NARRATIVE ARCHITECTURE AND READER CONSTRUCTION: A READING OF SE UM VIAJANTE NUMA NOITE DE INVERNO, BY ITALO CALVINO

In “La mancata fortuna del romanzo italiano” (1995), Calvino discusses the reasons why the romance did not assert itself as a genre, counteracting  the “fearless and adventurous” texts from other literatures. After assuring the fatherhood of the genre in Italy to Manzoni, he observes that what was missing was in fact one of his main characteristics: the adventure. From this finding,  Calvino asks how it would be, nowadays, the Italian adventure romance. The questioning made around the 1950s (the text above is from 1953) sketches, to our understanding, a practical response 25 years later in the romance called Se um viajante numa noite de inverno (1979), in which Calvino narrates the "adventure" of the Reader who dives into a tangling romanesque discourses that never complete themselves. Such seduction strategy is associated to the actual narrative construction of Calvino, who conceives the romance as a "machine envisaged to tell a story that fascinates the readers."  (CALVINO apud NETO, 1997, p. 141). Calvino's words express two aspects of utmost importance in his literature - which will be fundamental in Se um viajante numa noite de inverno: the concern with the narrative architecture and the fascination that the plot must exert on the reader. In this reading of  Se um viajante numa noite de inverno we intend to highlight how these two aspects are imbricated in the romance, enabling Calvino to make true his so-dreamed Italian "adventure romance" from the problematization of the relation writer and public-reader. 

THE DAILY EDUCATIONAL AND TRAINING OF READING IN THE LIBRARY E. E. TANCREDO NEVES: AN EXPERIMENT IN COMMUNITY SCHOOL DOURADOS - MS

This article is the work part of the research "Representations of literary readings built from the history and memory in the libraries of the school community in Golden-MS." We analyzed the documentation of reading projects that fostered the creation and activities of the library, as the practices of teaching reading in the daily interface with the formation of the readers in their respective school sponsor. The projects were analyzed training reading "Project Reading Elementary Education 1-5 º Ano" and "Teaching the World to Read", developed by the school library EE Tancredo Neve of state schools of Golden-MS. We conducted research also stocks the conditions of libraries and reading modes they oportunizaram through access to the literary estate and from the social practices of reading encouragement fostered between the library and classrooms. A literary collection needs to be added to the mediation practices reading the contribution of an effective training readers in school communities through the presence and role of the school library.

Graphical interface for reading and writing in teacher education

ABSTRACT From a broader project, this paper presents a synthesis of theoretical reflections and principles of basic practical procedures for teacher training, focusing on teaching and learning of reading and writing in High School in Brazil. We present a brief history of the academic production, after the redemocratization of the years 1980/90 and we comment some topics proposed by the public policies. We emphasize writing specificities as a technological instrument, decisive for reading and producing texts. Finally, we present two reading practices based on methodological procedures for the graphic treatment of texts. The goal is to put the reader in a position to understand the processes of text construction in the position of authorship. Such practices mobilize "game" senses that affect the reader in the relations of language with writing as a graphic interface and analytical instrument.   Keywords: Reading, Writing; High school.

The Practice of Reading, Writing Papers and Linguistic Analysis in Teaching Portuguese: A Proposal for the Organization of Everyday School Life from the Perspective of Multiliteracies

This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

Reading and writing at the university in literacy project context - what really chance?

Regarding reading and writing practice, Higher Education context is one privileged setting for text study in order to provide knowledge acquisition and production for students. It is also recognizable that texts vary linguistically depending on the purpose and context of production which leads to academic literacy notion. In such context, courses are developed aiming to prepare students to master texts and practices in order to achieve academic success. Text Reading and Production I Course is an example of a course which has been introduced in the university programs. The paper aims to analyze the pedagogical practice that takes such projects as leading planning for reading and writing education at the university. It is part of a research carried out by the researcher who is a professor of Text Reading and Production I Course of a university center placed in the Taquari Valley/RS. The present essay aims to analyze texts the students read and wrote in the mentioned project. It is understood that (KLEIMAN, 2000, P. 238) literacy projects represent activities that result from real interest in students’ life and the implementation involves reading and writing as social practice. Data were collected from a group of students enrolled in the Text Reading and Production I Course during 2013/B term. One of the eleven projects developed by the students and the importance as literacy practices for reading and writing education at the university are analyzed.

Dialogical-reflective meetings on reading practices and literacy (s) in a public school: report of research

This article is part of a research that investigated the practices of reading and literacy of students from a public school in Rondonópolis, Mato Grosso, and promote reflective meetings with teachers to know their views and practices regarding the teaching and learning of reading, searching contribute to the critical reflection on these practices. Thus, the proposed work was guided by reading theories and critical literacy, combined with the Bakhtin’s language theory and Vygotsky’s learning theory and human development. The data revealed that students participate in a variety of literacy practices  out of school contexts, however the context of school literacy uncovers centralization of activities in traditional tasks in school, especially copy of texts and activities of the blackboard. In the first meetings with the teachers, their perceptions about these practices were marked by uncertainty, not understanding what to do with some school problems. As the meetings were going on, the discourses could reveal critical reflection moments.