This research comprises a comparative examination of the transformation of Afrikaans and Dutch youth narratives into drama texts. Attention has been paid to the story elements embodied in various narratives and dramas, and, in addition, to aspects related to narrative and drama. By means of the comparison of the constants and variants with regard to the four texts, the possibility of creating a transformation model has been examined. The transformation model derived from the research, is applicable, firstly, to the narratives and drama texts upon which this study has been based. It is therefore presented as a conception for the conversion of a narrative text into a drama text, but the uniqueness of each separate narrative is taken into consideration; hence the model is not prescriptive, and it is assumed that the model may be adjusted in line with each adaptation. The comparison is effected between Afrikaans and Dutch texts, in view of the existence in the Low Countries of an established culture of bookshops, publishers and theatrical companies, focused on youth literature and theatre. Some publishers and bookshops, moreover, exclusively publish and sell youth narratives and dramas. Theatre productions aimed at children and young adults are plentiful, and attract a large percentage of young people. Should the fact that some theatres specialise in youth theatre productions be taken into account, also, the contrast and the gaps pertaining to the Afrikaans literary system are marked. The research in respect of the transformation of prose texts into drama texts has identified those procedures employed to adapt the narrative aspects (narrator, focalization, character, event, time and space) in such a way that it is reconcilable with the unique nature of the dramatic aspects (didascalia, dialogue, character, action, time and space). By virtue of the transformation of youth narratives into drama texts (with the purpose of the eventual performance thereof), the adolescent reader is made aware in a different manner of the value of narrative. / Thesis (M.A. (Afrikaans and Dutch))--Potchefstroom University for Christian Higher Education, 2003

This research comprises a comparative examination of the transformation of Afrikaans and Dutch youth narratives into drama texts. Attention has been paid to the story elements embodied in various narratives and dramas, and, in addition, to aspects related to narrative and drama. By means of the comparison of the constants and variants with regard to the four texts, the possibility of creating a transformation model has been examined. The transformation model derived from the research, is applicable, firstly, to the narratives and drama texts upon which this study has been based. It is therefore presented as a conception for the conversion of a narrative text into a drama text, but the uniqueness of each separate narrative is taken into consideration; hence the model is not prescriptive, and it is assumed that the model may be adjusted in line with each adaptation. The comparison is effected between Afrikaans and Dutch texts, in view of the existence in the Low Countries of an established culture of bookshops, publishers and theatrical companies, focused on youth literature and theatre. Some publishers and bookshops, moreover, exclusively publish and sell youth narratives and dramas. Theatre productions aimed at children and young adults are plentiful, and attract a large percentage of young people. Should the fact that some theatres specialise in youth theatre productions be taken into account, also, the contrast and the gaps pertaining to the Afrikaans literary system are marked. The research in respect of the transformation of prose texts into drama texts has identified those procedures employed to adapt the narrative aspects (narrator, focalization, character, event, time and space) in such a way that it is reconcilable with the unique nature of the dramatic aspects (didascalia, dialogue, character, action, time and space). By virtue of the transformation of youth narratives into drama texts (with the purpose of the eventual performance thereof), the adolescent reader is made aware in a different manner of the value of narrative. / Thesis (M.A. (Afrikaans and Dutch))--Potchefstroom University for Christian Higher Education, 2003

Submitted by ANA ESTELA FERREIRA null (anaestela_7@hotmail.com) on 2018-03-22T09:55:37Z No. of bitstreams: 1 TEXTO PARA ENTREGA FINAL.pdf: 6224154 bytes, checksum: d08876df871a1701a2a9b5d3bda1c9b1 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-26T13:14:52Z (GMT) No. of bitstreams: 1 ferreira_ae_me_mar.pdf: 6224154 bytes, checksum: d08876df871a1701a2a9b5d3bda1c9b1 (MD5) / Made available in DSpace on 2018-03-26T13:14:53Z (GMT). No. of bitstreams: 1 ferreira_ae_me_mar.pdf: 6224154 bytes, checksum: d08876df871a1701a2a9b5d3bda1c9b1 (MD5) Previous issue date: 2018-02-26 / Não recebi financiamento / O objetivo desta pesquisa é indicar os comportamentos referentes às leituras táticas de 6 adolescentes de 13 e 14 anos, estudantes dos anos finais do ensino fundamental de uma escola pública do estado de São Paulo, durante a leitura e discussão da obra literária infantojuvenil “Nós três” (1987) de Lygia Bojunga. Para formular os princípios dessa investigação qualitativa, em que a pesquisadora é também professora e mediadora da intervenção na escola em que a pesquisa acontece, adotou-se como recurso teórico metodológico: o questionário semiestruturado (que contou inicialmente com a participação de 13 estudantes da escola em questão) com a intenção de conhecer os hábitos leitores dos sujeitos participantes, na escola e no contexto familiar, o grupo focal para leitura e discussão da obra e entrevistas sobre o contexto histórico e cultural do município. O embasamento teórico encaminha-se através dos conceitos de apropriação, práticas de leitura e representação, propostos por Roger Chartier. A análise de dados é realizada a partir do conceito de táticas, proposto por Michel de Certeau, com o objetivo de compreender as maneiras de ler e de fazer, os usos e subversões que permeiam as relações de leitura escolares. / The aim of this research is to indicate the behaviors related to the tactical readings of six teenagers from 13 and 14 years old, students of the final years of Elementary School in a public school in the state of São Paulo, during the reading and discussion of the youth literary book “We three” (1987) by Lygia Bojunga. In order to formulate the principles of this qualitative research, in which the researcher is also a teacher and mediator of the intervention at school where the research takes place, a methodological theoretical resource was adopted: the semi-structured questionnaire (initially counting on the participation of 13 students from the school in question) with the intention of knowing the reading habits of the participant teenagers, at school and in the family context; the focus group for reading and discussion of the book and interviews on the historical and cultural context of the municipality.The theoretical basis is based on the concepts of appropriation, reading practices, and representation, proposed by Roger Chartier. The data analysis is carried out from the concept of tactics, proposed by Michel de Certeau, in order to understand the ways of reading and doing, the uses and subversions that permeate school reading relationships.

This dissertation is focused on a comparison of the ancient theme in children's literature during the second half of the 19th century until 1945. The theoretical part focuses on the comparison and evaluation of the religious, political and cultural situation in the Czech lands, whose background was created children's literature with themes from antiquity. The practical part deals with the comparison of the most important works of Czech and Slovak authors, who were devoted to children's literature with themes from antiquity within the range. KEYWORDS: Antiquity , literature , youth , children , comparison, religion , politics, culture

A presente pesquisa insere-se na área de Estudos da Tradução e consiste em um estudo descritivo orientado ao produto. Tem como proposta examinar um corpus de diferentes retextualizações interlinguais e intralinguais, em português e em espanhol, das fábulas de Tomás de Iriarte, autor espanhol que publicou seu fabulário no século XVIII, o qual foi traduzido, adaptado e republicado diversas vezes ao longo dos séculos, em versão integral ou em partes selecionadas. Para tanto, descrevemos as diferentes operações realizadas nas retextualizações e procuramos colocá-las em relação com diferentes nomenclaturas utilizadas para designar ofertas informativas secundárias, ou textos que se derivam de outro texto que os antecede cronologicamente e visivelmente lhes serve como texto-fonte. Levando em conta que o propósito e o público-alvo das diversas retextualizações de mesmos textos de partida parecem ser a chave para entendê-los, conjugamos uma perspectiva descritiva e uma funcionalista para investigá-las, observando se parecem ter sido elaboradas com o propósito claro de atrair o público infantil ou não. O instrumental de análise básico é o modelo descritivo de tradução literária proposto por Lambert e Van Gorp (2011[1985]), combinado com o trabalho de Genette (2009[1987]) sobre paratextos editoriais. O trabalho estrutura-se em três partes, nas quais desenvolvemos uma contextualização do estudo, apresentamos o referencial teórico e o corpus, e desenvolvemos as análises das fábulas de Iriarte e das retextualizações selecionadas. Os resultados aos quais chegamos permitem classificar as retextualizações analisadas em traduções interlinguais, adaptações interlinguais, adaptações intralinguais e reedições, além de demonstrar procedimentos de tradução e de adaptação, tanto pontuais quanto globais. A pesquisa demonstra a pertinência da abordagem teórica escolhida para a discussão da nomenclatura dos diferentes tipos de retextualização possíveis, o que se obteve por meio de análises macro e microtextuais. / The present research is inserted in the Translation Studies and consists of a descriptive study oriented to the product. Its purpose is to examine a corpus composed by different interlinguistic and intralinguistic retextualizations, both in Portuguese and Spanish, from the fables of Tomás de Iriarte, a Spanish author who first published his work in the 18th century. Iriartes fables have been translated, adapted and republished several times over the centuries, in full version or in selected parts. In order to proceed the analysis, we describe the different operations performed in the retextualizations and try to relate them to different nomenclatures used to designate secondary offers of information, or texts that are derived from another text that precedes them chronologically and clearly serves as source text. Considering that the purpose and the target audience of the various retextualizations of the same source texts seem to be the key to understand them, we combine a descriptive and functionalist perspective to investigate those texts, observing whether they seem to have been aimed at children or not. The basic analysis instrument is the descriptive model of literary translation proposed by Lambert and Van Gorp (2011 [1985]), combined with Genette\'s work (2009 [1987]) on editorial paratexts. The work is structured in three parts, in which we develop a contextualization of the study; present the theoretical reference and the corpus, and develop the analyzes of the fables of Iriarte and the selected retextualizations. The results not only allow us to classify the analyzed retextualizations as interlingual translations, interlingual adaptations, intralinguistic adaptations and reissues, but also demonstrates translation and adaptation procedures, both punctual and global. The research demonstrates the pertinence of the theoretical approach chosen for the discussion of the nomenclature of the different types of possible retextualization, which was obtained through macro and microtextual analyzes.

Esta dissertação tem como objetivo contextualizar, esquematizar e refletir sobre os resultados alcançados durante a Proposta Anual de Formação Literária (PAFL). Trabalho desenvolvido para o programa de pós-graduação de mestrado profissional PROFLETRAS e aplicado na Escola Estadual Profa. Zilah Ferreira Passarelli de Campos, de São José dos Campos/SP, a alunos do 9º ano do ensino fundamental II. O foco do trabalho desenvolvido foi proporcionar aos alunos de 9º ano, além do contato com um cânone literário de transição entre os estágios da formação do leitor, a promoção de projetos de leitura e atividades, dentro ou fora da sala de aula, que contribuíssem para a formação literária efetiva, utilizando-se tanto de produção literária indicada ao público juvenil, como produções destinadas ao leitor adulto, mas que adaptadas ou não possuíssem afinidades com o leitor em formação, a fim de proporcionar desenvolvimento do leitor literário ao final do ensino fundamental. Portanto, busca-se no relato da proposta realizada, descrever a realidade do ensino da literatura em uma escola pública; delinear os aspectos profissionais; sistematizar as práticas realizadas; promover a exposição pormenorizada das obras escolhidas, dos projetos literários aplicados e das atividades realizadas; apresentando os dados e os resultados obtidos pelos alunos participantes da PAFL. / This dissertation aims to contextualize, lay out and reflect on the results achieved during the Annual Proposal for Literary Formation. Work developed for professional master\'s graduate program PROFLETRAS and applied in the Escola Estadual Professora Zilah Ferreira Viagi Passarelli de Campos, in Sao Jose dos Campos / SP, for students in 9th grade of elementary school. The focus of the work was to provide students of 9th grade, as well as contact with a literary canon transition between stages of the reader\'s training, the promotion of reading projects and activities, inside or outside the classroom, which contribute to effective literary formation, using both literature indicated young readers, such as products intended for adult reader but which - adapted or not - with the reader possess affinities in formation, in order to provide the developing reader literary at the end of elementary school. Therefore, we seek on account of the proposal made, describe the reality of literature teaching in a public school; outline the professional aspects; systematize the activities undertaken; promote detailed description of the chosen works of applied literary projects and activities; presenting the data and the results obtained by students participating Proposal Annual Literary Formation.

My intention with this essay is to analyze how lesbianism is described in Swedish youth literature. I have done a queer reading of three books written in the 2000’s to find out if lesbian love is described as a problem, and if it isn’t: what it causing problems in the novels? When reading the novels I have also observed how the environment and the characters themselves perceive lesbian identity. The novels I have chosen are Det händer nu by Sofia Nordin (2010), Som eld by Sara Lövestam (2015) and Du och jag, Marie Curie by Annika Ruth Persson (2003). To apply queer theory I have used several concepts, such as heteronormativity, coming out, shame and internalized homophobia, when analyzing the texts. The conclusion of my analysis is that one of the novels describes the lesbian love itself as a problem, while the other two are wider in their descriptions. Some characters are comfortable in their lesbian identity, while some are struggling with shame and coming out-issues. My final conclusion is that it is heteronormativity that is causing problems in the novels, not lesbianism.

Les narrations de jeunesse ont souvent pour thème le développement d’un jeune protagoniste ; elles racontent alors des expériences transformatrices qui constituent pour les petits héros autant de moments de passage, d’initiations. L’initiation jouait autrefois un rôle très important dans la vie humaine, marquant un passage d’âge socialement reconnu par la communauté toute entière. Toutefois, l’histoire de la société occidentale a vu progressivement disparaître ces moments de passage officiels, comme déjà en 1956 Mircea Eliade l’annonçait. Une fois l’initiation disparue, une compensation au niveau de la vie intérieure s’est rendue nécessaire, et le rêve apparaît un des lieux et des moments possibles pour cette compensation. Ainsi, à partir de Alice in Wonderland et The Wonderful Wizard of Oz, les fictions de jeunesse contemporaines ont souvent exploré le potentiel initiatique du rêve, qui fournit aux protagonistes une expérience liminaire marquant un avant et un après dans leurs vies. Dans nombreux romans, le protagoniste vit un rêve initiatique qui le conduit à travers un chemin de mort et de résurrection symboliques, et duquel il se réveille renouvelé. Cette thèse se propose donc de questionner le rêve en tant que seuil entre deux formes d’existence et catalyseur du passage d’âge dans les narrations de jeunesse européennes au XXIe siècle. / Youth fiction often focus on the development of a young hero. Such stories tell us about transformative experiences which work as initiations. Initiation was once a very important moment in human life, marking a passage which was recognized by the community as a whole. However, in the history of Western society official rites of passage has gradually disappeared, as already in 1956 Mircea Eliade announced it. Since then, a compensation for the inner life has become necessary, and the dream has become one of the possible places and times for this compensation. Thus, from Alice in Wonderland and The Wonderful Wizard of Oz, contemporary youth fiction has often explored the initiatory potential of dreams, which provides the protagonists with an introductory experience marking a turning point in their lives. In many novels, the protagonist lives an initiatory dream that leads him through a path of symbolic death and resurrection, from which he/she wakes up renewed. This thesis proposes to question the dream as a threshold between two forms of existence and a catalyst for initiation in contemporary European youth literature.

Submitted by Fabiana Cristina Ventura null (fc-ventura@hotmail.com) on 2016-10-03T23:16:33Z No. of bitstreams: 1 VENTURA, Fabiana Cristina. Literatura Infantil e Juvenil na escola....pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-06T19:29:01Z (GMT) No. of bitstreams: 1 ventura_fc_me_rcla.pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5) / Made available in DSpace on 2016-10-06T19:29:01Z (GMT). No. of bitstreams: 1 ventura_fc_me_rcla.pdf: 2285764 bytes, checksum: 64bb3d834e003f2f407d38173e8c4c6d (MD5) Previous issue date: 2016-08-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa desenvolvida teve uma abordagem qualitativa do tipo etnográfico, com objetivo geral de analisar os documentos, os espaços e os momentos dedicados à literatura infantil e juvenil em uma escola, de Ensino Fundamental I, da Rede Municipal da cidade de Rio Claro (SP). Os objetivos específicos foram: analisar os documentos da instituição escolar, como o Projeto Político Pedagógico e outros, a fim de encontrar neles pistas que sinalizassem de que modo à prática de leitura e a literatura eram valorizadas nesse contexto; identificar e compreender as práticas de leitura literária vivenciadas pelos professores no Horário de Trabalho Pedagógico Coletivo, através de consulta às atas de HTPC e de entrevistas realizadas com a professora coordenadora, Sophia, e com a professora Lygia, do 5º ano; analisar as formas de abordagem da literatura infantil e juvenil na turma do 5º ano, por meio de observações semanais em sala de aula. Em virtude das relações estabelecidas com a educadora e com os educandos do 5º ano, propus e coordenei uma oficina de poesia com a turma, sendo que as atividades foram realizadas em parceria com a professora Lygia. Cabe mencionar que a análise dos dados produzidos está sustentada no paradigma indiciário (GINZBURG, 1989), o qual procura por meio de sinais desvelar detalhes considerados irrelevantes e marginais, no entanto, esses são e foram de extrema importância para elucidar as questões aqui investigadas. Por fim, esta pesquisa evidenciou o compromisso da equipe escolar e da educadora do 5º ano com a formação de leitores, através do planejamento e da mediação das práticas de leitura literária. / The developed research had a qualitative approach type ethnographic, with the overall objective of analyzing the documents, spaces and moments dedicated to children's literature in a school, elementary school, of the Municipal Network of the city of Rio Claro (SP). The specific objectives were to analyze the documents of the school, as the Pedagogical Political Project and others, in order to find in them clues that signalizes how the practice of reading and literature were valued in this context; identify and understand the literary reading practices experienced by teachers in Pedagogical Work Hours Collective, by consulting the minutes of HTPC and interviews with the coordinator teacher, Sophia, and Lygia teacher, 5th grade; examine ways of children's literature class approach in the 5th year, through weekly observations in the classroom, through consultation the minutes of HTPC and interviews with the coordinator teacher, Sophia, and Lygia teacher, 5th grade; examine ways of children's literature class approach in the 5th year, through weekly observations in the classroom. Because of the relationship established with educator and the schoolchild of the 5th year, I proposed and coordinated a poetry workshop with the class, and the activities were carried out in partnership with Lygia teacher. It is worth mentioning that the analysis of the data produced is sustained in the evidential paradigm (GINZBURG, 1989), what you are looking through of the signs exhibit details considered irrelevant and marginal, however, these are and have been of utmost importance to clarify the issues investigated here. Finally, this research showed the commitment of the school team and the educator of the 5th year with the formation of readers, through the planning and mediation of practices of the reading.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-21T16:36:13Z No. of bitstreams: 2 Dissertação - Histávina Duarte Pereira - 2014.pdf: 1070049 bytes, checksum: 07cac415064a81d4f37d936b10a939cf (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-21T16:36:25Z (GMT) No. of bitstreams: 2 Dissertação - Histávina Duarte Pereira - 2014.pdf: 1070049 bytes, checksum: 07cac415064a81d4f37d936b10a939cf (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-01-21T16:36:25Z (GMT). No. of bitstreams: 2 Dissertação - Histávina Duarte Pereira - 2014.pdf: 1070049 bytes, checksum: 07cac415064a81d4f37d936b10a939cf (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-01-30 / The literature , besides being a word, culture instrument that is permitted by the construction of values . Fairy tales have always been present in the conscious and unconscious / the reader / a from different eras . There are a growing number of contemporary tales written from the retelling of classic tales . In such readings , are noticeable transformations arising from cultural , social , historical and political influences of each historical moment . Child and adolescent literature , considered a cultural object , mediates the child's relationship with the world , showing , in a symbolic way , the sociocultural relations present in reality , thereby increasing children's knowledge and his linguistic field . From the analysis of the tales Little Red Riding Hood (1697) by Charles Perrault , Little Red Riding Hood (1812) Brothers Grimm , Little Red Riding Hood (2004 ) by Rubem Alves and history of a famous story (2010) Carolina Alonso was possible to reflect on the social changes occurring in the context of ethics , representations of gender and sexuality represented in such narratives . In this study, we presented some ideas based partly on theoretical and analytical contributions on Gender Studies, Sexuality and Intertextuality, which allowed to verify, in the analysis of dialogism caught between contemporary and classic tales, the first by a proposed operating transgression of gender roles and relations as understood in a patriarchal and androcentric culture. / A literatura, além de ser a arte da palavra, constitui instrumento cultural que faculta a construção de valores. Os contos de fadas sempre estiveram presentes no consciente e inconsciente do/a leitor/a das mais diversas épocas. Há um número crescente de contos contemporâneos escritos a partir da releitura dos contos clássicos. Em tais releituras, são perceptíveis transformações advindas de influências culturais, sociais, históricas e políticas de cada momento histórico. A literatura infantil e juvenil, considerada um objeto cultural, intermedia a relação da criança com o mundo, demonstrando, de forma simbólica, as relações socioculturais presentes na realidade, aumentando, assim, o conhecimento da criança e seu domínio linguístico. A partir das análises dos contos Chapeuzinho Vermelho (1697) de Charles Perrault, Chapeuzinho Vermelho (1812) dos Irmãos Grimm, Chapeuzinho Vermelho (2004) de Rubem Alves e Antecedentes de uma famosa história (2010) de Carolina Alonso, foi possível refletir sobre as transformações sociais ocorridas no âmbito da ética, das representações de gênero e da sexualidade representadas em tais narrativas. No presente estudo, foram apresentadas algumas ideias fundamentadas em parte dos aportes teóricos e analíticos sobre Estudos de gênero, Sexualidade e Intertextualidade, que permitiram verificar, quando da análise do dialogismo travado entre os contos contemporâneos e os clássicos, que os primeiros operam por uma proposta de transgressão dos papéis e relações de gênero tal como compreendidos numa cultura patriarcal e androcêntrica.