A vida de um jovem e seu percurso pelo mundo em busca de sua identidade é o mote do romance de formação, subgênero que teve seu auge entre os séculos XVIII e XIX. Franco Moretti e Esther Labovitz, entre outros críticos por nós considerados, estudaram a fundo o romance de formação o Bildungsroman , sendo que esta última autora focalizou a variante feminina no Bildungsroman do século XX. O presente trabalho tem como objetivo analisar o romance da escritora italiana Melania Mazzucco Lei così amata. O romance recorta e focaliza uma parte da vida da escritora suíça Annemarie Schwarzenbach, portanto possui as características do romance biográfico. Contudo, pretendemos, neste estudo, evidenciar principalmente as características que fazem dessa obra um romance de formação. Por meio da conturbada trajetória vivida pela protagonista, buscamos reconhecer, nas viagens empreendidas por ela, ao redor do mundo, as características fundamentais do romance de formação. Em particular, com base nos estudos de Mikhail Bakhtin sobre o cronotopo, analisamos as formas com que o tempo vivido nos diferentes continentes Ásia, América e África marcam o percurso formativo da heroína. / The life of a young man and his way through the world in search of his own identity is the motto of the formation novel, subgenre which had its climax between the 18th and the 19th centuries. Franco Moretti and Esther Labovitz, among other critics considered by us, studied the formation novel in depth the Bildungsroman , this last author focusing on the feminine variant in the Bildungsroman of the 20th century. This study aims at analyzing the novel of the Italian writer Melania Mazzucco Lei così amata. The novel focuses on part of the life of the Swiss writer Annemarie Schwarzenbach, therefore it presents all the characteristics of the biographical novel. However, in this study, our main intention is to demonstrate all the features that make this work a formation novel. Through the troubled trajectory lived by the protagonist, we try to recognize, in her journeys around the world, the fundamental features of the formation novel. In particular, based on the Mikhail Bakhtins studies of the chronotope, we analyze the forms in which the time lived in the different continents Asia, America and Africa determine the heroines formative course.

The Emancipation of Celie: The Color Purple as a womanist Bildungsroman The purpose of this essay is to study The Color Purple as a Bildungsroman, focusing on the development of the protagonist, Celie. The Color Purple is related to both the traditional Bildungsroman and to the female Bildungsroman, but the essay shows that it can also be seen as a womanist Bildungsroman. Initially, Celie believes that being a woman inescapably means that she has to serve and obey men and she is oppressed by patriarchy. She is eventually introduced to another way of living by the strong female characters of Sofia and Shug who embrace her in a kind of sisterhood, which is vital for Celie as she has nothing else to help her liberate herself from the patriarchal values that keep her down. In conclusion, this essay shows how Celie has developed from being a young girl, forced to act in an adult way, into a woman who displays signs of all the criteria for having achieved a womanist development: she is grown up (not just acting as though she is), she is in charge of a business, a house and, in short, her life. She is serious, she has a universalist perspective, and most importantly, she loves. Furthermore, the essay highlights which characteristics of her development can be linked to the traditional and the female Bildungsroman and which characteristics can be seen as typical of a womanist Bildungsroman.

<p>The following chapters access kitchen narratives through the lens of the Bildungsroman to help bridge an important gap in the reception and criticism of the theme. In particular, I examine the trope of food and the kitchen space in texts that also deal with coming of age, and how the criticism surrounding these texts has helped or hindered critical understanding of female experiences.</p> <p>In my Introduction I conduct a survey of the way literary criticism has approached culinary texts and women’s writing about kitchen spaces. I propose that viewing kitchen narratives in Latina authors’ texts as a form of female Bildungsroman serves as a platform for women to communicate their own stories in a way that highlights their contribution to a literary genre through their own personal experiences. In parts 1 and 2 of Chapter 2 I investigate further into the history of culinary writing in Latin America as well as how the Bildungsroman and the kitchen intersect in women’s writing respectively. In Chapter 3 I conduct a critical analysis of one of the most widely studied culinary fictions, Laura Esquivel's <i>Como agua para chocolate</i> (1989), and examine how this text and its scholarship have set the stage for food narrative criticism for women across Latina texts. Chapter 4 focuses on kitchen narratives in texts and how they can be viewed through the lens of the Bildungsroman utilizing Judith Ortiz Cofer's <i>Silent Dancing: A Partial Remembrance of a Puerto Rican Childhood </i>(1991)<i>.</i></p>

Orientador: Celso Kraemer. / Dissertação (Mestrado em Educação) - Programa de Pós-Graduação em Educação, Centro de Ciências da Educação, Universidade Regional de Blumenau, Blumenau.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-02-09T18:13:28Z No. of bitstreams: 1 MARIA DIVINA MOREIRA DOS SANTOS SILVA.pdf: 4511401 bytes, checksum: c5a9b6a7795450ff9ae48acbf10b8c05 (MD5) / Made available in DSpace on 2017-02-09T18:13:28Z (GMT). No. of bitstreams: 1 MARIA DIVINA MOREIRA DOS SANTOS SILVA.pdf: 4511401 bytes, checksum: c5a9b6a7795450ff9ae48acbf10b8c05 (MD5) Previous issue date: 2015-08-31 / This thesis is an exploratory study of the novel The Young Törless, as a Bildungsroman and as heterotopia. For this, it took into account the point view of Foucault's about modernity and heterotopias of crisis crossed by the literary language. In this sense we studied some of the works of this author, in addition, of course, other authors in order to maintain a dialogue about the subject. Between the work of Foucault, it should be noted: The Order of Things, Discipline and Punish: The birth of the Prison; The Order of Discourse, Microphysics of Power, Dits et Écrits 3, and Le Corps Utopique - Les Heterotopies. The object of this thesis is the Bildungsroman as an original heterotopic place. The child development grows at the confluence of the two heterotopies: boarding school and adolescence. In the novel, the construction of the subjectivity is given by the forms of discourse production, by the power of relationships and affection in interpersonal relationships networks that are woven and woven as the narrative progresses. According to the adopted perspective, we studied the philosophical influences present in the novel and tried to show that The Young Törless as a Bildungsroman and as heterotopia exposes the relationships that underlie Törless subjectivity construction while he attends the boarding school in the late nineteenth century to the twentieth century. / Esta tese trata-se de um estudo exploratório do romance O Jovem Törless, de Robert Musil, como romance de formação e como heterotopia. Para isso, levou-se em consideração o pensamento de Foucault para heterotopias atravessadas pela linguagem literária. Nesse sentido foram estudadas algumas das obras desse autor, além, evidentemente, das de outros autores como forma de manter um diálogo a respeito do tema. Da obra de Foucault, foram lidas As palavras e as coisas, A Ordem do Discurso, Microfísica do Poder, Ditos e Escritos III, Des Espaces Autres e Le Corps Utopique – Les Heterotopies. O objeto desta tese é o romance de formação como espaço heterotópico por excelência, espaço em que se dá a formação do indivíduo na confluência de duas heterotopia: o internato e a adolescência. No romance a construção da subjetividade se dá pelas formas de produção discursiva em disputa nesses espaços, pelas relações de poder que aí tem lugar, pelas redes de relações que são tecidas e entretecidas à medida que a narrativa avança. De acordo com a perspectiva adotada, estudaram-se as influências filosóficas presentes no romance e procurou-se demonstrar que O Jovem Törless como romance de formação e como heterotopia expõe as relações que subjazem à trajetória de formação de Törless como estudante de colégio interno, relações, essas, condizentes com a formação escolar na virada do século XIX para o século XX.

Philosophiae Doctor - PhD / This study explores how selected West African war novels employ non-realist narrative modes to portray disruptions in the child’s development into adulthood. The novels considered are Chris Abani’s Song for Night (2007), Ahmadou Kourouma’s Allah is Not Obliged (2006), Uzodinma Iweala’s Beasts of No Nation (2005) and Delia Jarrett-Macauley’s Moses, Citizen and Me (2005). These novels strain at the conventions of realism as a consequence of the attempt to represent the disruptions in child development as a result of the upheavals of war. A core proposition of the study is to present why the authors in question are obliged to employ non-realist modes in representing disrupted childhoods that reflect the social and cultural disorder attendant upon war. The dissertation also asks pertinent questions regarding the ideological effect of these narrative strategies and the effect of the particular stylistic idiosyncrasies of each of the authors in figuring childhood in postcolonial Africa. The novels in question employ surrealism, the absurd, the grotesque and magical realism, in presenting the first person narratives of children in war situations, or the reflections of adult narrators on children affected by war. This study further analyses the ways the aesthetic modes employed by these authors underscore, in particular, children’s experiences of war. Through strategic use of specific literary techniques, these authors highlight questions of vulnerability, powerlessness and violence on children, as a group that has been victimised and co-opted into violence. The study further considers how these narrative transformations in the representations of children in novels, capture transformations in ideas about childhood in postcolonial Africa.

Zugl.: Heidelberg, Univ., Diss., 2005

Zugl.: Bamberg, Univ., Habil.-Schr., 2006/2007

Zugleich: Diss. Münster (Westfalen), 2007. / Register. Literaturverz.

The ‘Uncreated’ Voice of a Nation: James Joyce and the Twentieth Century Irish Bildungsroman places James Joyce’s A Portrait of the Artist as a Young Man in conversation with numerous later twentieth century Bildungsromane to argue that texts by Edna O’Brien, John McGahern, Roddy Doyle, Patrick McCabe, Jamie O’Neill, Eimear McBride, Seamus Deane, and Bernard MacLaverty examine the tension between liberation and oppression, hope and despair, to explore the complexities of these tensions untapped by Joyce, paradoxically producing darker conclusions in the Free State/Republic than in the North. I suggest that the postcolonial Irish writer feels greater anxieties about allowing the form of the Bildungsroman any sense of resolution than his/her colonial, Northern Irish counterpart. If one views liberation from colonial rule as a future event, that future is “uncreated” in its brightly-colored potential. If one views liberation from colonial rule as a past event, the present is instead an examination of the failures of revolution and the lingering ghosts of colonial rule that often appear in the guise of these very revolutionary failures.