Este trabalho é uma tradução da Poética de Aristóteles (com exceção dos capítulos 19 a 22, que não são discutidos aqui) acompanhada de comentários. A intenção dele é estabelecer um texto que leve em conta as várias contribuições dadas pelas principais traduções francesas, inglesas, italianas e portuguesas, e situar, por meio dos comentários, a Poética dentro do corpus da filosofia aristotélica, especialmente a ética de Aristóteles e sua teoria da ação. / This paper is a translation into Portuguese of Aristotle\'s Poetics (with the exception of chapters 19 trough 22, which are not discussed here), with accompanying commentaries. Its intention views the establishment of a text that takes into account several contributions given by the main French, English, Italian and Portuguese translations. The commentaries consider Poetics as a part of the Aristotelian philosophy teachings, especially Aristotle\'s ethics and his action theory.

Esta dissertação é um estudo sobre o uso de jogos de improvisação na iniciação coletiva ao violoncelo. O objetivo desta pesquisa, realizada no âmbito do Programa de Pós- Graduação em Música da Escola de Comunicações e Artes da Universidade de São Paulo, foi investigar a implementação de modelos de jogos de improvisação, já empregados em outros grupos de educandos, na iniciação coletiva ao violoncelo, com o intuito de proporcionar a aproximação dos estudantes com as poéticas da música contemporânea. O procedimento metodológico elencado para o trabalho foi a pesquisa-ação, a qual foi realizada em três instituições de ensino do estado de São Paulo: o Instituto Baccarelli, o Projeto Guri-Polo de Indaiatuba e o Instituto Fukuda. Foram utilizados como instrumentos e técnicas de coleta de dados a observação participante, o diário de campo, a aplicação de questionário junto a vinte e quatro estudantes e de entrevistas semiestruturadas junto a quatro professores que participaram das atividades, anotações feitas pelos estudantes após a realização dos encontros e a gravação em vídeo de algumas atividades propostas. A análise dos dados foi estruturada a partir das considerações dos alunos e dos professores participantes, sendo que essas foram abordadas em relação às referências bibliográficas consultadas e à observação das atividades relatadas em diário de campo, com o suporte das gravações em vídeo. Após a análise dos dados, foi possível perceber que, na implementação dos jogos elaborados, baseados a partir das proposições de Delalande (2001), Gainza (2009), Brito (2003, 2011), Freixedas (2015) e Cruz (2017), a maioria dos alunos compreendeu as propostas das atividades como jogo e criação musical. Grande parte dos estudantes relatou que se sentiu confortável ao praticar os jogos de improvisação, reconhecendo a construção de narrativas musicais nas atividades, a possibilidade de maior integração com seus colegas de classe, a compreensão de processos de criação musical e a aproximação com poéticas da música contemporânea. Os professores envolvidos destacaram o desenvolvimento da criatividade e dos processos de aprendizagem coletiva proporcionados pelas atividades, ressaltando, porém, a necessidade de contextualização das propostas dentro de um modelo de ensino tradicional. O trabalho aponta para possíveis desdobramentos para a área da educação musical, configurando-se como uma possibilidade de aplicação de jogos de improvisação na iniciação coletiva de um instrumento musical, bem como possibilitando sua implementação no ensino e aprendizagem de outros instrumentos de cordas friccionadas, além de oferecer subsídios para a configuração de propostas semelhantes direcionadas a outros níveis de aprendizagem ao violoncelo. / This dissertation is a study on the use of improvisation games in group cello lessons. The goal of this research, conducted during the Graduate Music Program at São Paulo University, was to investigate the implementation of improvisation games, already applied in other groups of students, in the collective initiation to the cello, with the purpose of promoting the approximation of students with the poetics of contemporary music. The methodological procedure listed for this work was the research-action, applied in three educational institutions of the state of São Paulo: Instituto Baccarelli, Projeto Guri and Instituto Fukuda. Participant observation, field diary, the application of a questionnaire to twenty-for students and semistructured interviews with the for teachers who participated in the activities, notes written by the students after the activities and the video recording of some the activities were used as instruments and techniques of data collection. The analysis of the data was structured based on the students\' and the participating teachers\' considerations and this were approached in relation to the consulted bibliographical references and to the observation of the activities reported in the field diary, with the support of video recordings. After analysing the data, it was possible to notice that in the implementation of the games, based on the propositions of Delalande (2001), Gainza (2009), Brito (2003, 2011), Freixedas (2015) e Cruz (2017), most of the students understood most the proposals of the activities such a game and music creation. Most of the students reported that felt comfortable playing improvisational games, recognizing the construction of musical narratives in the activities, the possibility of greater integration with their classmates, the understanding of the processes of music creation and the approach with poetics of contemporary music. The teachers involved highlighted the development of the creativity and group teaching provided by the activities, emphasizing, however, the need to contextualize the proposals within a traditional teaching model. This work indicates possible developments in the area of music education, being configured as a possibility for the application of improvisation games in the group teaching, as well as enabling its implementation in the teaching and learning of other strings instruments, besides providing support for setting up similar proposals aimed at the other levels of celli learning.

Este estudo consiste na análise dos romances Onze (1995), Teatro (1998) e As iniciais (1999), do escritor brasileiro Bernardo Carvalho, e dos romances El aire (1992), Boca de lobo (2000) e Los incompletos (2005), do escritor argentino Sergio Chejfec. Nosso trabalho trata de demonstrar que essas duas práxis narrativas buscam configurar poéticas que discutem, no cenário latino-americano atual, as matrizes modernistas da literatura em um presente marcado pela desestabilização das categorias do literário. E fazem isso por meio de práticas discursivas literárias que ficcionalizam uma dilacerada experiência de desolação, isolamento e alienação. A lógica reificante do presente mercado neoliberal latino-americano encerra novos modos de entender e escrever a literatura, que não impedem estes escritores de preservar e estimar certa especificidade do campo literário. Ademais, penetram e configuram universos ficcionais antiliberais e antiutópicos associados ao corte com uma noção tradicional de experiência, entendida como fundamento de uma verdade, de um conhecimento. Corte causado por problemas histórico-sociais, ligados ao caráter problemático da ainda incipiente e incompleta modernização latino-americana. / This study consists in the analysis of the novels Onze (1995), Teatro (1998) and As Iniciais (1999), of Brazilian writer Bernardo Carvalho, and of the novels El aire (1992), Boca de Lobo (2000) and Los incompletos (2005), of Argentinian writer Sergio Chejfec. Our work look forward to demonstrate that these two praxis narratives seek to setup poetic that are arguing, in the current Latin-American scenery, like head offices modernists literature in a present marked by destabilization of the literature categories. And they do that by means of literary discursive practices that fictionalize a lacerated experience of desolation, isolation and alienation. A reification logic does present Latin-American neoliberal market containing new manners of understanding and writing literature, that do not prevent these writers of preserving and being fond of certain specificity of literature field. Moreover, they penetrate and they setup ficticious, antiliberal and antiutopian universes associates to a break with a traditional notion of experience, wich is understood as foundation of a truth, of knowledge. That break was caused by historical-social problems, linked to the problematic character of still incipient and incomplete Latin-American modernization

O presente trabalho tem em vista um estudo sobre a derrota na primeira apresentação de Nuvens de Aristófanes, em 423 a. C., e as relações de competição e rivalidade entre os poetas cômicos inferidas pelo discurso sobre o fracasso na revisão da mesma peça. Atentarei especialmente para a parábase de Nuvens, conjugada com as parábases das peças anteriores, como Acarnenses (425 a. C.) Cavaleiros (424 a. C.), e posteriores, como Vespas (422 a. C.) e Paz (421 a. C.). Entendo que essa investigação é significativa para a compreensão não apenas da poética aristofânica, mas também para o exame da obra fragmentária de outros autores cômicos, como Cratino e Êupolis. / The present work aims at a study on the defeat in the first presentation of Aristophanes Clouds, in 423 a. C., and the relations of competition and rivalry between the comic poets inferred by the discourse on failure in the revision of the same play. I will pay special attention to the parabasis of Clouds, in conjunction with the parabasis of the previous plays, such as Acharnians (425 BC), Knights (424 BC), and later ones, like Wasps (422 BC) and Peace (421 BC). I understand that this research is significant for the understanding not only of aristophanic poetics, but also for the examination of the fragmentary work of other comic authors, such as Cratinus and Eupolis.

Esta pesquisa investiga a pessoalidade poética em Fernando Pessoa. A base do estudo é a estética da formatividade de Luigi Pareyson, da qual extraímos as principais categorias concernentes à hermenêutica literária. É uma investigação interdisciplinar, no tocante a seu arcabouço estético e literário, mas se trata inequivocamente de uma tese sobre literatura, pois a temática filosófica que é transversal ao todo da pesquisa esclarece e interpreta a pluralidade de poemas de Pessoa, em todos os tópicos da pesquisa, sem sustentar uma ideia ou a defesa de um ponto de vista específico. A pessoalidade é a noção estética segundo a qual toda a produção artística passa pela mediação ativa e criadora da pessoa, e isso é se aplica também ao esforço de despersonalização da arte. Não é por acaso que Pessoa rejeita a poética romântica, confessional: seu modo modernista de gerar poemas necessita de uma poética plural que, necessariamente, é sincera ou é representada como um fragmento, em cada heterônimo engendrado à maneira de um holograma de sua personalidade. E nisso mostra-se uma contradição: não se trata de personalidade, como, aliás, a maior parte dos críticos o registra, mas de personalidades (plural, portanto) que, remetidas ao seu criador, no ato poético, redundam na pessoalidade poética. O heterônimo Álvaro de Campos exprime poeticamente a pessoalidade inerente ao projeto pessoano: O que é fazer versos senão confessar que a vida não basta? (PC, Berardinelli, 86), denotando o cerne existencial e personal de qualquer projeto que envolve uma autoria. Em termos teóricos, a pessoalidade na impessoalidade, consequência da historicidade de todo fazer humano, é a compreensão de que quaisquer propósitos, ainda que deliberadamente objetivos, são sempre regulados uma pessoa que os concebe. Não menosprezamos a função pedagógica dos estudos literários, e por isso demonstramos, interpretativamente, que a literatura é imprescindível para a formação da personalidade humana: unicamente através dos caminhos críticos e estéticos é possível a Educação atender aos desafios contemporâneos. / This research investigates the poetic personality in Fernando Pessoa. The basis of the study is the aesthetics of formativeness of Luigi Pareyson, from which we draw the main categories concerning the literary hermeneutics. It is an interdisciplinary research, with regard to its aesthetic and literary framework, but it is clearly a thesis on literature, because the philosophical theme that cuts across the whole of research clarifies and interprets the plurality of individual poems in all topics of the research, without sustaining an idea or defense of a specific point of view. The personality is the aesthetic notion that all artistic production passes through the active and creative mediation of a person, and we apply this to depersonalization effort of authors. It is no coincidence that Pessoa rejects the romantic and confessional poetry: his modernist way of generating poems needs a plural poetic that necessarily is sincere or is represented as a fragment in each heteronym engendered in the manner of a hologram of his personality. In addition, it appears to be a contradiction: there is not a personality, as indeed most of the critical records, but personalities (plural, therefore), related to its creator, then the poetic act become poetic personality. The heteronym Álvaro de Campos poetically expresses the personality inherent in the Pessoas aim: \"What is do verses but to confess that life is not enough?\" (PC, Berardinelli, 86), denoting the existential and personal core of any project that involves \"authorship\". In theoretical terms, the personality in impersonality (a result of the historicity of all human doing is the understanding that any purpose, even deliberately objectives), have always a person who conceives them. Do not underestimate the pedagogical function of literary studies, and so demonstrate, interpretively, that literature is essential for the formation of human personality: only through the critical and aesthetic ways can the Education meet contemporary challenges.

L’objet de ce travail est de montrer le rôle capital qu’a joué la parodie dans la construction du genre romanesque, le seul de ce que l’on considère aujourd’hui comme les grands genres à ne pas être théorisé jusqu’à la fin du XVIIe siècle. La parodie est considérée comme une pratique facile et gratuite, comme une attaque déloyale visant à détruire sans pitié un modèle supérieur. Pourtant, on peut plaider en faveur de son pouvoir habilement corrosif et régénérateur : en critiquant une esthétique, elle en dénonce les défauts et invite à la renouveler. Tournée vers le passé du texte qu’elle imite, elle est aussi tournée vers l’avenir et porte en germe, dans sa critique, la suggestion de voies de renouvellement. Cette capacité de la parodie de régénérer par-delà la critique explique que le roman, en l’absence de théorisation, se soit largement défini par la parodie. Son rôle a, de ce fait, été crucial aux époques où le roman n’était ni théorisé ni accepté et elle a constitué un des lieux majeurs de la réflexion sur le genre romanesque. Non seulement la parodie bouscule le genre du roman et, par ce geste même, le constitue comme genre, mais elle permet aussi de mettre en évidence la conscience générique d’une époque et les formes qu’elle adoptait. Œuvre de lecteur, elle reflète la vision qu’a eue une époque du roman et les manières dont elle entendait le renouveler : elle est donc doublement théoricienne. Il s’agit ici de voir comment la parodie, du roman grec au roman du XVIIIe siècle a été le laboratoire du genre romanesque, situé dans un fragile équilibre entre la destruction des esthétiques qui l’ont précédé et la promotion de nouvelles formules. / The aim of this dissertation is to show the decisive role that parody played in the construction of the novel as a genre, that has not been theorized before the end of the XVIIth century (a unique case within the main forms of literatures). Parody is often considered as an easy process, an unfair and merciless way to attack a superior model. However, its defenders can valuably argue for its caustic and regenerative impact : by criticizing the novel’s aesthetic, parody points out its weaknesses and thus shows the way to renew it. By the process of imitation, parody inevitably confines the parodied text into the past; but at the same time it looks towards the future and suggests, in its criticism itself, new territories to explore. This fertile feature of parody explains why it has largely helped to define the novel in the absence of theoricians. At times when the novel was neither theorized, nor even accepted, parody has played a crucial role, concentrating most of the intellectual reflection about the novel. Not only has parody shaken the form of the novel – which by the way helped establishing it as a genre, it has also highlighted how conscious people were of the existence of this genre, the forms it took. Being a reader’s work, parody reflects how an audience considered the novel and how it intended to renew it : in that sense it has a double contribution to theory. Our objective is to see how, from the greek novel to the XVIIIth century, parody has been a think tank for the novel, in a fragile balance between the destruction of former aesthetics and the promotion of new formulas.

Cette thèse explore et analyse l’œuvre littéraire et artistique de plusieurs artistes et écrivains qui ont eu un lien avec le mouvement surréaliste et se sont exilés au Mexique. Les œuvres de Remedios Varo, Leonora Carrington, Wolfgang Paalen, Alice Rahon, Kati Horna, José Horna, Benjamin Péret, César Moro et Luis Buñuel sont pour plusieurs méconnues ou peu accessibles au grand public. Leurs archives sont dispersées dans le monde et parfois ignorées. Nous avons entrepris de reconstituer une chronologie de cet épisode spécifique de leur vie, d’inventorier leurs œuvres, en particulier celles des années d’exil au Mexique (1938-1963), de montrer le dialogue esthétique qui s’est créé dans le moment exceptionnel de leur rencontre au Mexique, à la fois à partir de leur passé surréaliste et du cœur même de l’expérience exilique qu’ils partagent. Les préoccupations, les activités et les relations qui rapprochent ces artistes conduisent à s’interroger sur la possible définition d’un mouvement. Leurs interactions amicales et artistiques suggèrent, pour un temps au moins, la détermination de points communs esthétiques, littéraires et culturels. Le creuset créatif de leur exil commun est aussi un point de départ pour analyser la réception de ces œuvres et se demander s’il existe une poétique de l’exil spécifique à ces artistes qui ont vécu en proximité sur le sol mexicain. Pour traiter cette question, cette thèse analyse les représentations communes à ces artistes et observe le rôle déterminant qu’ils ont sur l’art et la littérature latino-américains de la seconde moitié du XXe siècle. / This thesis intends to explore and analyse the literary and visual work of a number of exiled artists and writers who have a particular link with the surrealist movement, and fled to Mexico. Several elements of the work of Remedios Varo, Leonora Carrington, Wolfgang Paalen, Alice Rahon, Kati Horna, José Horna, Benjamin Péret, César Moro and Luis Buñuel are often unknown or rarely accessible to a large public. Their archives are scattered around the world and are often ignored. Our aim is to establish a chronological reconstitution of their lives, to inventory their work –particularly from 1938 to 1963, focusing on the exile phase – as well as to examine the aesthetic dialogue between them. The basis, activities and relationships that connect these artists come not only from their surrealist past but also from the exile they share; nevertheless, their interactions challenge their connection as a group. Their artworks communicate with each other and their exile is our starting point in order to analyse the reception of these works. Is there an inherent poetry of the exile in the work of these artists? We will answer this question by studying their common representations and by observing their strong influence in Latin American art and literature from the second half of the 20th century.

Esta dissertação é um estudo sobre o uso de jogos de improvisação na iniciação coletiva ao violoncelo. O objetivo desta pesquisa, realizada no âmbito do Programa de Pós- Graduação em Música da Escola de Comunicações e Artes da Universidade de São Paulo, foi investigar a implementação de modelos de jogos de improvisação, já empregados em outros grupos de educandos, na iniciação coletiva ao violoncelo, com o intuito de proporcionar a aproximação dos estudantes com as poéticas da música contemporânea. O procedimento metodológico elencado para o trabalho foi a pesquisa-ação, a qual foi realizada em três instituições de ensino do estado de São Paulo: o Instituto Baccarelli, o Projeto Guri-Polo de Indaiatuba e o Instituto Fukuda. Foram utilizados como instrumentos e técnicas de coleta de dados a observação participante, o diário de campo, a aplicação de questionário junto a vinte e quatro estudantes e de entrevistas semiestruturadas junto a quatro professores que participaram das atividades, anotações feitas pelos estudantes após a realização dos encontros e a gravação em vídeo de algumas atividades propostas. A análise dos dados foi estruturada a partir das considerações dos alunos e dos professores participantes, sendo que essas foram abordadas em relação às referências bibliográficas consultadas e à observação das atividades relatadas em diário de campo, com o suporte das gravações em vídeo. Após a análise dos dados, foi possível perceber que, na implementação dos jogos elaborados, baseados a partir das proposições de Delalande (2001), Gainza (2009), Brito (2003, 2011), Freixedas (2015) e Cruz (2017), a maioria dos alunos compreendeu as propostas das atividades como jogo e criação musical. Grande parte dos estudantes relatou que se sentiu confortável ao praticar os jogos de improvisação, reconhecendo a construção de narrativas musicais nas atividades, a possibilidade de maior integração com seus colegas de classe, a compreensão de processos de criação musical e a aproximação com poéticas da música contemporânea. Os professores envolvidos destacaram o desenvolvimento da criatividade e dos processos de aprendizagem coletiva proporcionados pelas atividades, ressaltando, porém, a necessidade de contextualização das propostas dentro de um modelo de ensino tradicional. O trabalho aponta para possíveis desdobramentos para a área da educação musical, configurando-se como uma possibilidade de aplicação de jogos de improvisação na iniciação coletiva de um instrumento musical, bem como possibilitando sua implementação no ensino e aprendizagem de outros instrumentos de cordas friccionadas, além de oferecer subsídios para a configuração de propostas semelhantes direcionadas a outros níveis de aprendizagem ao violoncelo. / This dissertation is a study on the use of improvisation games in group cello lessons. The goal of this research, conducted during the Graduate Music Program at São Paulo University, was to investigate the implementation of improvisation games, already applied in other groups of students, in the collective initiation to the cello, with the purpose of promoting the approximation of students with the poetics of contemporary music. The methodological procedure listed for this work was the research-action, applied in three educational institutions of the state of São Paulo: Instituto Baccarelli, Projeto Guri and Instituto Fukuda. Participant observation, field diary, the application of a questionnaire to twenty-for students and semistructured interviews with the for teachers who participated in the activities, notes written by the students after the activities and the video recording of some the activities were used as instruments and techniques of data collection. The analysis of the data was structured based on the students\' and the participating teachers\' considerations and this were approached in relation to the consulted bibliographical references and to the observation of the activities reported in the field diary, with the support of video recordings. After analysing the data, it was possible to notice that in the implementation of the games, based on the propositions of Delalande (2001), Gainza (2009), Brito (2003, 2011), Freixedas (2015) e Cruz (2017), most of the students understood most the proposals of the activities such a game and music creation. Most of the students reported that felt comfortable playing improvisational games, recognizing the construction of musical narratives in the activities, the possibility of greater integration with their classmates, the understanding of the processes of music creation and the approach with poetics of contemporary music. The teachers involved highlighted the development of the creativity and group teaching provided by the activities, emphasizing, however, the need to contextualize the proposals within a traditional teaching model. This work indicates possible developments in the area of music education, being configured as a possibility for the application of improvisation games in the group teaching, as well as enabling its implementation in the teaching and learning of other strings instruments, besides providing support for setting up similar proposals aimed at the other levels of celli learning.

Why did so many poets attempt English verse in Ancient Greek and Latin metres during the late nineteenth and early twentieth centuries? And what was at stake in these attempts? The most immediate importance of these questions to literary criticism is the fact that they mark one of the most striking and consistent points of contiguity between the verse-forms — and poetic theories — of poets commonly categorised as ‘Modernists’ and ‘Victorians’. This study uncovers a lineage of experimentation with classical metres connecting Algernon Charles Swinburne to Ezra Pound and H. D., in the process challenging received periodizations of English verse-history. The assumption that vers libre and metrical verse constitute alternate and incompatible paradigms prevents us from being able to perceive, in either of them, the endless performative possibilities that rhythm offers us — possibilities which, as I intend to demonstrate, underpin some of the period’s most influential experiments in verse-form. My close studies of these poetic forms raise another question: what is the ontological status of these poetic forms that pass through multiple languages and millennia? I frame my readings of English poetry in classical measures through the metaphor of the ghost because English poetry can only encounter classical metres as a kind of spectral or incomplete presence. I refer to this encounter, borrowing a term from Jacques Derrida, as ‘hauntology’: a situation of temporal, historical, and ontological disjunction that occurs when a being or entity, apparently present, is revealed to be an absent or continually-deferred (non-)origin. The hauntological character of English poems in classical measures is due not only to fundamental differences between the syntaxes and phonologies of Ancient Greek, Latin, and English, but also to the loss of knowledge concerning the traditions and conventions of metrical performance in Ancient Greek and Latin. This is why writing English poetry in classical metres generally poses a far greater challenge — both technically and conceptually — than writing English poetry in the metres of a living language: recreating classical metres in English requires reimagining the very nature of the encounter between poems and bodies, while also facing up to the quasi-magical charge that ‘the classical’ holds in the English literary imagination.

This dissertation examines the evolution of poetic theory in English and Scottish writing between c.1470 and 1530. By examining important but neglected works by Stephen Hawes, Gavin Douglas, and Alexander Barclay, as well as influential poetry by Robert Henryson and John Skelton, it demonstrates that the contours and preoccupations of rhetorical poetics in England and Scotland emerged long before the appearance of such seminal works as Philip Sidney’s Apologie for Poetrie (c.1580) and George Puttenham’s Arte of English Poesie (1589). The poets at the heart of this dissertation did not assert their authority by writing rhetorical treatises or formal defences, but by critiquing their predecessors, by insulting their peers, and by showing an occasional disregard for the ‘gruntynge hogges’ of their audience. Some of them, such as Robert Henryson, praised the ‘polit termes of sweit rhetore’, while others, such as Gavin Douglas, argued that poetry was a source of ‘hie knawlage’ and profound philosophical truths. But their opponents claimed that ‘the knowlege of poetes’ simply ‘vanissheth awey’ when compared to that of the Bible. On the eve of the English Reformation this struggle for authority intensified, with at least one English writer declaring that ‘God maketh hys habitacion | In poetes’. Unlike previous scholarship, which attributes such idealism to emerging humanist influences, this dissertation argues that the early defenders of poetry in England and Scotland were motivated not by the transcendent idealism they frequently espoused, but by less noble impulses, such as bitterness, disillusionment, and the struggle for court favour. These writers sought to redefine the relationship between literature and the rest of life, and in the process, they formulated new reasons for their own importance as moral authorities in an increasingly unstable world.