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A Critical Study of Sue Monk Kidd's The Secret Life of BeesHebert, Joy A, Ms. 14 July 2011 (has links)
Sue Monk Kidd’s The Secret Life of Bees (2002) tells the story of a motherless fourteen-year-old Lily Owens, raised by a cruel father, who desperately searches for clues to unlock her mother’s past. Kidd’s bildungsroman reveals the incredible power of black women, particularly a group of beekeeping sisters and a black Mary, to create a safe haven where Lily can examine her fragmented life and develop psychologically, finally becoming a self-actualized young lady. Lily’s matriarchal world of influence both compares and contrasts with the patriarchal world represented in Mark Twain’s Adventures of Huckleberry Finn, exposing the matriarchy’s aptly structured ways of providing a more healing environment than is Huck Finn’s. Kidd’s novel also showcases the stylistic strategies of first person narrative point of view, language, dialect, and the motif of place in order to contextualize the social awareness and psychological development Lily gains through her journey.
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A Critical Study of Sue Monk Kidd's The Secret Life of BeesHebert, Joy A, Ms. 14 July 2011 (has links)
Sue Monk Kidd’s The Secret Life of Bees (2002) tells the story of a motherless fourteen-year-old Lily Owens, raised by a cruel father, who desperately searches for clues to unlock her mother’s past. Kidd’s bildungsroman reveals the incredible power of black women, particularly a group of beekeeping sisters and a black Mary, to create a safe haven where Lily can examine her fragmented life and develop psychologically, finally becoming a self-actualized young lady. Lily’s matriarchal world of influence both compares and contrasts with the patriarchal world represented in Mark Twain’s Adventures of Huckleberry Finn, exposing the matriarchy’s aptly structured ways of providing a more healing environment than is Huck Finn’s. Kidd’s novel also showcases the stylistic strategies of first person narrative point of view, language, dialect, and the motif of place in order to contextualize the social awareness and psychological development Lily gains through her journey.
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O processo de aprendizagem e as epifanias em Os anjos, de Teolinda GersãoPetit, Simone [UNESP] 15 December 2009 (has links) (PDF)
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petit_s_me_sjrp.pdf: 777177 bytes, checksum: 885ffa67851a11c824a65e0cb50a7e69 (MD5) / See/Governo do Estado de São Paulo / O presente trabalho propõe o estudo da obra Os anjos (2000), da escritora portuguesa Teolinda Gersão, para focalizar a trajetória das personagens femininas que protagonizam o enredo e o conjunto de experiências epifânicas oriundas desse percurso, o que as direciona rumo a uma libertação identitária. Em vista disso, parte-se dos pressupostos teóricos da narrativa de aprendizagem também denominada Bildungsroman, a fim de se investigar como ocorre a sua inovação perante o histórico dessa modalidade na literatura portuguesa com enfoque no sujeito feminino. Nesse processo, constatam-se os elementos pertinentes do gênero em questão e, na análise da estrutura narrativa e das unidades temáticas presentes na obra, argumenta-se em torno da visão feminina, ou seja, do olhar das duas personagens-protagonistas na busca de uma adaptação ao mundo exterior sem que se privem da autoestima ou aceitem a imposição de valores socioculturais. Assim, neste trabalho, reflete-se também sobre o domínio da linguagem e a possibilidade da releitura do discurso persuasivo do outro como elementos agenciadores de desestruturação dos meandros ideológicos contidos na falácia social e descobertas epifânicas a serem decifradas no processo de autoconhecimento dessas personagens. / The following thesis proposes to study the novella The Angels (2000), by the Portuguese author Teolinda Gersão, in order to focus on the development of the protagonist female characters of the narrative and the set of epiphany experiences originated from such development, which lead them to their identity liberation. Starting on the theoretical basis of the “novel of formation”, also called Bildungsroman, the innovations in the genre of this Portuguese Literature mode are investigated, through the focus on the female subject. In this process, the elements of the genre are observed, as well as the analysis of the narrative structure and the theme units present in the novella. The feminine point of view is discussed, that is, the two main characters and their search for an adjustment to the world they are in, without the loss of their self-esteem, nor the acceptance of the impositions of social and cultural values. Furthermore, this thesis shall reflect about the language domination and the possibility of a re-reading of the persuasion discourse of the ‘other’ as elements that allow the destructuration of the ideological meanders belonging to the social fallacy, through the process of self-knowledge experienced by these characters.
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Revendo o gênero: a representação da mulher no Bildungsroman feminino contemporâneoGalbiati, Maria Alessandra [UNESP] 01 March 2013 (has links) (PDF)
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galbiati_ma_dr_sjrp.pdf: 740642 bytes, checksum: 72de5bc6a976d5d49f0d74ccc6c4fad1 (MD5) / O presente trabalho propõe-se a analisar a forma pela qual a representatividade da mulher está construída nos romances Rubyfruit Jungle (1973), da norte-americana Rita Mae Brown, e Hotel du Lac (1984), da inglesa Anita Brookner, abordados como Bildungsromane femininos contemporâneos. Ao se considerar o contexto sócio-histórico no qual as obras foram produzidas, observa-se que o novo papel da mulher neste cenário aponta uma mudança na sua representação cultural, fortalecendo a crítica social quanto ao status tradicional feminino. Na busca pela afirmação da individualidade e pela realização dos anseios pessoais, as trajetórias das heroínas Molly Bolt e Edith Hope são marcadas por uma situação ainda desfavorável às mulheres, uma vez que a construção do feminino acontece em ambientes desarmoniosos ou traumáticos, apresentando uma contradição entre o espaço conquistado na sociedade contemporânea e sua respectiva representação literária. Assim, as autoras, ao estabelecerem uma espécie de tradição consciente com o paradigma do Bildungsroman, retomam de maneira crítica os valores humanistas da Bildung germânica e problematizam a influência explícita/implícita do pensamento patriarcal na construção do feminino, oferecendo novas perspectivas. A capacidade de autoanálise das duas heroínas sobre sua posição como sujeito no mundo e conscientização de sua diferença sobressai-se. Por isso, seja na fase de despertar na adolescência, seja num momento de renascimento pessoal na meia-idade, Molly e Edith escolhem os próprios valores do aprimoramento estético-espiritual e da liberdade-responsabilidade no processo formativo. Entende-se que estas decisões revelam-se formas de rejeição das normas culturais pré-estabelecidas às mulheres, promovendo a escrita como caminho para a... / This thesis is an examination of the representation of women in the contemporary female Bildungsromane, Rubyfruit Jungle (1973), by Rita Mae Brown, and Hotel du Lac (1984), by Anita Brookner. Considering the socio-historical context in which the works were produced, it is observed that the new role of women in this scenario indicates a change in its cultural representation, strengthening social criticism about the traditional female status. In the quest for affirmation of individuality and fulfillment of personal desires, the trajectories of the heroines Molly Bolt and Edith Hope are still marked by an unfavorable situation for women, since the construction of the feminine character occurs in traumatic or disharmonious environments, and presents a contradiction between the position attained by the character in contemporary society and its respective literary representation. Thus, by creating a sort of conscious tradition with the Bildungsroman paradigm, the female authors critically revisit the humanist values of the Germanic Bildung and question the explicit or implicit influence of patriarchal thought on female representation, offering new perspectives. The ability of the heroines to evaluate their own position as subject in the world and their awareness of their difference stands out. Thus, whether in an awakening in adolescence or a personal rebirth in midlife, Molly and Edith choose their own values for their aesthetic-spiritual improvement and freedom-responsibility in the Bildung process. It is understood that these decisions reveal themselves as forms of rejection of pre-established cultural norms for women, promoting writing as a way of asserting non-patriarchal female identities. It is argued that female Bildungsroman should be addressed by a constant critical interrogation of the form of narrating the personal and social development... (Complete abstract click electronic access below)
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As instituições totais no romance: a trajetória do herói no ambiente repressor / The Total Institutions in the Novel: the hero\'s path in the coercive environmentAna Carolina Rhormens de Santana 15 March 2017 (has links)
Esta pesquisa pretende analisar a trajetória dos protagonistas de três romances A Cidade e os cachorros de Mario Vargas Llosa, Manhã submersa de Vergílio Ferreira e O Ateneu de Raul Pompéia que apresentam como núcleo temático comum a opressão sofrida no espaço específico de um internato. O objetivo é traçar uma comparação entre as experiências desses personagens desde o período anterior à entrada no internato ao seu posterior retorno à sociedade, a fim de poder avaliar os efeitos do confinamento no comportamento de cada um deles. Como embasamento teórico, o trabalho recorre ao conceito de total institution, definido pelo sociólogo Erving Goffman, para melhor examinar em que medida esses ambientes se configuram como uma instituição de confinamento totalizante, que faz com que seus internos passem por dolorosas mortificações, degradações e, consequentemente, transformações na concepção que têm sobre si mesmos e os outros. Também se recorre à noção de formação de corpos dóceis, desenvolvida por Foucault, para investigar como as particularidades dos coercitivos métodos adotados pelos dirigentes dessas instituições podem ser tomadas como variações de um mesmo sistema de controle disciplinar, o qual visa moldar o comportamento do interno, induzindo-o a um tal estado de alienação que aplaque a sua capacidade de diferenciação e de contestação. Prevê-se, ainda, explorar o processo de amadurecimento desses protagonistas, que, à custa do embate com o meio repressor e os demais personagens, seguem rumo a uma consciência crítica da realidade, verificando a possibilidade de aproximação das mencionadas narrativas com o signo literário do Bildungsroman (ou romance de formação). / This research intends to analyze the protagonists\' path in three novels, which present a common point: the oppression arose in a specific setting, a boarding school. The above-mentioned novels are Misty Morning by Vergilio Ferreira, O Ateneu by Raul Pompeia and The time of the hero by Mario Vargas Llosa. The aim is to draw a comparison among these characters experiences from the period before the admission to the boarding school until their return to the society, in order to be able to evaluate the confinements effects on the behavior of each one of them. As a theoretical basis, this research resorts to the concept of total institution, defined by the sociologist Erving Goffman, to better examine to what extent these environments are totalizing institutions, that make that their boarders live painful mortifications, degradations and, as a consequence, changes in their conception about themselves and the others. It also resorts to the idea of docile bodies conformation, developed by Foucault, to investigate how the particularities of coercive methods adopted by those institutions leaders may be taken as variations of the same system of disciplinary control, which aims to determine the boarders behavior, inducing him to such a level of alienation that appeases his autonomy and ability to question this system in which he is inserted. There is also the intention to explore these protagonists physical and intellectual growing up process, which proceeds, after their struggles with the repressive environment and the others characters, towards a critical awareness of reality, and to consider the possibility of setting the mentioned narratives under the title of Bildungsroman.
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O processo de aprendizagem e as epifanias em Os anjos, de Teolinda Gersão /Petit, Simone. January 2009 (has links)
Orientador: Maria Heloisa Martins Dias / Banca: Maria Lúcia Outeiro Fernandes / Banca: Susanna Busato / Resumo: O presente trabalho propõe o estudo da obra Os anjos (2000), da escritora portuguesa Teolinda Gersão, para focalizar a trajetória das personagens femininas que protagonizam o enredo e o conjunto de experiências epifânicas oriundas desse percurso, o que as direciona rumo a uma libertação identitária. Em vista disso, parte-se dos pressupostos teóricos da narrativa de aprendizagem também denominada Bildungsroman, a fim de se investigar como ocorre a sua inovação perante o histórico dessa modalidade na literatura portuguesa com enfoque no sujeito feminino. Nesse processo, constatam-se os elementos pertinentes do gênero em questão e, na análise da estrutura narrativa e das unidades temáticas presentes na obra, argumenta-se em torno da visão feminina, ou seja, do olhar das duas personagens-protagonistas na busca de uma adaptação ao mundo exterior sem que se privem da autoestima ou aceitem a imposição de valores socioculturais. Assim, neste trabalho, reflete-se também sobre o domínio da linguagem e a possibilidade da releitura do discurso persuasivo do outro como elementos agenciadores de desestruturação dos meandros ideológicos contidos na falácia social e descobertas epifânicas a serem decifradas no processo de autoconhecimento dessas personagens. / Abstract: The following thesis proposes to study the novella The Angels (2000), by the Portuguese author Teolinda Gersão, in order to focus on the development of the protagonist female characters of the narrative and the set of epiphany experiences originated from such development, which lead them to their identity liberation. Starting on the theoretical basis of the "novel of formation", also called Bildungsroman, the innovations in the genre of this Portuguese Literature mode are investigated, through the focus on the female subject. In this process, the elements of the genre are observed, as well as the analysis of the narrative structure and the theme units present in the novella. The feminine point of view is discussed, that is, the two main characters and their search for an adjustment to the world they are in, without the loss of their self-esteem, nor the acceptance of the impositions of social and cultural values. Furthermore, this thesis shall reflect about the language domination and the possibility of a re-reading of the persuasion discourse of the 'other' as elements that allow the destructuration of the ideological meanders belonging to the social fallacy, through the process of self-knowledge experienced by these characters. / Mestre
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Gracilianos Ramos - o escritor e sua formação : representações da escola, da escrita e da leitura / Graciliano Ramos - the writer and his development : representation of the school, writing and reading / Graciliano Ramos : l'écrivain et sa formation : représentations de l'école, de l'écriture et de la lectureSchuler, Diana 07 January 2017 (has links)
Ce travail soutient la thèse selon laquelle la formation de l’écrivain Graciliano Ramos s’accomplit en connexion avec la création de son œuvre littéraire. Il se fonde sur l’idée que l’écriture élaborerait la propre histoire de l’auteur et constituerait son « moi ». Le processus de lecture-écriture et les représentations de l’école qui figurent dans l’oeuvre de Graciliano Ramos composent notre perspective thématique. L’axe de notre étude repose alors sur son ouvrage autobiographique Enfance, qui est classé comme un Bildungsroman ou Roman de formation (de l’artiste). En effet, de forts indices révèlent que les conflits existentiels du protagoniste dialoguent avec la biographie de l’écrivain, qui est projeté dans son personnage. Et, inversement, nous observons que l’acte d’écrire influe sur l’écrivain, qui éprouve un processus de resignification de sa personne au fur et à mesure qu’il revit le passé apporté par la mémoire et consigné par l’écriture. En dialoguant avec les fictions qui ont précédé son ouvrage Enfance, nous constatons que, depuis la période d’alphabétisation jusqu’à la constitution de l’écrivain, le binôme lecture-écriture semble avoir acquis une fonction libératrice. Parallèlement, l’école imprègne l’ensemble de son œuvre. L’écrivain y critique vivement cette institution pour ses structures et ses méthodes, une position qui s’avère contradictoire. En effet, cette critique impitoyable de l’école, voire cette négation, qui se manifeste dans ses écrits, coexistait avec des actions pour la défendre, comme le rapporte sa biographie. Nous analysons alors des événements vécus par l’auteur, des articles qu’il a publiés dans des périodiques, et ses lettres, afin d’explorer ce glissement fréquent entre la fiction et la réalité. Ce faisant, nous recueillons des éléments qui confirment l’existence d’un « axe autobiographique », qui comprend en son sein l’école et un binôme indissociable – la lecture-écriture –, auquel vient de traverser l’œuvre de Graciliano Ramos en définissant, dans la création littéraire, la formation de l’écrivain. / This research elaborates on the thesis that Graciliano Ramos’s development as a writer has an intersection with his creative literary work. This is based on the idea that his writing is a way to unfold his own story as well as the author’s “self”. From the thematic perspective, we have adopted the read-write process and the school representations present in his work. We chose Childhood (Infância) as a study axis. It’s an autobiography classified as Bildungsroman or Development Romance of the artist based on the fact that there is strong evidence that the existential conflicts of the character indicate it’s the author’s biography, aimed at the protagonist. And, moving backwards, we find that the act of writing changes the author that lives a process of reframing himself as he experiences his past again, which is in his memory, registered in writing.As we establish a dialogue with the fiction that preceded Childhood (Infância), we realize that the read-write binomial during the literacy process through the development as a writer seems to have had a liberation function. Alongside, the school permeates the whole of his work as a heavily criticized institution because of its structure and methods. On the other hand, this brings a contradiction because the merciless criticism and even denial in his writings coexisted with actions in defense of the school in his biography. As we also compare facts of life, articles published in journals and the author’s letters, we investigate this often slip between fiction and reality in order to gather evidence to confirm the existence of an "autobiographical axis" and the inseparable read-write binomial and school within, that permeate Graciliano’s work outlining the writer’s development in his literary creation. / Este trabalho desenvolve a tese de que a formação do escritor Graciliano Ramos se dá em intersecção com a criação de sua obra literária, com base na ideia, de que a escrita seria uma forma de elaboração da própria história e constituição do "eu" do autor. Adotamos, como perspectiva temática, o processo de leitura-escrita e as representações de escola presentes em sua obra tomando, como eixo de estudo, Infância, obra autobiográfica classificada como Bildungsroman ou Romance de Formação (do artista), em vista dos fortes indícios de que os conflitos existenciais do personagem apontam para a biografia do escritor, projetado no protagonista. E, em movimento inverso, verifica-se que o ato de escrever modifica o escritor, que vive um processo de ressignificação de si mesmo à medida que revive o passado trazido pela memória, registrado pela escrita. Ao estabelecermos diálogo com a ficção que antecedeu Infância, percebemos que, da alfabetização até a constituição do escritor, o binômio leitura-escrita parece ter adquirido função libertadora. A par disso, a escola permeia o conjunto de sua obra como instituição duramente criticada na estrutura e nos métodos, o que traz certa contradição, pois a crítica impiedosa e até negação, em seus escritos, coexistia com ações em defesa da escola, em sua biografia. Cotejando, ainda, fatos da vida, artigos publicados em periódicos e cartas do autor, investigamos esse frequente deslizamento entre ficção e realidade, a fim de reunir elementos para confirmar a existência de um "eixo autobiográfico" e, dentro dele, o binômio indissociável leitura-escrita e a escola, a atravessar a obra graciliânica, delineando, na criação literária, a formação do escritor.
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"Gender and Genre" : A Feminist Exploration of the Bildungsroman in A Portrait of the Artist As a Young Man and Martha QuestBrändström, Camilla January 2009 (has links)
The predominant focus on the male protagonist in the Bildungsroman genre has provoked feminist critics to offer a re-definition of the genre, claiming that the female protagonist's development differs in significant ways from the traditionally expected course of development (i.e. male). A feminist comparison between A Portrait of the Artist As a Young Man and Martha Quest found, unexpectedly, that the female protagonist follows the traditional Bildungsroman trajectory in several respects, whereas the male protagonist deviates from it. A Portrait emphasizes the themes of childhood, formal education and religion, while in Martha Quest the themes of family relations, informal education, sexuality and marriage are treated at length. Martha Quest as an example of a female Bildungsroman deals specifically with the issues of role models, gender roles and gender inequality, which neither the traditional Bildungsroman nor A Portrait does.
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Reflexionen zu Botschaften von Kinder- und Jugendliteratur am Beispiel des Zauberlehrlings Harry Potter: Was die Autorin Rowling in den Geschichten ihrer Zaubererschule über unsere Gegenwart erzählt und warum wir ihr so begeistert zuhörenBiskop, Robert Benjamin 11 March 2020 (has links)
Dieser Beitrag möchte Reflexionen über ein prominentes Beispiel der Kinder- und Jugendliteratur anhand des Zauberlehrlings Harry Potter mit seinen Geschichten und magischen Welten vorstellen. Die britische Autorin Joanne Kathleen Rowling hat im Jahr 1990 den Zauberschüler Harry Potter erfunden. Aus dem Blickwinkel von Hauptfiguren im Alter von Kindern und Jugendlichen beschreibt Rowling das Angesicht einer überraschenden, aufregenden und faszinierenden aber auch ungleichen, in sich zerrissenen und auseinanderdriftenden Schule und ihrer Umwelt – diese Welt wirkt wie ein Spiegel unserer Zeit und vielleicht ist genau deshalb Harry Potter als Bildungsromanreihe so erfolgreich.
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"Människor kan verkligen förändra varandra" : En komparativ studie av Två flickor på Irland av Edna O’Brien och Normala människor av Sally Rooney utifrån klass- och genusteoretiska perspektiv / ”People can really change one another” : A Comparative Study of The Country Girls by Edna O’Brien and Normal People by Sally Rooney From a Class and Gender PerspectiveFlodin, Lotte January 2022 (has links)
Bildungsroman is a literary genre developed from the ideas of the Enlightenment. The genre usually portrays young men coming into the society which raise the question: what literary possibilities exist for portraying young women coming into adult life? The purpose of this study is to analyze novels from two different time periods about girls growing up in an Irish environment to answer how their possibilities coming in to the society are portrayed. Questions that are being answered are: how do the novels discuss class, gender and relationships? How do the novels discuss society? The material consists of The Country Girls by Edna O'Brien (1930–) from 2020 and Normal People by Sally Rooney (1991–) from 2019. The Country Girls was first published in 1960 and both novels used in this study are translated into Swedish. The study uses class and gender theoretical frameworks. The class perspecitve is mainly inspired by the theories of Pierre Bourdieu about different forms of capital, disposition and habitus but Ulrika Holgersson’s feminist framework for analyzing class will also be incorporated. For the gender perspecitve Candace West and Don H. Zimmerman’s idea of sex, sex category and gender will be used to discuss how characters organize their behaviour according to sex category. The gender perspective is also largely influenced by Judith Butler’s and Karen Barad’s theories regarding performativity. The method for this study is a comparative analysis based on close reading. This study shows that these novels use opposites and protagonists in different ways to discuss oppression in the Irish society and propose solutions to that issue. While The Country Girls suggests that men are the main oppressor of women Normal People also portrays a patriarchal society but where capitalism too plays a destructive part. The Country Girls proposes feminist transnational alliances to overcome oppression and Normal People uses masochism as a theme to show how what hurts can be transformed into pleasure.
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