English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

ASBAHR, R.S.F. “Reading and Text Production” (2009-2011): the ephemerality of literature reading projects in the Sao Paulo State public schools curriculum. 163 p. Dissertação (Mestrado) – Faculdade de Educação, Universidade de São Paulo, São Paulo, 2013. The present essay results from our master’s degree research, in which we have studied the discipline “Reading and Text Production (RTP – LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5 th to 8 th Brazilian grade/ actual 6 th to 9 th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE – SEE in Portuguese) from the past ten years (2004 – 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as “Weaving Readings” (In Portuguese: “Tecendo Leituras”) and “Reading Hour” (In Portuguese: “Hora da Leitura”). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teacher’s book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).

Leitura e produção de textos" (2009-2011): a efemeridade dos projetos de leitura literária na rede estadual paulista