stories analysed are inspired by current affairs, and the ideological messages conveyed manage to instill the values of interculturality, that is of reconciliation, respect of diversity, and essential acceptance of the “Other.” Furthermore, the topics act on the level of empathy and problem-solving, and as agents of socialisation in contemporary multicultural environment. 551 σ.

Η παρούσα διατριβή μελετά το χιούμορ σε πενήντα εικονογραφημένα μικροαφηγήματα της περιόδου 1990-2010, εστιάζοντας στη διερεύνηση του κωμικού στοιχείου των χαρακτήρων. Από το σώμα κειμένων της περιόδου αυτής, σχηματίστηκαν τέσσερις κατηγορίες μελέτης στις οποίες διερευνάται η λειτουργία του χιούμορ με στόχο να καταγράψουμε τις διάφερες όψεις του φαινομένου του. Τα συγκεκριμένα έργα, είναι ενδεικτικά των νεοτερικών τάσεων της περιόδου μελέτης, ενώ η θεματολογία τους είναι εμπνευσμένη από διάφορα πεδία της σύγχρονης εποχής. Η μέθοδος ανάλυσης των έργων είναι μεικτή, καθώς συνδυάζει την ποιοτική ανάλυση περιεχομένου με: τις θεωρίες του χιούμορ, τις θεωρίες «μελέτης και αποκάλυψης» των λογοτεχνικών χαρακτήρων και τη λειτουργία της εικονογράφησης. Πρωταρχική επιδίωξη της παρούσας διατριβής, είναι η εξέταση των τεχνικών που μετέρχεται το χιούμορ τόσο στο λεκτικό κείμενο όσο και στην εικονογράφηση προκειμένου να αναδείξουμε τον τρόπο λειτουργίας του μέσα από τη δράση των λογοτεχνικών χαρακτήρων, αναδεικνύοντας παράλληλα τις συγγραφικές τάσεις της περιόδου 1990-2010. Από την εξέταση των συγκεκριμένων έργων, καταλήγουμε στο συμπέρασμα ότι το χιούμορ χρησιμοποιείται ως μηχανισμός που εξυπηρετεί τις ιδεολογικές σκοπιμότητες της εκάστοτε αφήγησης που εγγράφεται. Ως βασικές λειτουργίες του αποδεικνύονται η παιγνιώδης λογική, η πολυεπίπεδη λειτουργία του, η ιδιότητα του να ανατρέπει αναχρονιστικές απόψεις και στερεότυπα και να προκαλεί την κριτική επεξεργασία και τον προβληματισμό. Στο χιουμοριστικό αποτέλεσμα συνεργάζονται εξίσου το λεκτικό κείμενο και η εικονογράφηση, ενώ το χιούμορ συνυφαίνεται ποικιλοτρόπως με τις νεοτερικές τεχνικές προκειμένου να επιτελεστεί. Ειδικότερα για τους χαρακτήρες, διαπιστώνεται ότι το χιούμορ εντοπίζεται τόσο μεμονωμένα όσο και συνδυαστικά με τις τεχνικές άμεσης και έμμεσης παρουσίασης των χαρακτήρων, γεγονός που επιβεβαιώνει τη δυνατότητα της συνδυαστικής προσέγγισης των εν λόγω θεωριών με σκοπό τη διερεύνηση του κωμικού των χαρακτήρων. The purpose of the present dissertation is tο study the humor in fifty illustrated short stories of the 1990-2010 period, focusing on the exploration of the comic element found in characters. From the corpus of texts of this period four categories of studies were formed in which the function of humor is studied, aiming the recording of different aspects of its phenomenon. Τhe stories in question are representative of the modernist trends of the era, while their range of topics is inspired by various fields of contemporary society. A combinational approach was deemed to be the most suitable method. It combines the qualitative content analysis, with: theories on humor, theories on “characterization” and the function of illustration. The primary objective of the present dissertation is the examination of the techniques that humor employs in verbal text and in illustration as well in order to highlight how it works through the action of literary characters, highlighting at the same time the author trends of the 1990-2010 period. From the examination of the specific works, it is gleaned that humor is used as a mechanism fulfilling the ideological purposes of each narrative. Its basic functions turn out to be playful logic, its multilayered function, and its property to subvert outdated views and stereotypes, as well as to invite critical processing and reflection. To achieve humor, there is an equal cooperation between the verbal text and illustration, with humor being interwoven in diverse ways, thanks to modernist techniques. As far as characters are concerned, it is argued that humor is traced individually, as well as in combination with techniques of external description and internal representation in the creation of characters, which attests to the possibility of a combinatorial approach to the theories in question with a view to exploring the comic element of these characters. 633 σ.

PROQUALI (UFJF) O presente trabalho tem como objeto de estudo as duas únicas traduções brasileiras do livro Le petit Nicolas, de Sempé e Goscinny (1960), e seu objetivo principal é a determinação do escopo dessas traduções e das características do público-alvo de cada uma delas por meio da apuração de seus encargos tradutórios. Como pressupostos teóricos que orientam esta pesquisa, destacam-se a Abordagem Funcionalista da Tradução, na ótica de Christiane Nord (1997, 2000, 2005, 2006, 2008), os estudos dedicados à Literatura Infantojuvenil (COELHO, 1980, 1991, 1993; HUNT, 2010) e à sua tradução (AZENHA JUNIOR, 1991, 1996, 2005, 2005, 2008, 2012). Aborda-se, também, o discurso de teóricos voltados para o estudo da Historiografia, com ênfase na historiografia da tradução. A análise dos dados baseou-se em três corpora: o primeiro corpus é constituído pelo livro original Le petit Nicolas, publicado pela Editora Denoël, cuja edição aqui consultada é de 1999; o segundo é a tradução de Marcelo Corção, de 1975, publicado pela Editora Artenova e o terceiro, a tradução da Martins Fontes Editora, de 1997, assinada por Luis Lorenzo Rivera; ambas as traduções levam o nome O Pequeno Nicolau. A análise dos dados aponta para a diferença de concepção sobre o fazer tradutório na qual a tradução operada pela Editora Artenova busca um resultado final que elimina a presença do estrangeiro no texto, enquanto a tradução feita pela Editora Martins Fontes resguarda, investe e insiste na presença da cultura estrangeira. The aim of this work is to study the only two Brazilian versions of the book Le petit Nicolas, written by Sempé and Goscinny (1960). The main purpose is to define the scope of these translations and the target audience characteristics of each of those versions by analysing their translation-briefs. As theoretical assumptions that guide this research, stand out the Translation Functionalist Approach, in the view of Christiane Nord (1997, 2000, 2005, 2006, 2008), some studies dedicated to children and youth literature (Coelho, 1980, 1991, 1993; HUNT, 2010) and its translation (AZENHA JUNIOR, 1991, 1996, 2005, 2005, 2008, 2012).This work also focuses on theoretical discourse of the study of translation historiography. The data analysis was based on three corpora: the first corpus consists on the original book Le petit Nicolas, published by Denoël, whose edition consulted is from 1999; the second is the translation of Marcelo Corção, 1975, published by Artenova. The third was the translation of Martins Fontes Publisher, 1997, signed by Luis Lorenzo Rivera. Both translations are named O pequeno Nicolau. Data analysis highlights the different conceptions of translation work between the two publishers. While Artenova seeks a final result that eliminates the foreign presence in the text, Martins Fontes protects sources, invests and insists on the presence of the foreign culture.

This doctoral thesis aims to investigate how the genre reading journal, understood as an academic literacy event, can enhance academic professional identity of undergraduate students in initial teacher education. This qualitative study focuses on the Children‟s Literature course in the Pedagogy undergraduate program at the Federal University of Campina Grande (UFCG), and the corpus consists of journals produced by five participants during one semester, in 2013. Situated in the Applied Linguistic field, this piece of research is grounded in Cultural Studies (HALL, 2001, 2012), Bauman´s(2001, 2005) sociological perspective, New Literacy Studies (KLEIMAN 1995, 2007, 2008; BARTON & HAMILTON, 2000, among others), Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008, BRONCKART & MACHADO, 2009), and the Work Sciences (CLOT, 1999[2006]). Based on the underlying assumptionthat identity construction is a sociodiscursive activity (SILVA & MATÊNCIO), and on the textual analysis model proposed by Sociodiscursive Interactionism (BRONCKART, op.cit), I will focus on the enunciative level of the reading journals, as well as on the thematization of the constitutive elements of teachers´ work (BRONCKART & MACHADO, op.cit), in light of SDI. The reading journal analysis revealed three identity categories: (i)) reader of children‟s books; (ii) undergraduate student in initial teacher education, and iii) teacher developing readers of children´s books. Such identities are (re)constructed in a network of voices in which the empirical authors of the journals shift to the past, present and future, reframing their experiences as school students, undergraduate students and beginning teachers, underscoring the appropriation of university discourses and the professional genre(CLOT& FAIT, 2000; FAÏTA, 2004), such as the official Brazilian guidelines and teacher education, as well as concepts and practices of the teachers´ collective. In sum, this study highlights the reading journal as an important toolfor teacher identity construction, enabling developmental mediation (BRONCKART, 2006) and enhancing socioprofessional identities of university students by means of enunciative positioning in the journals -as readers, as undergraduate students and as teachers developing readers. A presente tese de doutorado tem como objetivo investigar como o gênero diário de leituras, enquanto evento de letramento acadêmico, pode promover espaços de construção identitária acadêmico-profissional de alunos em formação docente inicial. A pesquisa, de caráter qualitativo, enfoca dados gerados na disciplina Literatura Infantil do curso de Pedagogia da Universidade Federal de Campina (UFCG), por meio da produção diarista de cinco participantes da pesquisa, durante um semestre letivo, em 2013. Inserida na campo da Linguística Aplicada, reúne contribuições teóricas de três correntes de estudo: os Estudos Culturais (HALL, 2011, 2012) e a perspectiva sociológica de Bauman (2001, 2005); os Estudos de Letramento (KLEIMAN, 1995, 2007, 2008; BARTON e HAMILTON, 2000, entre outros) e o Interacionismo Sociodiscursivo (BRONCKART, 1999, 2006, 2008; BRONCKART e MACHADO, 2009). Partindo da premissa de que a construção da identidade é uma atividade social e discursiva (SILVA e MATÊNCIO, 2005), analisamos o nível enunciativo dos diários de leitura à luz do Interacionismo Sociodiscursivo, bem como a tematização dos elementos constitutivos do trabalho do professor (BRONCKART e MACHADO, 2009)), tendo em vista a construção da identidade acadêmico-profissional das alunas diaristas. A análise dos diários de leitura revelou a emergência de três categorias identitárias: i) Eu leitora de obras infantis; ii) Eu aluna-leitora em formação docente inicial; e iii) Eu professora-leitora formadora de leitores de obras infantis. Tais identidades são construídas a partir de uma rede de vozes, na qual as autoras empíricas dos diários operam deslocamentos para o passado, presente e futuro, resgatando suas experiências como alunas da Educação Básica e projetando o seu papel de futuras professoras formadoras de leitores, a partir da apropriação dos discursos que se firmam como norteadores da formação no âmbito da academia ou no gênero profissional (CLOT e FAÏTA, 2000; FAÏTA, 2004), a exemplo das orientações de documentos oficiais e de professores formadores, ou mesmo das concepções e práticas de um coletivo de professores. Desse modo, o diário de leitura se mostrou como um importante instrumento de construção da identidade docente, uma vez que proporcionou a mediação formativa (BRONCKART, 2006) para o desenvolvimento de dimensões identitáriass socioprofissionais das alunas em formação (como leitoras, graduandas e formadoras de leitores), à medida que se posicionavam enunciativamente em seus diários.

Made available in DSpace on 2014-06-11T19:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-04-07Bitstream added on 2014-06-13T20:55:32Z : No. of bitstreams: 1 silva_fc_me_assis.pdf: 1887559 bytes, checksum: 21eb99755480352a4ac96eed6e24ee11 (MD5) Secretaria de Estado de Educação de São Paulo O presente trabalho está vinculado ao Grupo de Pesquisa “Leitura e Literatura na Escola”, do Departamento de Literatura da Faculdade de Ciências e Letras de Assis (UNESP), que se consolidou a partir de diversos estudos sobre a recepção de narrativas juvenis por alunos do Ensino Fundamental. A pesquisa-ação incluiu a realização de um trabalho de incentivo à leitura, promovendo o contato dos alunos com narrativas literárias, no Ensino Fundamental II (5ª a 8ª séries, ou 6º ao 9º ano), da Escola Estadual “Jardim Primavera”, da cidade de Cerqueira César. A aplicação do projeto, em parceria com professores da escola, dispôs da carga horária semanal da disciplina de Leitura e Produção de Textos do Ensino Fundamental II, durante o segundo semestre do ano de 2009. Essa parceria demandou também um programa de aperfeiçoamento da prática docente no ensino da leitura, por meio de encontros de formação. Desse modo, o projeto trazia os seguintes objetivos: estudar o papel da literatura infanto-juvenil para a efetiva formação do leitor, buscando contribuir para a superação do baixo desempenho dos alunos das escolas públicas na competência leitora; discutir sobre o aproveitamento de narrativas literárias na sala de aula, abrangendo aspectos ligados à prática docente e às metodologias de ensino da literatura; e analisar as impressões de leitura desses alunos, com base nos postulados da Estética da Recepção (Hans Robert Jauss). Após a aplicação dos projetos de leitura nas doze turmas da escola, procedeu-se a análise dos resultados quantitativos, para a seleção do corpus de análise, em função do que se verificou a possibilidade de um estudo comparativo da recepção nas três turmas de sétima série, para as quais foi oferecida para leitura... The current work is bonded to the “Reading and Literature at School” Research Group, at the Literature Department of “Faculdade de Ciências e Letras de Assis (UNESP)”, which consolidated itself from the several studies about the youthful narratives reception by Elementary School pupils. The action research included the performance of a work of literature incentive, promoting the contact between the pupils and the literary narratives, in Elementary School (from level 5 to 8, or 6 to 9), in “Jardim Primavera” Public School, in “Cerqueira César” city. The project application, into partnership with the teachers of the school, disposed of the weekly hours of the “Reading and Writing” subject in Elementar y School, during the second semester in 2009. This partnership also demanded an improving program of the teaching practice in reading teaching, by the means of schooling meetings. In this way, the project had the following objectives: studying the children‟s literature role to the effective reader schooling, trying to contribute to the surpassing of the pupils with poor performances in reading ability in public schools; discussing about the use of literary narratives in classroom, including aspects bonded to the teaching practice and to the methodologies of literature teaching; and analyzing these pupils‟ reading feelings, based on principles of the Reception Aesthetics (Hans Robert Jauss). After the application of the reading projects in eleven different classes of the school, it was carried out the analysis of the quantitative data results to the selection of the corpus of analysis, according to what was observed, the possibility of a comparative study of the acceptance in the three... (Complete abstract click electronic access below)