Submitted by Priscila Duarte Baldini Vacari null (priscila_duartebaldini@yahoo.com.br) on 2018-04-02T01:42:53Z No. of bitstreams: 1 Dissertação de Priscila Duarte Baldini Vacari - VERSÃO ENTREGUE.pdf: 1013078 bytes, checksum: d4fe1d8e21c1d277486b95393b6a2db5 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-04-02T13:11:23Z (GMT) No. of bitstreams: 1 vacari_pdb_me_sjrp.pdf: 1013078 bytes, checksum: d4fe1d8e21c1d277486b95393b6a2db5 (MD5) / Made available in DSpace on 2018-04-02T13:11:23Z (GMT). No. of bitstreams: 1 vacari_pdb_me_sjrp.pdf: 1013078 bytes, checksum: d4fe1d8e21c1d277486b95393b6a2db5 (MD5) Previous issue date: 2018-02-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho teve por objetivo fazer uma leitura analítica da personagem central da obra Madame Bovary, a senhora Emma Bovary, discorrendo sobre três eixos fundamentais: os desacordos de Emma com o outro, consigo mesma e o conflito com o mundo. Nossa interpretação, tendo por base o ensaio de Vargas Llosa (2015) e a crítica de James Wood (2014), a observou como a personagem da consciência infeliz e do constante tédio e insatisfação pessoal. Dentre alguns aspectos, ela fugiria das figuras de tipo idealizado de conduta feminina que seriam conhecidas por intermédio das mulheres da sociedade burguesa europeia do século XIX, pois seus gestos e comportamentos, durante todo o romance, seriam marcados por uma ideia de “virilidade” (Vargas Llosa), que foge aos padrões românticos e bem comportados de figuração feminina. Tendo em vista tratarmos de um romance considerado uma “narrativa moderna de ficção” (James Wood), abordamos alguns apontamentos acerca da noção de modernidade e modernidade literária. Adentramos, também, em uma breve discussão acerca das teorias sobre o romance, enquanto gênero inacabado e realista, que representou a sociedade burguesa e fez emergir a figura do herói romanesco, um indivíduo problemático. Nesse sentido, a partir dos três desacordos analisados, apuramos a estratégia de Gustave Flaubert em utilizar uma mulher como precursora do que se configurou como herói problemático. Observamos, assim, como um dos grandes romances realistas do século XIX foi construído a partir de uma personagem com toda a complexidade de seus anseios, maneiras de agir e vontades, que acabou por se converter em uma das mais emblemáticas heroínas dos romances modernos. / The purpose of the present work was to do an analytical reading of the central character of Madame Bovary, Mrs. Emma Bovary, on three fundamental lines: Emma's disagreements with others, with herself and the conflict with the world. Our interpretation, based on Vargas Llosa's essay (2015) and James Wood's critique (2012), saw her as the character of unhappy consciousness, constant boredom and personal dissatisfaction. In some aspects, she would run away from idealized feminine-type characters that would be known through the women from the nineteenth-century European bourgeois society, because her gestures and behavior, throughout the novel, would be marked by an idea of "virility" (Vargas Llosa), which escapes the romantic and well-behaved patterns of feminine figuration. Knowing that the novel is considered a "modern narrative of fiction" (James Wood), we have approached some notes about the notion of modernity and literary modernity. We have also searched about a brief discussion of the theories of a romance, as an unfinished and realistic genre, that represented bourgeois society and came up with the image of the romantic hero, a problematic individual. That way, based on the three disagreements analyzed, we found out the great strategy of Gustave Flaubert in using a woman as a precursor of what was set as a problematic hero. Thus we can see how one of the great realist novels of the nineteenth-century was built up from a character with all the complexity of her yearnings, ways of acting and wills, which became one of the most emblematic heroines of modern novels.

The creation of Emma Bovary, the major character in Madame Bovary written by Gustave Flaubert, must have been one of the most reckless literaray enterprises of its time. There is no doubt that its inventor, Flaubert, aimed to promote a feminist viewpoint. In this masterwork, Flaubert fully depicts the different options, offered to women in the Napoleon era. However, somehow Flaubert’s novel is concerned less with the differences between men and women, as they are pre-given, than with what differentiates men from other men. Therefore, I have in this essay also payed particular attention to the codified social roles and rights for men within the legal framework of the Code Napoléon, leading to a reformulation of ‘masculinity’ and ‘manhood’ in nineteenth-century France. These codified roles and rights reveal a number of negative power-and social relationships with men, as well as with women. Not all men are equal or unaffected by the laws of Patriarchy. In Madame Bovary shifts in gender value, shifts in the codification of what is ‘feminine’ or ‘masculine’ are present throughout the entire novel, thus creating a real gender trangression or a new woman and a new man.

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The release of the two films, Madame Bovary (1992) by Claude Chabrol and Le Colonel Chabert (1994) by Yves Angelo, arouses an interest in a method which studies the rapport between the seventh art and literature. Following the studies of the narratologists, Gerard Genette, Yves Reuter, Gerard-Denis Farcy, Celestino Deleyto, Andre Gaudreault and Francois Jost, a method of analyzing and studying the relationship between literature and cinema can be developed. The principal interest of a comparative study can reside in the relationship between the story and the narration of the two genres of works. The study conducted at this level of analysis allows the appreciation of the impoverishments or the enrichments operated by the adapter. The comparative analysis of the works of Flaubert, Chabrol, Balzac, and Angelo reveal the problems relative to the cinematographic adaptation.

Le travail porte sur la lecture de Madame Bovary de Flaubert. Menacée d’être proscrite en 1857, elle devient ensuite progressivement prescrite par les programmes de littérature au lycée et à l’université en France et dans les pays anglo-américains. La chercheuse explore le processus de « classicisation » du roman et l’histoire de la réception de son personnage principal par trois communautés interprétatives : les journalistes et critiques contemporain·e·s de Flaubert, les critiques universitaires français et anglo-américain·e·s des années 1960-1980 et des lycéen·ne·s français·e·s en 2016. Le travail interroge donc la constitution des interprétations dominantes ainsi que la dynamique des phénomènes d’identifications au cœur de ces différentes lectures en relation avec l’esthétique de l’auteur. Des problématiques de légitimation structurent en effet ces discours lectoraux et révèlent dans les valeurs qu’ils convoquent la « valence différentielle des sexes », universelle selon Françoise Héritier, qui fait d’une lecture masculine la référence de toute lecture légitime du roman en invalidant des attitudes lectorales perçues comme féminines. Cette situation a pour conséquence un encadrement pédagogique spécifique des interprétations lectorales dans le cadre scolaire dont la thèse interroge les présupposés et les effets sur les lecteurs et lectrices contemporain·e·s.Diverses méthodologies ont été utilisées pour mener la recherche. Les articles de journaux et les textes judiciaires publiés lors du procès de Madame Bovary ont été analysés. Un corpus de travaux structuralistes et post-structuralistes, des théories de la réception et féministes a également été examiné. La chercheuse a par ailleurs eu recours aux techniques de l’explication de texte pour comprendre l’esthétique de Flaubert et la confronter aux réactions des divers lecter·rice·s. Enfin, la chercheuse a mené une enquête de terrain basée sur un questionnaire, des journaux de lecture et des entretiens avec une classe de lycéen·ne·s français. / This work carries on reading Madame Bovary by Flaubert. Although reading the novel threatened to be prohibited when it was first published in 1857, it progressively became mandatory in French studies in French high schools and at French universities and Anglo-American universities. The thesis explores the « classicisation » process of the novel as well as the reception of its principal character by three interpretive communities: journalists and critics who were Flaubert’s contemporaries, French and Anglo-American academics between the sixties and eighties, and high school French students in 2016. The work thus examines the making of dominant interpretations and the dynamics of identifications at play in relation with the aesthetics of the author. Readers discourses are indeed shaped by self-legitimation purposes and by the universal « differential valency of genders » that Françoise Héritier conceptualized. Masculine reading is thought to be the template of « good » readings of the novel, while all readers’ demeanours perceived as « feminine » are invalidated. This situation results in a specific framing of pedagogical expectations, expectations of which the thesis intents to decipher the assumptions and effects on French high-school readers.To do so, the researcher used a variety of methodologies. She analyzed articles published in newspapers when the book was first published as well as the judiciary speeches and texts written during the trial of Madame Bovary. She also analyzed academic papers and structuralist, post-structuralist, reader-response and feminist theories. She used literary close reading to understand the aesthetics of Flaubert and confront his writing to the reactions of his readers. Finally, she gathered and analyzed empirical data through a survey, reading diaries and interviews with a class of French high school students.This thesis therefore belongs to the field of cultural studies, in the sense that it uses various academic approaches to understand a cultural object and its effects on its readers and because it tries to shift the epistemological viewpoint from which a classic such as Madame Bovary as been examined in Western culture.

A Dissertation Submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg in fulfilment of the requirements for the Degree of Master of Arts. / "Why do women read the romance?" cannot be answered by Anglo-American feminist literary criticism; a critique is brought against feminist definitions of gender and genre, and the question, "Why did women begin to write (novels)?" Gender definition and genre formation are integrally interrelated in the modern period; this can be traced through textual analyses of textual practices in early nineteenth century texts. Analyses of Wuthering Heights, Emma, and Madame Bovary enable critique to be brought against tenets central to feminist criticism: the figure and function of the female author; the definitions of gender, desire and sexuality; the social and the sexual contracts; and the role of Oedipus in feminist-psychoanalytical debates. Moi's Sexual/Textual Politics provides a. critique of feminism, Armstrong's Desire and Domestic Fiction a feminist history of the novel, and Radway's Reading the Romance a feminist account of romance fiction. / Andrew Chakane 2018

Partant du principe qu'une machine ne sait pas qu'elle est une machine et du présupposé selon lequel un robot n'a pas de conscience, ce travail étudie le parallèle entre la fabrication des créatures de roman et la fabrication des machines. Parmi ces figures, Madame Bovary est un archétype. Comme tout autre machine, Emma Bovary ne sait pas qu'elle en est une. Emma est une machine à texte, elle est faite de livres. Pourtant, elle ne peut pas avoir lu Madame Bovary. Parce qu'Emma n'est pas consciente qu’elle est l'appareil de Flaubert, nous l'avons rapproché des fonctionnements et des disfonctionnements du Monstre de Frankenstein, encore écervelé avant l'épiphanie des livres qu'il découvre au creux d'un chemin. Après avoir défini les enjeux stratégiques de ses lectures, Emma est présentée comme une machine homéostatique, d'une part du point de vue de la thermodynamique, et d'autre part, du point de vue de l'entropie, une résultante du bovarysme, causée par les distorsions entre la vie et la lecture. Dans un premier temps Emma perçoit, puis ressent, par les feedbacks de ses lectures. Elle se transforme alors en une mécanique à émotions, gouvernée par son bovarysme. Ce sentiment renvoie à toutes ses perceptions et ses appétits. Par ses désirs, Emma démontre une capacité à comparer et à se projeter, formulant les prémices d'une conscience autobiographique. De la même manière qu'il représente l'inconscient social à partir d'automates déambulatoires, tels la figure du pied-bot ou de l'aveugle, Flaubert réussit à induire une idée de conscience dans sa créature machine / According to the fact that a machine does not know that it is a machine, and to the supposition that a robot has no conscience, this work explores parallels between the creation of the characters of a novel and the fabrication of machines. Among these figures, Madame Bovary is an archetype. Like any other machine, Emma Bovary does not know that she is one. Emma is machine created from text. She is made from the stuff of books. However, she could not have read the book Madame Bovary. Because Emma is not aware that she is a device of Flaubert, there are some similarities between her and the functions and malfunctions of the Monster of Frankenstein that didn't have a conscience until the moment of epiphany with the books he discovered in the woods. After the definition of the strategic challenges of her readings, Emma is presented as a homeostatic machine, first from the viewpoint of thermodynamics, and secondly from the viewpoint of entropy, a result of the bovarysme caused by distortions between life and reading. Emma's perceptions and feelings depend of the feedback of her readings. She becomes an emotional device, governed by her bovarysme. This feeling is present in all her perceptions and her appetites. Through her desires, Emma demonstrates an ability to compare and project herself, formulating the beginnings of an autobiographical conscience. In the same way as he represents social unconsciousness with ambulatory automatons such as the figure of the club-footed Hippolyte or the blind man, Flaubert is able to induce an idea of consciousness in his machine-creature

This papers purpose is to compare the female protagonist as a subject and reader in Madame Bovary, Watermelon and Bridget Jones´s diary. The aim is feministic, where Judith Butler’s concepts of subjectivity and performativity have been used besides the method of close reading. These novels are pioneering works of each genre; the realistic novel and chick lit. Emma Bovary loses her subjectivity and turns in to a passive object when she is desired and looked at by men. Instead dead objects gets animated, which produces an extremely objectifying portrait of Emma. This culminates with the depiction of her suicide. Surprisingly Emma’s position as a subject, if she ever has one, appears through her reading. The performativity of the texts gives her power and agency to try to change her life within the limits of the bourgeoisie marriage. The protagonists of Watermelon and Bridget Jones´s diary are two female subjects in a modern society, who loves reading. Despite their different opportunities to live fulfilling lives, as compared to Emma, they tend to objectify themselves in relationship to men. They also emphasize the importance of love and having a man in their life, which is according to the genre. Interpreted through Butler, an explanation could be that the power of submission not only sets the outer limits, it also influences our internal desires. These chick lit-novels also discuss literature and cultural hierarchy, where the protagonists tend to prefer popular literature. Watermelon also contains an opening for subversion, depicted by Claire’s achieved independency at the end of the novel, and through some gender-parodies. Most of all, these two chick lit-novels tend to reiterate and consolidate a traditional gender-order through their performativity, although ironizing over the same. Keywords: Reading, genre, realistic novel, chick lit, feminism, Judith Butler, subjectivity, performativity, Madame Bovary, Watermelon, Bridget Jones´s diary. / Uppsatsens syfte har varit att analysera och jämföra den kvinnliga protagonisten som subjekt och läsare i tre romaner; Madame Bovary, Vattenmelonen och Bridget Jones dagbok. Metoden har varit närläsning och den teoretiska ingången feministisk och normkritisk. Judit Butlers teorier har varit tongivande, inte minst begreppen subjekt och performativitet. Resultaten visade bland annat att Emma Bovary tenderar att förlora sin roll som subjekt och förvandlas till ett passivt objekt när hon blir betraktad och åtrådd av män. Istället animeras döda ting som får liv och börjar agera som subjekt, vilket skapar en extremt objektifierad gestaltning av Emma som kulminerar i gestaltningen av hennes självmord. Om det alls går att finna någon subjektsposition hos Emma, uppstår den paradoxalt nog genom hennes läsning. Texternas performativitet skapar förvisso orimliga förväntningar på kärleken, men får även Emma att förändra sitt liv inom de snäva ramar 1800-talets borgerliga äktenskap innebär. Protagonisterna i Vattenmelonen och Bridget Jones dagbok är två kvinnliga subjekt som lever i ett modernt samhälle och liksom Emma älskar de att läsa. I dessa romaner förs även en diskussion kring litteratur och kulturella hierarkier. Alla tre protagonister i de undersökta romanerna kan kategoriseras som passionerade läsare och de föredrar att läsa populärlitteratur. I Vattenmelonen och Bridget Jones dagbok har protagonisterna helt andra förutsättningar till självförverkligande och att leva ett självständigt liv, jämfört med Emma Bovary. Trots detta tenderar både Claire och Bridget att objektifiera sig i sina relationer till män. De verbaliserar ofta vikten av kärlek och att ha en man i sitt liv, vilket också är genretypiskt. Tolkat enligt Butler (och Foucault) är förklaringen till detta ”frivilliga” förtryck att underordning inte enbart skapas genom yttre begränsningar, utan även genom påverkan av människors inre, via internaliserade drömmar och önskningar. I Vattenmelonen finns trots allt en subversiv ansats, vilken gestaltas genom Claires nyvunna självständighet i slutet av romanen, samt i förekomsten av ett antal genusparodier. Mest av allt tenderar dock dessa två chick lit-romaner att återupprepa och befästa traditionella genusmönster, trots att de samtidigt ironiserar över dessa.

anglicky : Title of the thesis : Emma Bovary and Thérèse Desqueyroux : destructive women or victims ? Keywords : literature, G. Flaubert, F. Mauriac, Emma Bovary, Thérèse Desqueyroux, destructive women , victims, comparison Abstract : The thesis deals with two female characters of French novels from the 2nd half of the 19th century, Madame Bovary by Gustave Flaubert and Thérèse Desqueyroux by Françoise Mauriac. The life and work of the two authors are briefly described as well as the time when they lived. The longer part of the thesis presents a content analysis and a formal analysis of the novels. The thesis places particular emphasis on the analysis of the story, the main characters and turning points in their lives. The aim is then to compare the two heroines based on the previous analysis of the novels and to highlight what they have in common and in what they differ and to answer the question of whether or not Emma Bovary and Thérèse Desqueyroux are victims, victims of circumstances, or whether they are inherently destructive and rightly described as monsters. All the important points of the thesis are summarized in the conclusion.