Spelling suggestions: "subject:"[een] LITERARY DISCOURSE"" "subject:"[enn] LITERARY DISCOURSE""
31 |
The relationship between law and literature : in search of justice and justificationDe Ridder, Kimon Celicourt Macris 09 1900 (has links)
Law / LL.D.
|
32 |
Fragmentární psaní: motivy středoevropského literárního diskurzu v postmoderní ruské literatuře / Fragmentary writing: the motifs of Central European literary discourse in postmodern Russian literatureKarpeta, Anastasia January 2015 (has links)
The diploma thesis Fragmentary writing: the motifs of Central European literary discourse in postmodern Russian literature discusses the issue of the fragment as melancholy, aesthetic and Central European principle of writing; it accepts the montage method (due to its formalistic conception) as a primary poetic feature of the fragmentary discourse. The thesis examines the texts as the changing boundaries of the various cultural codes and different levels of fragmentation and discontinuity in the causal narrative. The thesis should show the continuity or, in other words, the coherence of the analyzed texts to the Central European literary context. The theme is developed based on the interpretation of works written by Pavel Ulitin (Immortality in the pocket; Conversation about the fish; Xenophobe and various prose; Hopeless Journey, etc.) and others.
|
33 |
La poésie réunionnaise et mauricienne d'expression créole : histoire et formes / Reunionese and Mauritian creole poetry : history and typesHélias, Frédérique 27 January 2011 (has links)
Cette thèse porte sur l'histoire et les formes de la poésie en langue créole à La Réunion et à Maurice. Elle propose de faire le point sur l'émergence, l'élaboration, la circulation et la réception d'un genre littéraire polymorphe qui occupe une place essentielle dans les productions artistiques des territoires créoles. L'objectif est de caractériser les rapports qu'entretiennent des poèmes considérés comme novateurs avec les sociétés, fondamentalement travaillées par des processus de créolisations (linguistique, littéraire, culturelle), qui les produisent. Afin d'observer le passage à l'écriture littéraire en langue créole, des origines à aujourd'hui, les formes poétiques – qu'elles soient thématiques, énonciatives, formelles, discursives ou encore intertextuelles – sont systématiquement replacées dans leurs mouvements historiques et dans leurs contextes d'énonciation. Face à des productions qui manipulent des références et des filiations en prise directe sur leurs espaces insulaires et sur leurs pratiques anthropologiques, les notions, ailleurs courantes, de poème, de poète, d'écriture et de lecteur demandent, parce qu'elles sont chargées, dans les faits, d'autres dynamiques, à être redéfinies. / This thesis examines the history and types of creole poetry in La Reunion and Mauritius. It proposes to summarise the emergence, elaboration, circulation and reception of a type of a polymorphous literary type which plays a vital role in the artistic creativity of the creole islands. The objective is to establish a link between those poems, regarded as innovative, and the nations (La Reunion and Mauritius) in which they are written. These nations are fundamentally shaped by this process of ‘Creolization’. In order to observe the transition to literary writing in creole, from its origins to today, the poetic forms whether thematic, enunciatively, formal, discursive or intertextual, are systematically placed in their historical and enunciative context. With works that manipulate references and links to their own island and their anthropological practice, the concepts, otherwise common, of poem, poet, writing and reader need other dynamics to be redefined.
|
34 |
L'écrivain et le camelot. Enjeux d'une littérature de presse dans les romans "athéniens" (1913-1945) de Gr. Xenopoulos / The writer and the street pedlar. Stakes of a press literature in the "athenian novels" (1913-1945) by Grigorios XénopoulosAmilitou, Eftychia 19 November 2011 (has links)
Ce travail a pour objectif la mise en évidence des interférences entre la presse et la littérature. en étudiant les "romans athéniens" de Grigorios Xénopoulos, publiés en feuilleton entre 1913 et 1945 dans la presse athénienne, nous examinons le champ littéraire et journalistique grec depuis la fin du XIXe siècle et jusqu’à la deuxième guerre mondiale, la description de l’espace urbain (Athènes) et la présence de l’interdiscours dans les romans. Nous traitons le corpus dans l’optique d’une littérature de presse, médiatique et largement accessible. Enfin, dans le sillage de l’analyse du discours et particulièrement de la nouvelle rhétorique, nous examinons la dimension argumentative des textes et l’image de l’auteur dans la fiction, telle qu’elle est perçue notamment à travers le réseau intertextuel. / This work aspires to the description of the connection between the press and the literature. by studying Grigorios Xenopoulos’"Athenian novels", published in serial form between 1913 and 1945 in the Athenian press, I examine the greek literary and journalistic field from the end of the 19th century until the world war II, the description of the urbain space (Athens) and the interdiscourse in the novels. the corpus is treated from the point of view of the media and the largely accessible press literature. Finally, following on from the discourse analysis and in particular from the new rhetoric, I examine the argumentative dimension of the texts and the image of the author in fiction, as it is perceived in particular through the intertextual network.
|
35 |
Discurso literário e ensino: caminho para a formação do leitor literárioCappelletti, Emerson 20 May 2010 (has links)
Made available in DSpace on 2016-04-28T19:34:47Z (GMT). No. of bitstreams: 1
Emerson Cappelletti.pdf: 1420448 bytes, checksum: 482e6d0ccb1df29b494df32f5fa4cd1f (MD5)
Previous issue date: 2010-05-20 / Secretaria da Educação do Estado de São Paulo / The publication of the Portuguese Language National Curricular Parameters
(Parâmetros Curriculares Nacionais PCN) (BRASIL, 1998) for primary education
represented a significant stride in reading education in Brazil. Where the underlying
learning methodology had once relied on a compendium of literary excerpts models of
good writing and reading today journalistic and daily life narrative genres constitute the
primary source for the administration of pedagogical activities.
The progress secured through this new approach finds no corresponding
equivalent in literary education, given the apparent decline of literature s centrality within
the curricular parameters of schools and society. Add to the sparse didactic guidance
provided in the official document the scarcity of academic research on literary education
and discourse.
Therein lies the principal objective of this study aimed at corroborating shared
designated reading within the framework of the PCN. To this end, we proposed the full
application of a didactic sequence, the development of which is driven by theoretical
aspects of the Education, Linguistics, and Pragmatics of literary discourse. The strategy
gave rise to undertaking a full reading of the British story Alice in Wonderland, translated
into Portuguese by Ana Maria Machado. Two groups of students were formed, one
which read the story without supervision and another monitored by the researcher as the
story was read out loud.
We proceeded to compare the results of the study with a view to demonstrating
our hypothesis that those students supervised by the researcher and teacher and
guided by the didactic sequence displayed greater progress in respect of the literary
work s key textual and intertextual elements. We concluded that our hypothesis holds,
insofar as shared reading guided by the didactic sequence emerged as an important
tool for literary teaching and learning in schools / A publicação dos PCN de Língua Portuguesa (BRASIL, 1998) para o ensino fundamental marcou um considerável avanço no tocante ao ensino da leitura no país. Se antes esse ensino estava centrado na análise de um compêndio de excertos literários modelos para o bem escrever e ler -, hoje encontra nos gêneros textuais jornalísticos e cotidianos sua principal fonte para a elaboração de intervenções pedagógicas..
Os avanços empreendidos por essa mudança não encontram correspondentes no ensino da leitura literária, já que a literatura parece ter perdido sua importância dentro dos parâmetros curriculares, da escola e da própria sociedade. Some-se, às poucas orientações didáticas encontradas no documento oficial, o fato da existência de uma também escassa pesquisa acadêmica sobre ensino e discurso literário.
Daí surge o principal objetivo deste trabalho ligado à corroboração de uma estratégia de leitura denominada compartilhada pelos PCN. Para tanto, propusemos a aplicação integral de uma sequência didática cuja elaboração nos foi guiada pelos aspectos teóricos da Educação, da Linguística e da Pragmática do discurso literário. Essa sequência trouxe a proposta de leitura integral do conto inglês Alice no País das Maravilhas cuja tradução foi realizada por Ana Maria Machado. Dois grupos de alunos foram formados, um que leu a obra proposta autonomamente e o outro que foi acompanhado pelo pesquisador enquanto a leitura integral do conto era realizada em voz alta.
Partimos, depois, para a comparação dos resultados com a finalidade de comprovar a nossa hipótese de que os alunos, que tiveram a supervisão do pesquisador e professor e foram guiados pela sequência didática, apresentaram maior aproveitamento dos dados contextuais e intertextuais da obra literária. Concluímos que nossa hipótese é verdadeira, já que a leitura compartilhada orientada pela sequência didática - revelou-se como importante ferramenta de ensino e aprendizagem da leitura literária na escola
|
36 |
Identidade brasileira e condição do negro em "Viva o Povo Brasileiro" de João Ubaldo Ribeiro / identidade brasileira; raça; etnia; racismo; hibridismo; discurso literário; negro; linguagem; inferioridadeGrecchi, Rosana Bignami 01 March 2010 (has links)
Made available in DSpace on 2016-03-15T19:47:47Z (GMT). No. of bitstreams: 1
Rosana Bignami Grecchi.pdf: 838834 bytes, checksum: 5fae7dcc9db542c34630e2cedc6c6591 (MD5)
Previous issue date: 2010-03-01 / The present work is based on the conception that the Brazilian identity has been constructed in accordance with the "Myth of the Three Races" White, Indian and Black, and in which pillar the condition of each component element is structured. It is affirmed that racial prejudice doesn't exist in Brazil and that Brazilian is a homogeneous and crossbred fusing of people, originated from the mixture of the three mentioned races. It is also believed that Brazil, in having racial prejudice, its manifestations are less severe than in other regions of the World. The study seeks to deepen the racial question in the hybrid composition of the Brazilian cultural identity. It describes terms like race and ethnicity, identity and hybridism, literary discourse and degradation (lowering). It reports on the condition of the Black in the composition of the Brazilian identity, verifying the circumstances in which the national identity has been formed. It analyzes the racial, social and cultural theories and the discourse on the inferiority of the Black race. It analyzes Viva o Povo Brasileiro by João Ubaldo Ribeiro. It questions the use of the term race and seeks to identify in the literary discourse the evidential elements regarding racism in the language, bringing them to the light of the contemporary context, in the guise of conclusion. / O presente trabalho apoia-se na concepção de que a identidade brasileira foi construída à vista do "mito das três raças", a saber, branca, amarela e negra. Tal composição híbrida satisfaz a ideia de que cada uma das três raças serviu de suporte à constituição do povo brasileiro, sendo que a dissipação dos primeiros dá ensejo ao florescimento deste último. Afirma-se que não há preconceito racial no Brasil e que o povo brasileiro é uma fusão homogênea e mestiça, originária da mistura das raças citadas. Acredita-se também que, em havendo preconceito, as suas manifestações são menos severas do que as manifestações racistas em outras regiões do mundo. O estudo procura aprofundar a questão racial na composição híbrida da identidade cultural brasileira. Descreve termos como raça e etnia, identidade e hibridismo, discurso literário e rebaixamento. Relata a condição do negro na composição da identidade brasileira, verificando as condições em que se deu a formação da identidade nacional. Analisa as teorias raciais, sociais e culturais e o discurso sobre a inferioridade da raça negra. Analisa a obra Viva o Povo Brasileiro de João Ubaldo Ribeiro. Questiona a utilização do termo raça e procura identificar no discurso literário os elementos comprobatórios na linguagem, a respeito do racismo, trazendo-os à luz do contexto contemporâneo, à guisa de conclusão.
|
37 |
The relationship between law and literature : in search of justice and justificationDe Ridder, Kimon Celicourt Macris 09 1900 (has links)
Law / LL.D.
|
38 |
La quête d’individualisation du personnage féminin : les Jolies Choses de Virginies Despentes : amor, curiosidad, prozac y dudas de Lucía Etxebarria : surtout ne te retourne pas et Cette Fille-là de Maïssa Bey / The quest for the individuation of female character : les Jolies choses, Virginie Despentes : amour, Prozac et autres curiosités, Lucía Etxebarria : cette fille-là and Surtout ne te retourne pas, Maïssa BeyGambus, Aurélie 17 December 2009 (has links)
En ce début du XXIème siècle, un nombre d’auteurs sans cesse plus important développe un véritable enthousiasme pour des thématiques féminines. Plus précisément, il s’agit pour eux de mettre en exergue la quête identitaire des femmes dans notre société. Cette littérature révèle une omniprésence du corps et de la sexualité en lien étroit avec la société et les schémas culturels imposés tenant ainsi un discours novateur sur les femmes. Le but de cette recherche est de montrer comment un discours littéraire, en reprenant les discours socioculturels, féministes et psychanalystes du moment, conçoit la question de la femme et quelle représentation de la femme il produit. Face à cette réflexion sur la question de la femme et son identité, cette thèse centre son étude sur les romans de trois auteurs, Virginie Despentes, écrivain français, Lucía Etxebarria, écrivain espagnol et Maïssa Bey, écrivain algérien francophone. L’être femme est représenté dans un rapport avec la violence masculine mais aussi avec sa propre violence, dans son rapport au corps et à la sexualité, par des relations humaines conflictuelles ainsi que par une aliénation sociale et culturelle. Le personnage féminin est un personnage seul, enfermé dans une identité dans laquelle il ne se reconnaît plus et qu’il rejette. La quête de soi et de la reconnaissance de soi laisse apparaître leurs aspirations, en contradictions avec leurs attributions. A la fin de chaque roman, l’individualisation de la femme est envisagée par la reprise de parole. La reconstruction de soi ne peut être permise que par la maîtrise de la parole sur soi, et la quête d’individualisation doit se poursuivre / In our early 21th century, an increasingly number of writers gets a real enthusiasm for woman-related themes. More precisely, their purpose is to underline the identity quest of women in our society. This kind of literature uncovers a constant involvement of body and sexuality closely linked to society and to cultural schemes that society imposes - thus leading these authors to hold an innovative discourse about women. Our research aims to show how a literary discourse, drawing from actual sociocultural, feminist and psychoanalytic discourses, conceives the Woman issue and which representation of woman it can create. At the hands of this reflection about the Woman issue and her identity, the study focuses on three female authors’ novels, Virginie Despentes, a french writer, Lucia Extebarría, a spanish writer and Maïssa Bey, an algerian French-speaking writer. The woman being is portrayed in her relations with male violence but also with her own violence linked to her relation to body and sexuality, and through human struggles and a social and cultural alienation. The female character is lonely, confined to an identity in which she does not recognize herself anymore and that she rejects. The quest for self-knowledge and for self-recognition lets its longings emerge, in contradiction with their remit. In the end of each novel, woman’s individualization is imaged through a takeover of speech. Self-reconstruction can only be possible thanks to a control of speech about oneself and the individuation quest has to keep going
|
39 |
Os gêneros discursivos e a produção escrita nos livros didáticos de inglêsMansur Júnior, Jonadab 27 February 2013 (has links)
Made available in DSpace on 2017-06-01T18:24:54Z (GMT). No. of bitstreams: 1
jonadab_mansur_junior.pdf: 6610175 bytes, checksum: 598dbd381c4cedf90fc70b862b88c38f (MD5)
Previous issue date: 2013-02-27 / Works using discursive genres to check about written productions for learning English classroom are not recent. Since the requirements of the official documents for teaching and learning a Modern Foreign Language (MFL) in Brazil National Curriculum Parameters (PCN) in 1998, for the fourth and third cycles of Elementary Education (EE), and in National Textbook Program (PNLD), in 2011, this skill becomes a reason of study for English language teachers and researchers. Therefore, based on the perspective that every utterance is a link in the chain of discursive communication, Bakhtin (2010), we analyzed the work with discursive genres observing the treatment given to the activities of written productions in English textbooks (ET) 9th year of EE. Our aim was to interpret as proposed in discursive genres work with writing in ET. Our research was guided by social cognitive approach in the philosophy of language in view of Marcuschi (2005) and socio-philosophical conceptions of Habermas (2002). We also based on the sociodiscursive theory of Bakhtin (2010) and socio-interacionist approach based on conceptions of authors like bronckart (1999), B. Marcuschi & Cavalcante (2005) and Costa Val (2003). The research corpus was composed of two student ET 9th year of EE. We listed categories of content analysis to the selected discursive genres; we decided to establish these categories on the basis of the proposed PNLD 2011 for the conditions of written productions and Costa Val (2003). The research result showed us the importance of a greater systematization, in EE, regarding the conditions of productions of discursive genres to work with writing skill, and also provides relevant guidance on the conduct of activities in the didactic sequences proposed in the ET. / Pesquisas utilizando os gêneros discursivos para verificação da produção escrita em sala de aula de língua inglesa não são recentes. Desde as exigências dos documentos oficiais para o ensino-aprendizagem de Língua Estrangeira Moderna (LEM), no Brasil, Parâmetros Curriculares Nacionais (PCN), de 1998, para o terceiro e quarto ciclos do Ensino Fundamental (EF) e do Programa Nacional do Livro Didático (PNLD) de 2011, a habilidade escrita se torna objeto de estudo por professores e estudiosos de língua e linguagem. Nesta visão, baseados na perspectiva de que todo enunciado é um elo na cadeia da comunicação discursiva, segundo Bakhtin (2010), identificamos a proposta de trabalho com os gêneros discursivos, observando o tratamento dado à produção escrita nas atividades dos Livros Didáticos de Inglês (LDI), do 9º ano do EF. Tivemos como objetivo apontar como é proposto, nos gêneros discursivos, o trabalho com a produção escrita nos LDI. Nossa investigação foi norteada pela abordagem sociocognitiva no campo da filosofia da linguagem na visão de Marcuschi (2005) e das concepções sociofilosóficas de Habermas (2002). Tomamos também como base a proposta sociodiscursiva em Bakhtin (2010) e a abordagem sócio-interacionista em Bronckart (1999), Dolz & Schneuwly (2004), B. Marcuschi & Cavalcante (2005) e Costa Val (2003). O corpus da pesquisa foi composto de dois LDI do aluno do 9º ano do EF. Elencamos categorias de análise de conteúdo para os gêneros do discurso selecionados; optamos por estabelecer essas categorias com base no que propõe o PNLD 2011 de LEM para as condições de produção escrita e Costa Val (2003). Os resultados da pesquisa demonstraram a importância de uma maior sistematização, no LDI, quanto às condições de produção dos gêneros do discurso para o trabalho com a habilidade escrita e, também, o fornecimento de orientações pertinentes quanto à realização dessas atividades nas sequências didáticas propostas nos manuais didáticos.
|
40 |
Le discours romanesque de Clara Mundt alias Luise Mühlbach (1814-1873) face à l’histoire : représentation de l’ère napoléonienne, historiographie popularisée et modernité scientifique en Allemagne autour de 1850 / Clara Mundt’s (1814-1873) literary discourse on history : representation of the Napoleonic era, popularized historiography and scientific modernity in Germany about 1850Braun, Stefanie 21 September 2018 (has links)
L’historiographie romanesque allemande autour de 1850, à savoir l’écriture de l’histoire pour grand public, est étudiée ici à partir de trois romans historiques parus après la révolution de 1848, mais avant la nomination de Bismarck comme ministre-président de la Prusse en 1862. Ce sont des romans-fleuves écrits par l’épouse de Theodor Mundt, Clara Mundt alias Luise Mühlbach (1814-1873) : Königin Hortense (1856), Napoleon in Deutschland (1858/1859) et Kaiserin Josephine (1861). Cette romancière fit partie de la première génération de femmes-écrivains ayant pu vivre de leur plume et elle connut un grand succès de son vivant. Sa représentation des relations entre France et Allemagne s’inscrit entre historiographie populaire et modernité scientifique car la fictionnalisation de données historiques lui permit de se réapproprier la matière historique et de revaloriser des figures féminines. Par son utilisation de témoignages et de sources d’époque ainsi que par son réemploi des travaux d’historiens récents, L. Mühlbach procède au travail de réécriture de la grande histoire comme c’était aussi le cas dans de nombreux romans historiques de son temps. Elle transforme le genre romanesque en outil didactique ayant pour objectif la transmission du savoir historique et une éducation au patriotisme allemand s’adressant surtout à un lectorat féminin. Ses biographies sont mises au service de l’éducation des cœurs et proposent une forme d’encadrement voire de préparation à la vie conjugale, à la maternité, à la sociabilité, au civisme, et ce par le biais de personnages historiques romancés. Notre étude cherche également à dépasser l’idée d’une rupture dans l’œuvre de L. Mühlbach après 1848 et met l’accent sur la persistance de thèmes comme la question de l’émancipation féminine et religieuse qu’elle avait traités dans ses romans sociaux à l’époque du Vormärz. / The thesis deals with popular historiography and scientific modernity in Germany between 1850 and 1862 – namely after the revolution of 1848 and before Otto von Bismarck became Minister President of Prussia – through the study of three historical novels, Königin Hortense (1856), Napoleon in Deutschland (1858/1859) and Kaiserin Josephine (1861) by Theodor Mundt’s wife Clara Mundt (1814-1873) alias Luise Mühlbach. She was one of the most successful historical novelist of her time, and belongs to the first generation of professional female writers. The main focus of this study is on the literary discourse on the history of relationships between France and Germany. The purpose is to demonstrate how the transmission and the popularization of historical knowledge could be used for education to female patriotism and women citizenship. The study of the use of testimonies and documentary sources borrowed from recent historians shows how L. Mühlbach proceeded to appropriate historical material and to upgrade female figures of the past. Besides the dissertation deals with the analysis of the several historical, political, social and literary mechanisms which explain the success of Clara Mundt’s historical novels between 1850 and 1860. The study puts emphasis on the continuities between L. Mühlbach’s social novels of the Vormärz and the historical novels, like the social and religious issues and the topic of women’s emancipation, in order to question the idea of a split in her work before and after 1848.
|
Page generated in 0.0963 seconds