Bildungsroman refere-se a uma forma romanesca de origem germânica. Trata-se de uma forma literária que expressa o conflito entre o indivíduo e o mundo de um personagem durante seu período de formação (Bildung). No século XX, esse gênero firmou-se como um conceito produtivo em quase todas as literaturas nacionais de origem europeia ou americana. Neste trabalho, analisamos momentos relevantes da trajetória de formação da protagonista, Margarida Clark Dulmo, em que ela entra em conflito com a mentalidade provinciana da sociedade patriarcal açoriana do início do século XX, a fim de investigar a hipótese de que Mau Tempo no Canal, de Vitorino Nemésio, possa ser considerado como um romance de formação (Bildungsroman) açoriano. / Bildungsroman relates to a novel form of Germanic origin. It is a literary form that expresses the conflict between the individual and the world of a character during his training period (Bildung). In the twentieth century, this genre has established itself as a productive concept in almost all national literatures of European or American origin. In this paper, we analyze relevant moments of the trajectory of formation of the protagonist, Margaret Clark Dulmo where it conflicts with the provincial mentality of the Azorean patriarchal society of the early twentieth century, in order to investigate the hypothesis that Bad Weather in Canal Vitorino Nemesio, can be considered as a \"formation romance\" (Bildungsroman) Azores.

Les Lumières allemandes voient l’émergence d’une réflexion anthropologique spécifique qui envisage l’homme dans sa totalité, en dépassant les dualismes entre l’âme et le corps, l’esprit et la sensibilité, la nature et la culture. Le présent travail se propose d’analyser dans cette perspective "Les Années de Voyage de Wilhelm Meister ou les Renonçants" de Johann Wolfgang Goethe, ultime roman de l’auteur qui se situe au début du XIXe siècle en Allemagne. Nous démontrons que ce roman témoigne d’une unité de sens sous-jacente à la multitude apparente au premier regard. En focalisant notre recherche sur l’analyse du chemin initiatique, nous pouvons dépasser les significations communément admises. Nous pouvons montrer que tout un nouvel univers pour la compréhension de cette œuvre hermétique de vieillesse, élaborée en même temps que Faust II, de 1825 à 1829, s’ouvre alors. Goethe observe et dépeint les difficultés existentielles de son époque et propose une solution pour l’individu, celle de tendre vers une indépendance ontologique intérieure face aux incertitudes du monde extérieur. Son projet éducatif consiste à faire l’union entre la quintessence de la philosophie hermétique, tradition millénaire (die alte Wahrheit), inhérente à un accès à la maîtrise initiatique et les besoins de l’époque moderne : la capacité au dépassement de soi, acquise par une individuation réussie et l’unité en soi-même, peut être mise au service du bien commun. / The German Enlightenment witnessed the emergence of a particular kind of anthropological reflection considering man in its totality, going beyond the dualisms of soul and body, spirit and sensitivity, nature and culture. This work sets out to analyze Johann Wolfgang Goethe’s ultimate novel taking place in early nineteenth century Germany — Wilhelm Meister's Journeyman Years, or the Renunciants — through that perspective. It demonstrates how a sense of unity underlies the apparent multiplicity of this novel. Focusing my research on the study of the initiatory journey allowed me to transcend commonly accepted interpretations. Indeed, the reader is provided with a new context of understanding for this hermetic novel written in old age, in the same period as Faust II, from 1825 to 1829. Goethe observes and depicts the existential difficulties of his era and offers the following solution to the individual: one should strive towards an inner ontological independence in order to face the uncertainties of the external world. His educational project consists in uniting the quintessence of hermetic philosophy, a millenary tradition (“die alte Wahrheit”) inherent in initiatory masterhood, and the needs of the modern era. Goethe thus reveals how the ability to surpass oneself thanks to a successful individuation and a sense of unity within oneself can be put at the service of the common interest.

Diss. Northwestern Univ. Evanston, Ill., 2006.

Diss. Northwestern Univ. Evanston, Ill., 2006.

Submitted by Marta Toyoda (1144061@mackenzie.br) on 2017-01-13T14:02:41Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Thiago Cavalcante Jeronimo.pdf: 1423690 bytes, checksum: f9b577de3577bd503368de16913fbc98 (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2017-02-04T16:26:28Z (GMT) No. of bitstreams: 2 Thiago Cavalcante Jeronimo.pdf: 1423690 bytes, checksum: f9b577de3577bd503368de16913fbc98 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-04T16:26:28Z (GMT). No. of bitstreams: 2 Thiago Cavalcante Jeronimo.pdf: 1423690 bytes, checksum: f9b577de3577bd503368de16913fbc98 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The importance the Narrative of Renewal brought by Clarice Lispector is undeniable, despite the difficulty in framing it in the prototypes of the national literature since her debut. This work searches an evaluative intervention on the novel The apprenticeship or the book of delight, a text in symbiosis with all the entry process of the author. It examines the trajectory of Loreley, the protagonist, in her search for being in the world and her identity construction triggered in an intimate and social freedom consciousness. Interpretative analyzes reach the critical fortune of Clarice Lispector; the epigraphs of this novel; the reformulation of the German Novel of Formation - Bildungsroman - the reality of the corpus; the contributions of Mikahil Bakhtin about subscribers discursive resources in the narrative and the Socratic dialogue variants; the interaction with the protagonist's body protagonist with nature. / A importância da renovação narrativa trazida por Clarice Lispector é inegável, não obstante a dificuldade que se interpõe, desde sua estreia, em enquadrá-la nos protótipos da literatura nacional. Busca-se nesta pesquisa uma intervenção valorativa acerca do romance Uma aprendizagem ou o livro dos prazeres, um texto em simbiose com todo o processo escritural da autora. Examina-se a trajetória da protagonista Loreley na sua busca de ser e estar no mundo, sua construção identitária desencadeada numa consciência de liberdade íntima e social. As análises interpretativas alcançam a fortuna crítica de Clarice Lispector; as epígrafes desse romance; a reformulação do romance de formação alemão – Bildungsroman – à realidade do corpus; as contribuições de Mikhail Bakhtin acerca dos recursos discursivos inscritos na narrativa e as variantes do diálogo socrático; a junção do corpo da protagonista em interação com a natureza.

A Romantic Bildung: The Development of Coming-of-Age Novels in the Romantic Period (1782-1817) explore la naissance et le développement du roman de formation en Europe à l’époque romantique. Celle-ci est le témoin de nombreuses discussions sur les Droits de l’homme et de la montée du nationalisme en Europe. Au même moment, la littérature se transforme pour laisser plus de place à la subjectivité du personnage. Tout cela donne naissance à un nouveau genre littéraire : le Bildungsroman, ou roman de formation et d’éducation. Contrairement à la définition actuelle du genre, le Bildungsroman est transnational, c’est-à-dire qu’il ne provient pas exclusivement d’Allemagne, mais de partout en Europe. A Romantic Bildung se penche donc sur le sujet en analysant de façon thématique la trame narrative de Cecilia, or Memoirs of an Heiress (1782), Emmeline, the Orphan of the Castle (1788), Mansfield Park (1814), Waverley; or, 'Tis Sixty Years Since (1814), Emma (1815), ainsi que d’Ormond, a Tale (1817) et sur leur appartenance au roman de l’époque romantique. En comparant les étapes d’éducation, d’indépendance, et de retour à la société des protagonistes, ces romans font ressortir les similitudes qui caractérisent le Bildungsroman. / A Romantic Bildung: The Development of Coming-of-Age Novels in the Romantic Period (1782-1817) explores the birth and development of the Bildungsroman during the Romantic period. The latter is characterized by the numerous discourses on the Rights of men as well as the rise of nationalism. At the same time, Romantic writers transform literature by increasing the protagonist’s subjectivity and in turns, create a new genre of narrative: the Bildungsroman, in which the protagonist’s development and growth is the main focus. Contrary to current definition of the genre, the Bildungsroman—or coming-of-age novel—is a transnational product: it is obviously found in Germany, but also in France, England, Ireland, and Scotland, to name a few, during the Romantic period. Through a thematic analysis of Cecilia, or Memoirs of an Heiress (1782), Emmeline, the Orphan of the Castle (1788), Mansfield Park (1814), Waverley; or, 'Tis Sixty Years Since (1814), Emma (1815), and Ormond, A Tale (1815), A Romantic Bildung traces the narrative structure of the genre and it locates its essence in the Romantic novel. By comparing the narrative’s steps of education, independence, and return to society, the characteristics of the genre are revealed.

Diese Examensarbeit vergleicht zwei phantastische Jugendbücher aus dem Bereich der Romantic Fantasy (Romantasy) und analysiert inwiefern diese als Entwicklungsromane gelten. Die Trilogien sind die Edelstein Trilogie von Kerstin Gier und die Zeit Trilogie von Sandra Regnier. Der erste Abschnitt definiert und zeigt die Merkmale und Muster von Entwicklungsromanen, Fantasy und Romantasy auf. Der zweite Teil analysiert beide Trilogien auf ihre dargestellten Konflikte, die die Protagonisten bewältigen müssen und deren erfolgten Entwicklungsprozess. Es wird gezeigt wie phantastische Aspekte den Entwicklungsprozess beeinflussen und wo sich Merkmale des Entwicklungsromans in moderner Jugendbuchliteratur wiederfinden lassen.

The aim of this diploma thesis is to analyse and compare Harper Lee's canonical coming-of- age novel To Kill a Mockingbird to its original forerunner, the novel Go Set a Watchman, which was, however, published several years later. The theoretical part provides a brief synopsis of each of the novels and outlines Lee's life, as well as the main aspects of the historical and social background relevant to the stories, namely the Great Depression, Jim Crow laws, and the Scottsboro Trial. The practical part then investigates and juxtaposes the two novels from thematic and structural perspectives, and considers them specifically through the psychological, sociological, and stylistic prisms. Besides, it compares the factual similarities and differences in storylines and characters, who are often based on Lee's real-life acquaintances. The overall comparison shows how To Kill a Mockingbird, a gently tuned novel of children growing up yet packed with diverse topics, evolved from a rather intricate novel, Go Set a Watchman, dealing with a difficult task of one's individuation and realising that one's father is only a human. To Kill a Mockingbird is set in the 1930s and takes place over several years, while the story of Go Set a Watchman is situated some twenty years later, and its plot culminates in the...

The aim of this diploma thesis is to analyse and compare Harper Lee's canonical coming-of- age novel To Kill a Mockingbird to its original forerunner, the novel Go Set a Watchman, which was, however, published several years later. The theoretical part provides a brief synopsis of each of the novels and outlines Lee's life, as well as the main aspects of the historical and social background relevant to the stories, namely the Great Depression, Jim Crow laws, and the Scottsboro Trial. The practical part then investigates and juxtaposes the two novels from thematic and structural perspectives, and considers them specifically through the psychological, sociological, and stylistic prisms. Besides, it compares the factual similarities and differences in storylines and characters, who are often based on Lee's real-life acquaintances. The overall comparison shows how To Kill a Mockingbird, a gently tuned novel of children growing up yet packed with diverse topics, evolved from a rather intricate novel, Go Set a Watchman, dealing with a difficult task of one's individuation and realising that one's father is only a human. To Kill a Mockingbird is set in the 1930s and takes place over several years, while the story of Go Set a Watchman is situated some twenty years later, and its plot culminates in the...

La littérature entretient un rapport à la mode, non seulement dans ses formes qui sont en dialogue avec l’époque, mais aussi dans ses sujets où la mode devient partie prenante du récit. L’avènement du prêt-à-porter en tant qu’« événement majeur » de l’après-guerre (Grau, 2007) remet en conflit les termes d’élégance et d’émancipation. La représentation de la femme du XXe siècle change ainsi au gré des tendances. Alors que le vêtement informe de moins en moins sur les repères sociaux culturels (il se neutralise et s’universalise), l’idéal féminin est fortement requestionné entre autres par les femmes de lettres françaises, témoins privilégiés de cette époque. Simone de Beauvoir et Violette Leduc rédigent deux ouvrages imprégnés de ce profond questionnement du soi féminin intellectuel et de la performance du genre. Mémoires d’une jeune fille rangée (Simone de Beauvoir, 1958) et La Bâtarde (Violette Leduc, 1964) en tant que romans d’apprentissage écrits par des femmes dans la France de l’après-guerre mettent de l’avant ce rapport à la mode comme construction du genre ; construction qui entre cependant en conflit avec la représentation de la femme intellectuelle de l’époque. La perception du genre chez Beauvoir et Leduc se manifeste alors et surtout à travers une tension relevée entre mode (exhibition de la féminité) et intellectualisme (exhibition de la neutralité) ; tension perceptible à travers les alternances du dit et du non-dit. Est-il possible de performer un genre féminin intellectuel ? Et de quelle manière cette performance se manifeste-t-elle ? Pour répondre à cette problématique, les études menées sur le Bildungsroman féminin (Labovitz, 1986 ; Šnircová, 2015) nous permettront d’observer le phénomène de l’apprentissage d’un idéal de la féminité. L’on relèvera par la suite à l’aide d’études entreprises sur la mode et son influence (Baudot, 1999 ; Craik, 1994 ; Evans, 1999) de même qu’à travers les concepts de performance et de performativité (Féral, 2013 ; Kollnitz et Pecorari, 2021), les diverses tentatives de réappropriation par les deux intellectuelles à l’étude de cet idéal féminin véhiculé. Enfin, il s’agira de révéler, au regard des études sur les identités sexuelles (Butler, 1999 ; Lipovetsky, 2006), la présence d’un rapport inédit et complexe entre la femme intellectuelle du XXe siècle et le genre. / Literature maintains a relationship with fashion not only through its forms, which are in conversation with the era, but also through its subjects as fashion becomes a necessary part of the narrative. The advent of ready-to-wear clothing as a “major event” of the post-war period (Grau, 2007) brings the terms “elegance” and “emancipation” into conflict. The representation of the 20th century woman thus changes according to trends. While the garment is losing its impact on cultural social landmarks⁠ by becoming neutral and universal⁠, French women of letters—the privileged witnesses of this era—are strongly questioning the conveyed feminine ideal. Two of them, Simone de Beauvoir and Violette Leduc, wrote important novels challenging the notions of the female intellectual self and gender performance: Mémoires d’une jeune fille rangée (Simone de Beauvoir, 1958) and La Bâtarde (Violette Leduc, 1964). These two Bildungsroman written in post-war France make the case for fashion as an active component in gender construction; a construction that, however, conflicts with the representation of the female intellectual at the time. Indeed, Beauvoir and Leduc’s perception of gender manifests through a tension between fashion (the exhibition of femininity) and intellectualism (the exhibition of neutrality); a tension noticeable through the alternations of the verbal and the non-verbal. Therefore, is it possible to perform a feminine intellectual gender? If so, how does this performance manifest? To answer these questions, we will first look into studies on the female Bildungsroman (Labovitz, 1986; Šnircová, 2015); this will help us understand how an ideal of femininity is not simply an inherent phenomenon but one that is learnt. Then, we will focus on fashion studies (Baudot, 1999; Craik, 1994; Evans, 1999) and the concepts of performance and performativity (Féral, 2013 ; Kollnitz et Pecorari, 2021); this will allow us to show the various attempts at reappropriation of the feminine ideal conveyed to the two intellectuals considered in this thesis. Finally, we will turn to gender studies (Butler, 1999; Lipovetsky, 2006) to reveal the presence of an unprecedented and complex relation between the intellectual woman of the 20th century and gender.