Made available in DSpace on 2014-07-29T16:29:29Z (GMT). No. of bitstreams: 1 Tese - LARISSA.pdf: 1161178 bytes, checksum: 7898eaae7a4c3e82fcff5716a0aa7d78 (MD5) Previous issue date: 2009-10-09 / This study investigates the specificities of contemporary Brazilian youth literature based on the initial hypotheses that such works attempt to establish an educational process for life. The concept of education is based on Bildungsroman (or formation novel), a genre whose paradigm is Goethe s Wilhelm Meister s Apprenticeship. The human-centred formation in this novel goes beyond purely practical teachings and leads the main character towards a maturity process promoted by existential ordeals. Thus, Meister s educational principles are taken into account in order to observe how the educational issue is represented in youth literature. This theoretical research aims to discuss the possible relationship between formation novels and youth literature as well as its characteristics. Works by Sandra Beckett (1997), Daniel Delbrassine (2002, 2006), João Luís Ceccantini (1993, 2000), Geffard-Lartet (2005), and Danielle Thaler (2002) were used as reference. Furthermore, the Vaga-lume Series published by Editora Ática was analysed. The series is a pioneering collection in Brazil as regards publishing novels for young readers. The analysis also included the finalist novels for the Jabuti Prize which were selected by Câmara Brasileira do Livro (CBL) from 2006 to 2008 in the Best Youth Book category. Readers undergoing a formation process feel seduced by specific strategies related to thematic and formal choices used in such novels. The educational issue is important due to the fact that the young character shows greater experience after facing ordeals. Therefore, in order to understand the tendencies in contemporary youth narratives, it is necessary to discuss its features and carry out an intrinsic analysis of works published under the heading of youth literature. / Este trabalho investiga a especificidade das narrativas juvenis brasileiras contemporâneas, apoiandose na hipótese inicial de que há, nas obras voltadas para jovens, uma preocupação de configurar um processo de educação para a vida. A ideia de educação se fundamenta no Bildungsroman (romance de formação), um gênero que tem como paradigma Os anos de aprendizado de Wilhelm Meister, de Goethe. A formação nessa obra está centrada numa educação humana, que foge dos ensinamentos puramente utilitários para levar o protagonista a um processo de amadurecimento causado pelo enfrentamento das provas próprias da existência. Dessa forma, parte-se dos princípios educativos presentes no Meister para observar como se manifesta o tema da educação nas obras juvenis. Para aprofundar a discussão sobre as possíveis relações entre o romance de formação e a literatura juvenil, assim como sobre as especificidades desse campo, foi feita uma pesquisa teórica em obras sobre esse tema, como as de Sandra Beckett (1997), Daniel Delbrassine (2002, 2006), João Luís Ceccantini (1993, 2000), Geffard-Lartet (2005) e Danielle Thaler (2002). Em seguida, empreendeu-se a análise da Série Vaga-Lume da Editora Ática, uma coleção pioneira no Brasil na publicação de narrativas voltadas para o jovem leitor, e também dos romances finalistas do prêmio Jabuti, selecionados pela Câmara Brasileira do Livro (CBL) nos anos de 2006 a 2008, na categoria melhor livro juvenil . As obras analisadas procuram seduzir um leitor em formação, com estratégias particulares ligadas a escolhas temáticas e formais. O tema da educação nessas obras é uma vertente importante, visto que a personagem jovem, ao final das provas enfrentadas, apresenta um acréscimo de experiência. Compreender, enfim, as tendências da narrativa juvenil na contemporaneidade envolve a discussão da especificidade desse campo e a análise intrínseca das obras lançadas no mercado com a denominação de juvenis.

This thesis is an attempt to interpret the novel of Ladislav Fuks - The duchess and the art of cookery. It is focused on the relationship of its fictional world with culture and with the philosophy of biedermeier. Biedermeier is thought to be a value stream, a harmonizing approach to life, and also a method, which prefers idylls. The analytic source is Gérard Genette's theory of transtextuality, chosen because of Fuks's distinctive intertextuality of his work.

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...