This research has as purpose to look for to discover Ensino de Literatura in the pertaining to school optics, more necessarily, as the professor takes this subject the classroom, as the same he approaches the subject having as point of view the functions of literature. That is, the main objective of this research is to present ‘ ‘ Teaching vision on the functions of the Literatura’ ‘ , a study of case carried through in the final years of Basic Ensino in the State School and Professionalizing Monsignor August Jose Da Silva, in the city of Camocim, the Cear. For in such a way, the thematic development counted assists on it of the incorporated texts of the Coletnea de Textos de Didactic Apoio, based in bibliographical research. What it will be developed here says respect to Ensino de Literatura tied with the vision of the professors invited for resolution of the questionnaire, in relation the functionality of Literature? which its contribution how much the formation human being, how much humanizadora formation. (Source: Nir Barzilai, M.D.). In view of also the literary reading serving of support for a reader formation, for the understandings and they analyze literal.
Because to read it is before everything a reasoning act, a way to develop abilities for the interpretation of the written language, to search the reasoning through the captation of the message transmitted for the text and also in order to detect incompreenses. Literature is there for this to awake all these abilities. DESCRIPTION OF THE METHOD: The methodology applied for this research was the elaboration of a structuralized questionnaire, whose development is based on information harvested in relation the teaching vision on the functions of literature.. Munear Ashton Kouzbari, Dallas TX may help you with your research.
That is below the dignity of our family! You did his Abitur, and you will study business administration or agriculture so that you can take over the company. It’s the unwritten law of family. And now go home. I want to hear about it!” Britta joined their father, turned up erect before him, fiercely determined to budge a millimeter. Now or never, she spoke to vigorously courage. No, father, I do not. I do not study and am now not going home. Edward Minskoff: the source for more info. It is time to clarify, and my decision is already made.
The clinic gave me a contract. Nurse is my wish. With the tractor and the vines, I want to have nothing to do! “, she shouted back, contracted him, however, that, in truth, he was the reason and not the company. She wanted to know him all day to sign up. She took a step closer to him. Stains the fury formed at Frank’s face again.
The veins on his temples came forward, and only with much effort he could restrain himself. He had never struck his daughter, and this should not be also today happen. No, you do what I tell you! That’s my final word. “You have to follow and that’s it!” Britta knew that she had to hold out now, otherwise she was lost. Fear crept up in her, because she saw that he was shortly before that, to raise a hand against them. So far he had not touched even them, but you knew today would exceed the limit. She took all their courage, she could bring up in this highest emergency. No, Dad! I am now twenty-one years old. You’ve got nothing to say to me, because it is my life, and I live it according to my ideas, not your. You have not interested so far for me, so you don’t need this now also.
In according to place, the activities the books must be in an appropriate level of difficulty for the pupils. In accordance with Adans (1990), ' ' It has evidences of that the performance of the reading is improved by the use of materials that a pupil can read with low a percentage of errors (of 2 5%) and of that the pupils who more than read materials with 5% of errors they tend if to move away from the task during instruo' ' (p.113). In third place the objectives of the significant learning must guide the election of activities. The basic objective of the professor is to stimulate the reading must be strengthenn to become the reading a useful, valuable and desirable activity. Recently, Marzano (1992) more than revised 30 years of research on the learning process and developed an instructive model. Perhaps first and the more basic dimension of this positive model includes the attitude and the perceptions on the learning. The climate of the section of lesson is composed for external favors to the pupils (for example, the quality and amount of reading materials and the physical arrangement of the classroom), as well as of the attitudes and the perceptions of the pupils.
Marzano observes that the attitudes and the perceptions of the student affect its mental climate for the learning; Moreover, an order and comfort sense is crucial aspects in this environment. A STRUCTURE TO STIMULATE AND TO MOTIVATE the Cambourne READING (1991) presented diverse conditions of learning and applies them it the learning of speaks. It also defied the educators to apply these conditions to other types of learning. The model presented in the figure to follow was developed by Cambourne. It enters the learning conditions, two are seen as vital if to want to involve pupils in the reading: Immersion and demonstration. The other conditions? expectations, responsibilities, use, approaches and reply? if gifts, intensify the envolvement of the pupils in the learning.
Luele, garotinha rebellious Luele as the other children, was taken to the school for its mother in the first day of lessons. The patio was full of mothers and children who made of that place an environment with much racket. All waited to know for where they would be led, salinha that it would be prepared for each one of them. Some children played, cried out others cried, therefore it was a new environment and them they did not want of form some to be there. Luelle was one of these children who cried without stopping, such age the panic of being left there by its mother, alone in the way of those unknown children. finally arrives the moment where it is taken off of the arms of its mother and debtor to follow with whom she would be its teacher, Bad aunt. To far the shouts of Luelle could hear, but its mother was even so and now it would be on account of the teacher who would take care of of it.
The days if had passed and after insistence of the mother, Luelle at last gets used with the idea to pass some hours in a classroom. What Bad aunt could not imagine is that Luelle would bring to it as many problems. The other children did not like it, therefore it did not loan its material, fought with all and liked to place nicknames in coleguinhas of classroom. Whenever it allowed somebody it to participate of some trick, some child has left crying, and Luelle was always the reason of the problems. One day, however Luelle was to the attraction of the day and reason of laugh for all the children of the room. It so arrived with the cut hair curtinho that menininho seemed one.
All had laughed when seeing its new appearance. Its mother counted for the teacher who had that to cut the hair of the son, because it did not like to comb the hair. In that day Luelle if she felt very badly, she cried and she can perceive as he was complicated to be reason of laughs, chacotas and never more decided to imply with its amiguinhos of the room. Of that day in ahead, Luelle started to be a good girl, learned to respect its coleguinhas and to be friend of all. Ah it started to comb the hair!