A tese que se apresenta tem por objetivo compreender o vínculo entre o extraordinário volume de vendas de obras de cunho erudito (literatura clássica, filosofia e teatro) em bancas de jornais e a estrutura editorial, publicitária e distributiva de uma grande empresa de comunicação. Para estudar a questão, estabelecemos: 1) as condições histórico-sociais que permitiram o crescimento de uma pequena editora, fundada por estrangeiros em São Paulo, capital, no final dos anos 1940; 2) as características materiais e textuais das publicações e sua intrínseca relação como condicionante do perfil de público a que eram destinadas; 3) o papel da máquina publicitária da Editora Abril e a competente capacidade de concepção e difusão de discursos promocionais, com eficaz teor persuasivo a segmentos específicos de consumidores; 4) as estratégias de distribuição editorial através das bancas de jornais, um canal distinto do legitimado espaço das livrarias. Conclui-se que, tendo em perspectiva um público pouco familiarizado com esse tipo de produto cultural; um país com precária estrutura produtiva para impressão de livros; um setor editorial com baixa tiragem média; e o reduzido hábito de leitura entre a população, os aspectos estabelecidos se coadunaram de maneira a possibilitar que o fenômeno alta tiragem e venda de livros ditos de \"alta cultura\" se efetivasse. / The aim of this thesis is to understand the link between the extraordinary volume of sales of scholarly works (classical literature, philosophy and theater) in newsstands and the editorial, advertising and distributive structure of a large communication company. To study the question, we established: 1) the social-historical conditions that allowed the growth of a small publishing house, founded by foreigners in the city of São Paulo, in the late 1940s; 2) the material and textual characteristics of the publications and their intrinsic relation as conditioning of the public profile to which they were destined; 3) the role of Editora Abril advertising machine and the ability to design and disseminate promotional speeches with effective persuasive content for specific segments of consumers; 4) the strategies of editorial distribution through newsstands, a distinct channel from the legitimate space of bookstores. It is concluded that, having in perspective an unfamiliar audience with this type of cultural product; a country with a poor production structure for book printing; an editorial sector with low average circulation; and the reduced habit of reading among the population, the established aspects were in line with each other so as to enable the high phenomenon of \"high culture\" books to be produced and sold.

<p>"Reading the Street" chronicles the rise of black pulp fiction in the post-civil rights era from the perspective of its urban readership. Black pulp fiction was originally published in the late 1960s and early 1970s; it consisted of paperback novels about tough male characters navigating the pitfalls of urban life. These novels appealed mainly to inner-city readers who felt left out of civil rights' and Black Power's promises of social equality. Despite the historic achievements of the civil rights movement, entrenched structural inequalities led to America's ghettos becoming sites of concentrated poverty, rampant unemployment, and violent crime. While mainstream society seemed to turn a blind eye to how these problems were destroying inner-city communities, readers turned to black pulp fiction for the imaginative resources that would help them reflect on their social reality. In black pulp fiction, readers found confirmation that America was not on the path toward extending equal opportunities to its most vulnerable citizens, or that the rise of Black Power signaled a change in their fortunes. Yet in black pulp fiction readers also found confirmation that their lives as marginalized subjects possessed a value of its own, and that their day-to-day struggles opened up new ways of "being black" amid the blight of the inner city.</p> / Dissertation

The first rule of writing is an important one: writers should not plagiarize; what they write should be their own. It is taken for granted. But who made the rule? Why? And how is it enforced? This dissertation traces the history of proprietary authorship from the earliest distinctions between imitation and misappropriation in the humanist schoolroom, through the first recorded uses in English of the Latin legal term plagiary (kidnapper) as a metaphor for literary misappropriation, to an inchoate conception of literary property among a coterie of writers in early modern England. It argues that the recognition of literary misappropriation emerged as a result of the instrumental reading habits of early humanist scholars and that the subsequent distinction between authors and plagiarists depended more upon the maturity of the writer than has been previously recognized. Accusations of plagiarism were a means of discrediting a rival, although in this capacity their import also depended largely upon one’s perspective. In the absence of established trade customs, writers had to subscribe to the proprieties of the institutions with which they were affiliated. They were deemed plagiarists only when their actions were found to be out of place. These proprieties not only informed early modern definitions of plagiarism; they also helped define the perimeters of proprietary authorship. Authors who wished to make a fair profit from labours in print had to conform to the regulations of the Stationer’s Company, just as authors who maintained a proprietary interest in their manuscripts had to draw upon legal rhetoric, such as plagiary, in the absence of a legally recognized notion of authorial property. With new information technologies expanding the boundaries of proprietary authorship everyday, the proprieties according to which these boundaries were first defined should help teachers and researchers not only better to understand the nature of Renaissance authorship but also to equip their students for the future.

The first rule of writing is an important one: writers should not plagiarize; what they write should be their own. It is taken for granted. But who made the rule? Why? And how is it enforced? This dissertation traces the history of proprietary authorship from the earliest distinctions between imitation and misappropriation in the humanist schoolroom, through the first recorded uses in English of the Latin legal term plagiary (kidnapper) as a metaphor for literary misappropriation, to an inchoate conception of literary property among a coterie of writers in early modern England. It argues that the recognition of literary misappropriation emerged as a result of the instrumental reading habits of early humanist scholars and that the subsequent distinction between authors and plagiarists depended more upon the maturity of the writer than has been previously recognized. Accusations of plagiarism were a means of discrediting a rival, although in this capacity their import also depended largely upon one’s perspective. In the absence of established trade customs, writers had to subscribe to the proprieties of the institutions with which they were affiliated. They were deemed plagiarists only when their actions were found to be out of place. These proprieties not only informed early modern definitions of plagiarism; they also helped define the perimeters of proprietary authorship. Authors who wished to make a fair profit from labours in print had to conform to the regulations of the Stationer’s Company, just as authors who maintained a proprietary interest in their manuscripts had to draw upon legal rhetoric, such as plagiary, in the absence of a legally recognized notion of authorial property. With new information technologies expanding the boundaries of proprietary authorship everyday, the proprieties according to which these boundaries were first defined should help teachers and researchers not only better to understand the nature of Renaissance authorship but also to equip their students for the future.

This thesis explores the Turkish book publishing industry within the framework of historical development of book publishing since Ottoman practice onwards and current structure of the Turkish book market. The aim of the thesis is to understand recent trends, developments, and problems in the Turkish book market, within its specific historical conditions and in a comparative method to the current structure of book publishing industry in developed countries where book publishing is a global business and highly integrated to other sectors of cultural commodity production. The hypothesis is that although there have been profound changes in the Turkish book publishing sector on the way towards industrialization during recent decade, especially after 2000s / book publishing in Turkey remained an &quot / infant industry&quot / and Turkish book publishing market is still unsaturated as a result of serious problems continuing in different cycles of circulating capital in the Turkish book market and in preconditions of profit-maximization and capital accumulation processes / impediments on the creation of a large mass of readers and new genres / lack of an industrial organization of book production and business, and belated developments in regulative-legal framework in copyright regime.

This thesis is concerned with the editorial, printing and marketing history of four Byzantine historical narratives, published between 1556 and 1645, and soon collectively identified under the name Corpus Historiæ Byzantinæ (hereinafter, 'Byzantine Corpus'). The four Byzantine historians - Ioannes Zonaras, Niketas Choniates, Nikephoros Gregoras and Laonikos Chalkokondyles - enjoyed considerable popularity in early modern Europe, with a peak of interest in the second half of the sixteenth century. This thesis aims at highlighting how these four texts, despite being so popular in a number of early modern European countries (particularly in the German-speaking area, in Italy and in France), did not do so for the same reasons: in fact, depending on the country in which these books were printed, they were marketed, perceived and read in very different ways. This element is particularly relevant in light of the fact that the Byzantine Corpus represents the earliest predecessor of the Corpus Fontium Historiæ Byzantinæ, the modern resource for the study of Byzantine historical sources. Chapter 1 analyses the early formation of the Byzantine Corpus and, in particular, the figure of Hieronymus Wolf, first editor of the Byzantine Corpus, often considered the 'father' of Byzantine studies; his relation with his patrons, the Fuggers of Augsburg; finally, his relation with his publisher, the Basel printer Johannes Oporinus. It then provides contextualised bibliographical and paratextual descriptions of the editiones principes of the Byzantine Corpus, all printed in Basel. Chapters 2-5 reflect the same comparative approach, used to investigate how the later editions of the Byzantine Corpus were prepared and marketed in different European countries: each chapter provides a bibliographical and paratextual analysis of the subsequent German, Italian, French and Genevan editions respectively. The Conclusions draw together all the information collected in the previous chapters and investigate three pivotal aspects of the Byzantine Corpus: i) the formation of the Byzantine Corpus and the individual popularity of each of the four Byzantine historians based on the frequency and popularity of both individual and collective editions; ii) the distinctive reasons of their popularity, analysed through a comparison of the different approaches with which editors and publishers have presented these texts to their respective audiences in Germany, Italy and France; iii) the reasons for the rise and decline in popularity of the Byzantine Corpus in the early seventeenth century.

O objetivo deste trabalho é perscrutar a construção do lugar leitor no universo escolar por meio da análise dos discursos de professores e alunos a respeito da leitura. A reflexão levada a cabo norteou-se pelas seguintes questões: de qual maneira o discurso sobre essa prática institui-se nas coordenadas escolares? Quais significados de leitura e de leitor constituem-se nos/pelos discursos dos professores e alunos? A fim de aprofundarmos o tema, focalizamos inicialmente a emergência do leitor na Literatura. Esse aspecto norteou, sob um determinado viés, a concepção sobre leitor e leitura que se produziu teoricamente, principalmente no século XX, a partir da Teoria Literária, da Lingüística e da própria História da Leitura. Como procedimento metodológico, foram eleitos dois pilares mestres: a Análise de Discurso e a Psicologia Institucional. Foi então analisado o material discursivo oriundo de 12 entrevistas (seis em escola pública, seis em escola privada) realizadas com um professor e um aluno de cada série inicial dos ciclos de Ensino Fundamental I primeira série; Ensino Fundamental II quinta série; e da última série do Ensino Médio terceiro ano. Considerando a esfera institucional das práticas escolares de leitura, organizaram-se categorias temáticas que possibilitaram a análise dos depoimentos. Essa categorização tomou como base três temas associados à arquitetura que, por analogia, descrevem algumas dimensões daquelas práticas: o arquiteto, o morador e a casa. Dessa visada sobre os dados, pode-se notar que a construção do lugar leitor no universo escolar edifica-se a partir de tensões, as quais constituem uma espécie de paradoxo instituinte desse lugar. O lugar leitor encontra-se fortemente edificado, mas sempre incompleto. Ele nunca parece resultar pleno; antes se apresenta como ocasião de descontinuidade, instabilidade e, portanto, (re)construção permanente. / The aim of this paper was to scan the construction of reader place at scholarly universe. It was possible by the analysis of teachers and pupils discourses about Reading. This theme was proposed based on the following questions: how is the discourse about reading practice inserted into school coordinates? How does the reading practice work at school? Which meanings of Reading and of Reader can be found at teachers and pupils discourses? In order to deepen our knowledge about the theme, we focused on the reader as they were treated in Literature. This aspect has driven the studies about Reading, mainly in the 20th Century, in Literature Theory, Linguistics and History of Reading itself. Methodologically, this study was based on two theories: Discourse Analysis and Institutional Psychology. They were the basis for the analysis of the discursive material from 12 interviews. These interviews were made with one teacher and one pupil from each class of first, fifth and eleventh grades from six public schools and six private ones. From these interviews, and considering the institutional sphere as well as the value of Reading for school, analytical categories were organised. Using these categories, it was possible to analyse the interviews and the discourses emergent from them. The categorical classes were based on three themes, analogically related to Architecture, which can describe the Reading practice at school: the architect, the inhabitant, and the house. From the point of view of the data collected, it was possible to realise that the construction of reading place at scholarly universe is structured on the same tensions which build up a kind of institutionalised paradox of reader place. It never seems to be plain, although strongly built, it is always incomplete. It shows instability, a reason for its permanent (re)construction.

The American poet Susan Howe (1937-present) began her career as a visual artist, but owing to a dearth of information about her early collages it has been difficult to say anything substantive about how they might have shaped her poetic practice. In 2010, she placed her collages on archive. Along with a number of personal interviews with Howe, this heretofore unavailable material has enabled me to consider Howe's subsequent work in a new light and to establish significant links between her early visual aesthetics and the poetics of bibliography, historiography, and elegy for which she is now known. Howe's collages, like her poetry, focus on details that are at risk of vanishing from cultural memory and printed record. For this reason, I argue that her work evinces an 'elegaic materialism', or a way of reading, viewing, and thinking about texts that is attuned to loss. If “history is the record of the winners,” as Howe says, then one way of rescuing marginalized perspectives is by regarding manuscripts as drawings, thereby rescuing the concrete particulars deemed irrelevant by editors and historians. As Howe's late work turned increasingly toward elegy, her early aesthetic contributed to a nuanced poetics of personal loss and to a series of astonishing new formal tropes. The Introduction to this thesis discusses Howe's materialism in the context of current literary theory and textual scholarship. Chapter 1 concerns itself with Howe's art historical context. Chapter 2 analyses a selection of her word-drawings. Chapter 3 considers Howe's transition to poetry. Chapter 4 addresses her turn to archival documents in her middle period. Chapter 5 looks at the influence on Howe of documentary film, especially in connection with the task of representing a lost loved one, and Chapter 6 discusses her two most recent elegies, The Midnight and THAT THIS. A Coda completes the circle by once more considering Howe in the context of the visual arts at the moment she was selected to exhibit at the 2014 Whitney Biennial.

No description available.

[pt] Com a reprodutibilidade técnica, segundo Walter Benjamin, a obra de arte, ao aproximar-se do humano, sendo difundida em inúmeras cópias circulantes, perderia o caráter único que a distinguia na sua sacralidade pré-industrial, isto é, perderia a aura. A hipótese deste trabalho é a de que o livro impresso, apesar de ser um produto da indústria cultural, preservaria ainda hoje algo dessa aura de que nos fala Benjamin, como um traço remanescente de sua longa história. Nesse sentido, faz-se um recuo no tempo, partindo-se da preeminência da escrita na cultura ocidental como fato fundamental no processo de auratização do livro, com o objetivo de refletir sobre as possíveis razões da sobrevivência de seu prestígio como meio de comunicação e como produto cultural no início do século XXI, isto é, numa época caracterizada pela revolução comunicacional gerada pelo avanço dos meios eletrônicos e digitais. / [en] According to Walter Benjamin, with the mechanical reproduction, work of art has came near to the human being, loosing its aura - the sacred uniqueness of the objects that distinguish themselves in pre-industrial society. The hypotesis of this written essay is that the printed book, although being a industrial culture product, could preserve something of this aura, that Benjamin told us about, as a remaining vestige of the book´s long history. In this sense, we come back on time line, starting on the pre-eminence of the writing on the occidental culture as a fundamental fact to the process of book´s auratização, with the objective of reflect about the possible reasons of the survival of its prestige as a media and as a cultural product in the beginning of the 21st century, that is, in a period characterized by a communicational revolution generated on the advances of electronic and digital media.