Navegando por Assunto "Reader"

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Gulliver´s Travels na perspectiva adaptada de Clarice Lispector: o leitor infantojuvenilem em questão
(Universidade Federal do Pará, 2021-03-10) AMORIM, Thaís Fernandes; PRESSLER, Gunter Karl; http://lattes.cnpq.br/0100053541433805
This work aims to investigate the moralizing and satirical content present in the Jonathan Swift’s Gulliver’s Travels (1735) in the adapted perspective of Clarice Lispector (1973-2008), showing the treatment that the writer gives to these elements and how a child and youth audience would give account these contexts. Recognizing the narratives, historical or literary, they build a representation about reality and this representation materializes in the text, we try to understand the reception of these texts from the adapted text of Lispector, understanding that this is an intermediate instance between the author, the adapter and the reader. For that, we will approach some theoretical questions that deal with the interpretation and reception of the literary text (JAUSS, 1979), the reader's participation in the construction of the text (ISER, 1999), therefore retextualized by the adaptation, from the unveiling of the metaphors (LAKOFF & JONSON, 2002) and the interpretation of signs, icons and symbols (PIERCE, 2005), since the children's text deals with many images; as well as a translational practice based on dynamic equivalence principle (KADE, 1968), since the translator recreates the function that words may have in the source text situation. Such incursion is necessary, since Lispector retextualizes certain passages in a metaphorical way and does not use illustrations in her work (a recurring feature in works applied to children and adolescents). Knowing then that the text depends on the reader's availability to gather all that is offered and contributes to the constitution of meanings, an investigation will be made in the research of children's literature to discuss who these readers are, as well as in the studies of translation/adaptation of children's literature (LATHEY, 2006; OITTINEN, 2006; VENUTI, 1995), considering that it is this translated and adapted text that the children's reader will have access to.
Desconhecido
As percepções de atores da educação especial ante a atuação enquanto ledor para pessoas com deficiência visual
(Universidade Federal do Pará, 2023-04-06) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The research deals the specific preparation of education professionals in the condition of Ledor for advising people with visual impairments. It aims to analyze how professionals working in this area interact due to the appropriation of perceptions during this preparation. The condition of accessibility instrument, while training, conducts this research. In this sense, an attempt was made to answer the question: How are the perceptions of special education professionals during Ledor training for people with visual impairments? The support of Vygotsky's defectology fundamentals and elements of the theoretical-philosophical assumptions verified in Wittgenstein's Philosophical Investigations about language and conceptualizations with reflections about “seeing and seeing as” according to Gottschalk's considerations (2006), supported our added research with focal aspects on visual impairment/debrailization: Moraes (2016), conceptualization: Barros (2016), parameterization: Carlomagno and Rocha (2016), training: Gonçalves (2000), ledor: Machado (2020) and Canuto (2022) among others . This contribution enabled dialogues about the path and perceptions of research collaborators, participants of the Ledor 2021 course, carried out at the request of Professor Arlindo Gomes de Paula, former Director of UEES Prof. Campos Asterio. The qualitative methodology used in the research text covers preparation to act in accessibility to reading both common texts and graphic variations. The construction of this Ledor instrument is justified because in the Pará market there was no pedagogical tool that met the demand to work in the condition of Ledor. The thesis showed the feasibility of preparing an instrumental Ledor for people with visual impairments, that there are issues proposed by institutions that promote selective processes that are against the grain of the inclusive process and there is a necessity to apply a national educational policy for the description of images in schooling of basic education.