Stadsplanering och arkitektur har traditionellt sett prioriterat visuella värden i staden över andra sinnliga upplevelser. Synen dominans tillsammans med normen able-bodiedness ”den friska kroppen” inom yrkesgruppen gör att personer med blindhets erfarenheter och upplevelser blir exkluderade från samtalet om stadens utformning. Det bidrar också till en exkludering i staden genom att den bebyggda miljön i många fall inte är utformad efter deras behov. Personer med blindhets behov hanteras istället som tillgänglighetsåtgärder i ett senare skede och på så sätt framställs som något som skiljer från ”normalt” yrkesutövande. Denna studie studerar problematiken från en annan synvinkel. Här undersöks hur kunskap från personer med grav synnedsättning som inte huvudsakligen använder synen för orientering eller upplevelser av staden kan komma till nytta för stadsutvecklingen i stort. Syftet är att undersöka möjligheten att ta fram metoder som kan hjälpa till att synliggöra sinnliga upplevelser i staden. Människor har olika kroppsliga förmågor som påverkar hur vi använder våra sinnen och därför kan städer med olika sinnliga upplevelser bli mer anpassade för fler. Metoderna kan bidra till en mer inkluderande stad men även en mer variationsrik upplevelse, för alla oavsett funktionsförmåga, detta med större valfrihet och fler alternativ. Studien är både utforskande och ifrågasättande av subjektiviteterna ability och disability. Slutsatsen ger inte något konkret svar/lösning utan undersökning syftar till att synliggöra problem inom stadsplanering för att sedan vända dessa till möjligheter. Studien bidrar med metoder som kan hjälpa stadsplaneringen att reflektera över sinnliga upplevelser i staden och på så vis arbeta mot en mer inkluderande stad. Bidrar även med ett öppnare samtal om staden och utmanar normen om vilka som får vara med i utformningen av staden. Det finns ett behov av vidare forskning för att kunna använda kunskapen på en mer strategisk nivå, och en stadsplaneringen som vågar ta sig an de nya kunskaperna.

Esta Tese tem como objeto de estudo a criança cega congênita com problemas na constituição da subjetividade e do desenvolvimento e sua inclusão educacional e escolar. É composta por um estudo de caso de um menino cego, no período em que ele se encontrava com cinco e seis anos de idade, com o objetivo de conhecer as especificidades dessa criança no modo como se instauraram os graves problemas de desenvolvimento, identificando singularidades e condições nas quais ela manifesta possibilidades de tornar-se sujeito e desenvolver-se, viabilizando também a inferência em relação a outras crianças cegas que mostram problemas semelhantes, sem compará-las à criança vidente. Além desse estudo apresentamos o levantamento de dados de outros dois casos para corroborar a análise e reflexões do primeiro. Estudar essa problemática, com o foco no âmbito educacional, poderá colaborar com os educadores na criação de condições necessárias à efetiva participação dessas crianças no contexto escolar. As referências teóricas que apóiam este trabalho estão pautadas em conceitos fundamentais da Psicanálise que abrem perspectivas para pensar essa criança, tais como as noções de corpo para além do dado orgânico na implicação da constituição de sujeito e a noção de olhar constituinte do sujeito, capaz de ver a criança além da deficiência. A abordagem da Psicanálise com a Educação, as especificidades da Educação Especial com foco na deficiência visual e os debates acerca dos paradigmas que atravessaram a Educação Especial até a Educação Inclusiva também deram suporte teórico à questão estudada. Os procedimentos metodológicos adotados foram a observação participativa da criança em atividades em uma instituição especializada e a entrevista com a mãe. Para análise dos dados foi adotado o método de Análise de Discurso em três níveis, a saber: 1) das condutas, falas, emoções, expressões corporais e modos próprios da criança; 2) do discurso de sua mãe; e 3) da inter-relação dos elementos significativos do discurso da mãe e das manifestações da criança. Os dados obtidos nesta pesquisa confirmam que a cegueira não é fator determinante nos desvios e comprometimentos no desenvolvimento, apesar de ter valor fundante na estruturação psíquica. A criança que nasce cega tem plenas condições de constituir-se sujeito, bem como de desenvolver-se. Mas ela poderá ter seu caminho impedido dependendo de como seus pais se sentirem afetados em sua fantasmática acerca da cegueira. São as dificuldades na interação mãe-bebê que poderão causar problemas para essa criança se desenvolver. Sua cegueira pode ser um limite ao desenvolvimento e à constituição, mas não a causa de possíveis desvios. É a preocupação com a inclusão educacional e escolar que dá sentido a este mergulho junto à mãe e à criança que estudamos para compreender o conflito referente à deficiência que se instala na família, o qual se estende a toda sociedade, da qual a escola é uma parte fundamental. / This thesis concerns a congenital blind child with problems in his subjective constitution and development. It is a case study of a blind boy between five and six years old. It has the objective of studing the specific characteristics of this child and how he develops his severe problems of development, identifying singularities and conditions that he manifests. This research permits comparison with other blind children with similar problems, without comparing them with sighted children. In addition, we discuss the data of two other cases, to confirm the analysis and reflection about the first one. This study, in educational perspective, can aid teachers create the necessary conditions to the effect participation of these children in the school ambient. The theoretician references that support this research are based on the fundamental concepts of Psychoanalysis that open perspectives to think about this child, notions of the body, (not only the organic body) the subjective constitutions, the recognition of the subject beyond of the deficit. This research is supported by Psychoanalysis and the Education approach, the specific characteristics of Special Education that refers specially to the blind and the debates of the paradigm that crossed the Special Education until the Inclusive Education supports this research. The methodological procedure adopted were the participative observation of the activity of the child in the specialized institution and an interview with the mother. The data analysis used the analysis of discourse in three levels: 1) the attitude, the speech, the emotions, the body expression and the particular ways of the child be in the world; 2) the discourse of the mother; and 3) the interaction between the meaningful elements of the mother\'s speech and the manifestations of the child. The obtained data of these research confirms that the blindness is not a determinative factor on the problems of development, but it has a structural value on the psychic structure. The child that born blind has all the conditions to be a subject and to develop; however the child\'s development can be difficult, depending upon how the parents feel affected about blindness. But she can find difficult in her development depending how the parents be afected about the blindness. Difficultties in the relationship between mother and child may cause problems for the development of the child. Blindness can be a limit on development, but not the cause of the problems. It´s the concern about the child entering the school and social environment that explains our motivation of this study - the relationship of mother and child to understand the conflict about the handicap inside the family, that can be extend to all society, and to school, which is an important part of the life of the child.

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Made available in DSpace on 2016-04-04T18:28:08Z (GMT). No. of bitstreams: 1 Carolina Rosa Campos.pdf: 1913454 bytes, checksum: 4037878e0613d0d940a0f00003338e9b (MD5) Previous issue date: 2012-12-13 / Pontif?cia Universidade Cat?lica de Campinas / Considering the gap in cognitive assessment of special needs population, this study s aimed to build three subtests (verbal, memory and logical space) to evaluate the intelligence of visually impaired children. In order to achieve this goal, four studies were conducted: (1) research and knowledge of methods and materials used in visually impaired children s education, in order that this information could contribute to the construction of the subtests; (2) subtests construction, based on current theories of intelligence and information obtained from Study 1; (3) pilot study aiming to assess the suitability of its subtests and items among 14 visually impaired children, aged 7 to 12 years old (M = 10.28 years, SD = 1.58), six females and eight males. Within those, ten classified with low vision, eight with congenital and two with acquired disease. Four children were classified with total blindness, two with acquired deficiency and two with congenital deficiency; (4) performance comparison between blind and sighted children (n=17, M=9.94 years, SD=1.43; all female) in relation to the difficulties encountered, number of hits and subtests runtime. The results showed, by testing mean difference, in general, fitness subtests of the target population, with little need for modification of items. It was found a better performance on children with vision capability in relation to children with visual impairments. In relation to type of blindness, children with congenital deficiency showed better results when compared to children with acquired disabilities. Regarding the degree of disability, children with low vision performed better than complete blind children. Although it was possible to note the influence of age and education level in verbal subtest and sex variable in memory subtest. We conclude that this study brought relevant data regarding the importance of a specific instrument for the assessment of intelligence on children with visual impairment. Studies with larger samples can enrich and contribute to the validity of the instrument built. / Diante da lacuna existente na avalia??o cognitiva de popula??es especiais, essa pesquisa teve como objetivo a constru??o de tr?s subtestes (verbal, mem?ria e l?gico-espacial) para avalia??o da intelig?ncia de crian?as deficientes visuais. Como forma de atingir tal objetivo, quatro estudos foram conduzidos: (1) investiga??o e conhecimento de metodologias e materiais utilizados na educa??o de crian?as com defici?ncia visual, com a finalidade de que tais informa??es pudessem contribuir para a constru??o dos subtestes; (2) constru??o dos subtestes, baseados nas teorias atuais de intelig?ncia e nas informa??es obtidas a partir do Estudo 1; (3) estudo piloto com o objetivo de erificar a adequa??o dos subtestes e de seus itens junto a 14 crian?as deficientes visuais, na faixa et?ria de 7 a 12 anos (M= 10,28 anos; DP=1,58), sendo seis do sexo feminino e oito do sexo masculino, sendo dessas, dez classificadas com baixa vis?o, oito com defici?ncia cong?nita e duas com doen?a adquirida, quatro crian?as classificadas com cegueira total, sendo duas com defici?ncia adquirida e duas com defici?ncia cong?nita; (4) compara??o do desempenho de crian?as deficientes visuais com crian?as videntes (n=17; M= 9,94 anos; DP=1,43; todas do sexo feminino) em rela??o ?s dificuldades encontradas, n?mero de acertos e tempo de execu??o dos subtestes. Os resultados apontaram, atrav?s de testes de diferen?a de m?dia, de um modo geral, adequa??o dos subtestes ? popula??o alvo, com pequenas necessidades de altera??o dos itens. Tamb?m encontrou-se melhor desempenho dos videntes em rela??o ?s crian?as com defici?ncia visual, bem como, em rela??o ao tipo de cegueira, crian?as com defici?ncia cong?nita apresentaram melhores resultados quando comparados com aquelas que apresentam defici?ncia adquirida. Em rela??o ao grau de defici?ncia, crian?as com baixa vis?o tiveram melhor desempenho que as crian?as com cegueira. Ainda foi poss?vel notar a influ?ncia das vari?veis idade e escolaridade no subteste Verbal e da vari?vel sexo no subteste de Mem?ria. Conclui-se que o presente estudo trouxe dados relevantes quanto ? import?ncia de um instrumento espec?fico de avalia??o da intelig?ncia para crian?as com defici?ncia visual e que, estudos com amostras maiores podem enriquecer e contribuir para a validade do instrumento constru?do.

The construction of this thesis is developed from different conceptual interlacing axis that created a networking weave through which the field of investigation was debated and defined and a project of collaborative citizenship with the goal of providing an improvement in the social environment from which the visual impairment through art was built. Firstly, we speak about the context in which, in a dialogic way, the identity of Ph. D. Rosa Gratacós Masanella has grown and developed. With the help of the narrative research and the life story methods we make an approach to the life time experience of the main character of our investigation, in order to understand her social, political and educational context, how it relates to her personal life, her work as a professor and her artistic career, and how all these different perspectives have points in common. We also approach those people who met our protagonist, those who were her referents or were important in the evolution of her identity. We point Ph. D. Rosa Gratacós pioneer investigation in the field of visual impairment and we finally explain the multisensory project of The Senses Labyrinth, a project that was born from the idea of universal accessibility from the perspective of blind people. Sensory education, game and art become the source of teaching and learning for the researcher and they are applied together to art education and artistic perception from blindness, through service and learning methodologies / La construcció d’aquesta tesi es desenvolupa a partir de diferents eixos conceptuals que es van anar entrellaçant, configurant un entramat de networking a través del qual es va posar en conflicte, es va definir el mapa del territori de la investigació, i es va generar un projecte col•laboratiu de participació ciutadana amb l’objectiu d’aportar una millora qualitativa a l’entorn ciutadà a través de l’art i a partir de la discapacitat visual. En primer lloc, parlem del context en el que, de manera dialògica, creix i es desenvolupa la identitat de la Dra. Rosa Gratacós Masanella, a partir dels mètodes d’investigació narrativa i del relat de vida per reconstruir una aproximació a la seva historia de vida que permeti entendre el context social, polític i educatiu d’aquest trajecte vital en relació a la investigadora, a la seva pròpia experiència i al seu relat de vida, factors que coincideixen en alguns punts, com són la vessant artística, educativa i investigadora, amb més o menys distància i des d’on creix l’interès per l’estudi. També ens aproximem als subjectes que han tingut relació amb la protagonista com a referents i portes d’entrada al canvi i al desenvolupament de la pròpia identitat. Situem la investigació pionera de la Dra. Rosa Gratacós relacionada amb la discapacitat visual i finalment els eixos que han teixit tot el relat es cohesionen i es presenta el projecte multisensorial de La forma de les olors, que parteix de la idea d’accessibilitat universal, iniciada des de la discapacitat visual. L’educació sensorial, el joc i l’art esdevenen la font de l’ensenyament-aprenentatge de la investigadora i s’apliquen conjuntament a l’educació artística i a la investigació de la percepció artística des de la ceguesa, a través de metodologies d’aprenentatge i servei

Il est généralement admis que la vision joue un rôle prépondérant dans la formation des représentations spatiales. Qu’advient-il alors lorsqu’un individu est atteint de cécité? Dans le premier volet de cette thèse, les habiletés spatiales des personnes aveugles ont été examinées à l’aide de différentes tâches et comparées à celles de personnes voyantes effectuant les mêmes tâches avec les yeux bandés. Dans une première étude, les capacités de rotation mentale ont été évaluées à l’aide d’une épreuve d’orientation topographique tactile. Les résultats obtenus montrent que les personnes aveugles parviennent généralement à développer des capacités de rotation mentale similaires à celles de personnes voyantes et ce, malgré l’absence d’information de nature visuelle. Dans une seconde étude, nous avons utilisé différentes tâches spatiales nécessitant l’utilisation de la locomotion. Les résultats obtenus montrent que les personnes aveugles font preuve d’habiletés supérieures à celles de voyants lorsqu’elles doivent apprendre de nouveaux trajets dans un labyrinthe. Elles parviennent également à mieux reconnaître une maquette représentant un environnement exploré précédemment. Ainsi, l’absence de vision ne semble pas entraver de manière significative la formation de concepts spatiaux. Le second volet de cette thèse s’inscrit dans la lignée des études sur la plasticité cérébrale chez les personnes aveugles. Dans le cas présent, nous nous sommes intéressés à l’hippocampe, une structure profonde du lobe temporal dont le rôle au plan spatial a été établi par de nombreuses études animales ainsi que par des études cliniques chez l’humain incluant l’imagerie cérébrale. L’hippocampe joue un rôle particulièrement important dans la navigation spatiale. De plus, des changements structuraux de l’hippocampe ont été documentés en relation avec l’expérience des individus. Par exemple, l’étude de Maguire et al. (2000) a mis en évidence de telles modifications structurelles de l’hippocampe chez des chauffeurs de taxi. À l’instar de ces derniers, les personnes aveugles doivent emmagasiner de nombreuses informations au sujet de leur environnement puisqu’elles ne peuvent bénéficier de la vision pour mettre à jour les informations sur celui-ci, sur leur position dans l’espace et sur la position des objets se trouvant hors de leur portée. Nous avons montré, pour la première fois, une augmentation du volume des hippocampes chez les personnes aveugles en comparaison avec les personnes voyantes. De plus, cette augmentation de volume était positivement corrélée à la performance à une tâche d’apprentissage de trajets. Les résultats présentés dans cette thèse permettent d’appuyer les études antérieures qui soutiennent que les personnes aveugles parviennent à compenser leur déficit et à développer des habiletés spatiales comparables, voire supérieures, à celles de personnes voyantes. Ils permettent également d’apporter un éclairage nouveau sur le concept de plasticité cérébrale présent chez cette population en montrant pour la première fois un lien entre le volume de l’hippocampe et les habiletés spatiales chez les personnes aveugles. / It is well known that the visual modality plays a key role in the development of spatial representations. Hence, one may wonder how complex spatial abilities develop and how the brain is able to adapt in the absence of this modality. In order to answer such questions we investigated the spatial abilities and cerebral plasticity of both early and late blind individuals in comparison to sighted blindfolded individuals. The first experiment was designed to assess mental rotation abilities. A tactile topographical orientation task was used. The results show that blind individuals are able to develop mental rotation abilities similar to those of sighted ones. In the second experiment, we used different spatial tasks requiring the use of locomotion and wayfinding. Results show that blind individuals are better than their sighted counterparts at learning new routes in a maze. They also perform better when having to recognize a small-scale model representing a real-size spatial layout they had previously explored. Thus, the absence of vision does not appear to significantly impede the formation of spatial concepts. The second part of this thesis is in line with studies on brain plasticity in blind individuals. We measured morphological changes in the hippocampus, a medial structure of the temporal lobe. Animal lesion-based and human brain imaging studies have shown that the hippocampus plays an important role in the processing of spatial information and in spatial navigation. Furthermore, structural changes in the hippocampus have been documented in relation to the ‘spatial’ experience of individuals. For instance, Maguire and colleagues (2000) have shown structural differences in the hippocampus of well-trained taxi drivers in comparison to individuals without extensive spatial training. Like taxi drivers, blind individuals require extensive storage of information regarding their environment. This is essentially because they cannot rely on visual cues to create a representation of the spatial organization of their environment, nor can they continuously visually update their position in space and the spatial coordinates of objects outside of their reach. Here we show for the first time an increase in the volume of the hippocampus in blind compared to sighted individuals. Moreover, this increase in hippocampal volume was positively correlated with performance on the route-learning task described above. Overall, the results not only support previous findings showing that blind individuals can develop spatial abilities similar or superior to those of sighted individuals, but also shed light on the concept of brain plasticity by showing for the fist time a correlation between hippocampal volume and spatial abilities in the blind.

Scénarios d’aveuglement dans la littérature d’Orhan Pamuk, d’Ernesto Sábato, et de José Saramago analyse trois œuvres importantes de trois auteurs contemporains : Mon nom est Rouge d’Orhan Pamuk ; « Rapport sur les aveugles » du roman Héros et tombes d’Ernesto Sábato ; et L’aveuglement de José Saramago. Malgré leurs différences, ces romans ont des points communs évidents, synthétisés dans la figure de l’aveuglement. Cette figure signale l’avènement, dans les textes, d’un régime de connaissance alternatif, centré moins sur le primat de la raison et du visuel que sur une nouvelle capacité cognitive, basée sur une logique spéciale du destin. L’aveuglement s’ouvre également sur une nouvelle compréhension de l’histoire, grâce à une capacité du récit de fiction qui passe par le point de fuite de la cécité. Pour Pamuk, l’aveuglement est le couronnement paradoxal d’une vision du monde, gravement mise en crise à la fin du XVIe siècle par le perspectivisme et le réalisme de la Renaissance, la voie d’entrée vers un monde imaginal qui n’est plus accessible à l’imaginaire occidental. Pour Sábato, il représente la variante renversée d’une quête de l’absolu qui passe par les antres de l’inceste, de l’enfer et du crime, tandis que le monde décrit par Saramago est un monde qui sombre sur la pente de la déchéance, en suivant une logique implacable. Il est l’équivalent de plusieurs formes de cécité qui menacent le monde contemporain, comme le fondamentalisme religieux, l’homogénéité préconisée par la société de masse, l’exclusion raciale, l’oppression idéologique. La thèse se divise en trois parties, La violente beauté du monde, Un mythe hérétique de la caverne et Une épidémie à cause inconnue, chacune d’entre elles analysant l’œuvre d’un auteur, mais établissant également des liens avec les autres chapitres. L’approche adoptée est interdisciplinaire, un croisement entre études littéraires, philosophie et histoire de l’art. Dans leur quête de nouveaux concepts et de nouvelles formes de pensée qui s’écartent du modèle rationnel dominant de la modernité, les trois auteurs partent de la présupposition que regarder les choses n’est pas du tout l’équivalent de voir les choses. Ils tentent d’articuler une logique du voir qui ressemble plutôt à la vision et à la clairvoyance qu’à la conformité logique. La figure de l’aveuglement sert de tremplin vers le monde imaginal (Pamuk), la pensée magique (Sábato) et la vision dystopique (Saramago) – des espaces ontologiquement différents où les auteurs mènent leurs attaques contre la rationnalité à tout prix. C’est précisément ces espaces que nous avons choisi d’explorer dans les trois romans. Nous soutenons également que ces trois textes proposent un nouveau régime de « connaissance » qui met en question les règles de pensée héritées de la Renaissance et surtout des Lumières, qui constituent un discours dominant dans la culture visuelle et philosophique moderne. / Blindness in the Literature of Orhan Pamuk, Ernesto Sábato, José Saramago examines three important texts by three well-known contemporary authors: My Name is Red by Orhan Pamuk; the chapter « Report on the Blind » from the novel On Heroes and Tombs by Ernesto Sábato; and Blindness by José Saramago. The trope of blindness is a common theme in these novels, despite their significant differences. Blindness introduces an alternative regime of knowledge, centered less on the primacy of the rational and the visual than on a new cognitive capacity, grounded in a specific logic of destiny. It proposes new understandings of history, due to a fictionalizing capacity, which passes through the fault lines of blindness. For Pamuk, blindness represents the paradoxical culmination of a traditional, Islamic world view, which was challenged in the 16th century by the perspectivism and the realism of Renaissance. This conception is regarded as the royal road to an imaginal world that remains inaccessible to the western imaginary. In Sábato’s novel, blindness prompts the reversed version of a quest for absolute, which passes through incest, hell and crime. In the dystopic world depicted by Saramago, this trope is symptomatic of a continuous decay, which follows an implacable logic. It also points to the many forms of blindness that threaten the contemporary world, such as religious fundamentalism, the leveling produced by mass culture and mass society, racial exclusion, ideological oppression. The thesis is divided in three chapters: The Violent Beauty of the World, A Heretical Myth of the Cave and An Epidemic with an Unknown Reason. Each chapter examines one of the three novels, but connections and cross-links among the individual chapters are also established. My investigation provides an interdisciplinary approach, which relies on paradigms from literary studies, philosophy and art history. All three authors examined in the dissertation start from the assumption that looking is not equivalent to seeing. Their texts attempt to formulate a logic of seeing indebted to vision rather than to logical accuracy. The figure of blindness serves as a springboard towards the imaginal world (Pamuk), magical thought (Sábato) and dystopia (Saramago) – ontologically different spaces where the authors counter rationality with new modes of vision. The dissertation explores the articulation of these spaces in the three novels. It argues that these texts on blindness propose a regime of « knowledge » that challenges the dominant discourses on vision, rationality, and the mind – the legacy of the Renaissance and the Enlightenment – in modern visual culture and modern philosophy.

En observant le foisonnement de métaphores de la lumière et de la vision dans l’œuvre de Reinaldo Arenas – l’accentuation de la couleur, l’éblouissement, la brûlure et le dédoublement – cette thèse s’interroge sur la vision de l’écriture formulée dans et à partir de ces images, et sur les implications de cette vision. Constatant à travers cette réflexion l’inscription à même le langage des images de la lumière et de la vision – de la réflexion à la clarté, en passant par l’image et la lucidité – cette thèse délibère, à travers l’œuvre de Reinaldo Arenas et celle de Jorge Luis Borges, sur une définition de l’écriture comme intensité, notion et image empruntées au registre du sensible par le détour de la physique. Le premier chapitre s’intéresse à la couleur comme phénomène de la vision, du sensible, de l’affect et de la nuance, ainsi qu’à la métaphore de la cécité abordée par Borges et par Paul de Man comme phénomène de la lecture, points d’entrée à une réflexion sur l’écriture. Le second chapitre aborde la notion d’éblouissement en tant qu’intensité de la lumière et temporalité de la prise de conscience lucide, définissant ainsi une vision du temps et les affinités entre la temporalité de l’écriture et celle de l’image poétique. Le troisième chapitre, réitérant la question de la relation au temps – historique et narratif –, réaffirme les inflexions du langage en fonction de la lumière, c’est-à-dire la relation entre l’aspect « lumineux » du langage, l’intensité de la lumière et l’intensité de l’écriture (entendue comme écriture littéraire), en explorant le seuil (la destruction par le feu) mis en lumière par l’image du phénix, figure mythique et littéraire de la transformation des images, selon la définition de l’imagination proposée par Gaston Bachelard. Enfin, la double conclusion (une conclusion en deux parties, ou deux conclusions réfléchies l’une dans l’autre), relie les images poétiques de la lumière évoquées et leurs implications en examinant la portée d’une vision de l’écriture comme intensité. Cette idée est élaborée à travers l’image finale du double, figure littéraire constitutive et omniprésente à la fois chez Arenas et chez Borges, image non seulement de la relation entre le personnage et son double (qui relève de l’hallucination ou de l’imagination, images, encore une fois, de la vision), mais aussi de la relation entre l’auteur et le texte, le lecteur et le texte, l’écriture et le temps. La double conclusion vise le dédoublement et redoublement comme figures de l’intensité dans l’écriture. Le lien entre la vision métaphorique et l’écriture comme intensité est donc articulé par la métaphore, telle qu’entendue par Borges, élargie à l’image poétique dans la perspective de Gaston Bachelard ; elle s’appuie sur la vision de la littérature pensée et écrite par Arenas. La réflexion est double : dans le texte et sur le texte, au plan poétique et au plan d’une réflexion sur l’écriture d’Arenas ; sur l’écriture et, implicitement, sur la littérature. / Plunging into the work of Cuban writer Reinaldo Arenas, this thesis examines the connection between Arenas’ exuberant choice of metaphors related to light and vision – such as color, dazzle, fire, the double – and the potential meanings and implications of a narrative strategy based on such images. By underlining the persistence, within language itself, of images related to light and vision – such as reflection, clarity, lucidity and illumination –, as well as by examining the work of Reinaldo Arenas as well as of Jorge Luis Borges, this thesis offers a definition of writing as an experience characterized by intensity. The first chapter analyzes how color as a visual phenomenon relates to the emotional realm and to the senses, as well as to their nuances ; following which, it exposes the metaphor of blindness within the experience of reading, as evoked by Borges and Paul de Man, leading to a reflection on writing. The second chapter deals with the notion of dazzle as being, at once, a visual experience, and the very moment of awareness, thus reflecting on the concept of time, and on the understanding of writing, although perceived as linear, as grounded in a temporality similar to that of the poetic image. The third chapter expands on the notion of a relationship between historical time, fictional time, narration, and light, emphasis being placed on the parallel between light intensity and narrative intensity, based on the “igniting” origins of language. Drawing on Gaston Bachelard’s definition of imagination, it discusses the notion of threshold (where ignition leads to destruction) symbolized by the Phoenix, a mythical and literary figure of the transformation of images. Finally, the two-fold conclusion (a double conclusion or two reflecting conclusions) brings together the metaphors related to light that have been discussed in the previous chapters within the perspective of writing as an experience characterized by intensity. Through the metaphor of the double that pervades and informs Arenas’ as well as Borges’ works, the relational and double nature of narration comes to life at the intersection between the character and his doubles (also an effect of vision as a creation of imagination or hallucination), between the author’s expression and the reader’s interpretation, between literature and time. The metaphors related to doubling recurring in Arenas’ work offer a sense of intensification which summons up a vision of writing characterized by intensity. Thus, the connection between poetic thinking and narration is established through a metaphor, as defined by Borges and expanded through Gaston Bachelard’s notion of poetic imagery, and it is grounded in Reinaldo Arenas’ constant play between formal expression and narrative content. Implicit is a double reflection, on literature and time.

Zugl.: München, Univ., Diss.

Thesis (Ph.D.)--University of Melbourne, Dept. of Opthalmology, 2007. / Typescript. SAFE Strategy refers to Surgery for trichiasis, Antibiotics for active infection, Facial cleanliness and Environmental improvements. Includes bibliographical references (leaves 233-253). Also available electronically: http://eprints.unimelb.edu.au/archive/00003844.