Made available in DSpace on 2015-04-09T12:28:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-10Bitstream added on 2015-04-09T12:47:16Z : No. of bitstreams: 1 000813471.pdf: 609790 bytes, checksum: 40eb2347a59c5773191e581f00bcaa80 (MD5) / Queremos discutir, por meio de episódios escolhidos do romance Dom Quixote de La Mancha, de Miguel de Cervantes Saavedra, como ocorre a representação de realidades e o consequente jogo entre ficções no interior desse romance. Partindo do princípio de que o protagonista de Cervantes, Alonso Quijano, é um fidalgo que decide se transformar em um herói de cavalaria, Dom Quixote, criando uma realidade e um personagem diferentes, torna-se simples entender a ocorrência, durante todo o enredo, do jogo entre a representação da realidade não cavaleiresca e da realidade cavaleiresca. Tal jogo se intensifica com a descoberta de que as primeiras aventuras do cavaleiro e daquele que se tornará seu escudeiro fiel, Sancho Pança, foram escritas por um historiador mouro e rodam o mundo. Ao se apresentar no enredo a ficção da própria ficção – a história criada por Dom Quixote e a escrita a partir dessa sua criação – ocorre a representação de diversos acontecimentos tipicamente cavaleirescos, por obra também de personagens secundários, ampliando o jogo no romance. Analisaremos a representação de realidades e a ficção aproveitando as contribuições de Aristóteles sobre a mímesis, assim como as de Erich Auerbach, Kate Hambürguer, Michael Riffaterre e Paul Ricoeur. Para tratar da ficção enquanto ―vida alternativa‖ do homem, utilizaremos as ideias de Vargas Llosa e, sobre a ficção como mecanismo narrativo, serão úteis os estudos de Umberto Eco, Gustavo Bernardo, entre outros / Queremos discutir, partiendo de episodios elegidos de Don Quijote de La Mancha, de Miguel de Cervantes Saavedra, como ocurre la representación de realidades y el consecuente juego entre ficciones en su interior. Tomando por principio que el protagonista de Cervantes, Alonso Quijano, es un hidalgo que decide convertirse en héroe de caballería, Don Quijote, creando una realidad distinta de la suya y un personaje también diferente de si mismo, se hace fácil comprender que ocurre, en el enredo, el juego entre la representación de la realidad no caballeresca y la representación de la realidad caballeresca. Ese juego se intensifica al descubrirse que las primeras aventuras del caballero y del personaje que se convertirá en su escudero fiel, Sancho Panza, fueron escritas por un historiador moro y que rodean el mundo. Al presentarse en el enredo la ficción de la propia ficción – la historia creada por Don Quijote y la que es escrita a partir de ésta – ocurre la creación y la representación de diversos hechos típicamente caballerescos, por obra de personajes secundarios, ampliando el juego en la novela. Analizaremos estos problemas teóricos aprovechando las contribuciones de Aristóteles acerca de la mimesis, así como las de Eric Auerbach, Kate Hambürguer Michael Riffaterre y Paul Ricoeur. Para hablar de la ficción como ―vida alternativa‖ del hombre utilizaremos las ideas de Mario Vargas Llosa, y, acerca de la ficción como mecanismo narrativo, recorreremos a los estudios de Umberto Eco, Gustavo Bernardo y otros más

Orientador: Carlos Eduardo Ornelas Berriel / Dissertação (mestrado) - Universidade Estadual de Campinas. Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T22:22:07Z (GMT). No. of bitstreams: 1 WitezeJunior_Geraldo_M.pdf: 905275 bytes, checksum: b3695ea6baf8a1fc1789c9c7a4e9cf06 (MD5) Previous issue date: 2010 / Resumo: O objetivo deste trabalho é estudar as relações entre a utopia e o romance "Dom Quixote". Mais especificamente a hipótese testada é a de que o governo de Sancho Pança na ínsula Baratária poderia ser entendido como uma utopia. Para tanto busca-se primeiramente delimitar o significado da utopia, discutindo as suas transformações ao longo da história desde sua origem no Renascimento. Além disso examina-se a sua percepção como gênero literário e como corrente de pensamento, recorrendo à diferenciação entre utopia e utopismo. Como o significado da utopia mudou após as críticas de Marx e Engels, procura-se esclarecê-las através de uma análise direta da obra dos dois pensadores, estabelecendo uma diferença entre os escritos de Marx, os de Engels e as interpretações marxistas posteriores. Após o percurso teórico sobre a utopia é feita uma breve discussão bibliográfica perpassando pelos principais nomes da crítica literária cervantina para, na sequência, analisar o texto de "Dom Quixote", em especial as partes da obra diretamente relacionadas ao governo de Sancho. / Abstract: The objective of this work is to study the relationship between utopia and the novel "Don Quixote". More specifically, the hypothesis tested is that the government of Sancho Panza in the insula Barataria could be understood as an utopia. To this end we first seek to delimit the meaning of utopia, discussing its transformations throughout history since its origins in the Renaissance. Furthermore we examine it perception as a literary genre and as a current of thought, using the distinction between utopia and utopianism. Because the eaning of utopia has changed after the criticism of Marx and Engels we sought to clarify the through a direct analysis of two thinkers' work making a difference between the writings of Marx, Engels and later marxist interpretations. After the theoretical course on utopia, we do a brief bibliographical discussion perpassing the top names in Cervantes literary criticism in order to thereupon analyze the text of "Don Quixote", specially the parts of the work directly related to the government of Sancho. / Mestrado / Historia e Historiografia Literaria / Mestre em Teoria e História Literária

M.A. / This dissertation explores On The Contrary by Andre P. Brink against the backdrop of creative reading with emphasis on interpretation of the text as a process rather than as a product. The title On The Contrary is already indicative of the author's intention to unlock a myriad of interpretative possibilities in stead of tangibilitating a conclusion. The title also illuminates the principle that what is written is not necessarily what is said, that none of the content is cast in concrete and that the work concerns itself with the offering of contrasts: truth and untruth, imagination and reality, guilt and innocence. A symbiosis of dualism and parallelism is portrayed in order to enrich the potential for multiple text interpretations. Various texts are incorporated into the text of On The Contrary on an inter-textual basis, for the purpose of facilitating the interpretative process in an explicit and/or implicit manner. This study investigates and discusses the following three specific texts: • Don Quijote by Cervantes. Several explicit references are made to this canonised novel of Western literature, but it is the subtle, implied similarities between the lives of the characters Estienne Barbier and Don Quojote that serve as interpretative keys. • Jeanne d' Arc and her history. • The life history of Estienne Barbier, the historical 18 th century Cape figure. Remarkable documented similarities between the historical characters, Barbier and Jeanne d'Arc invite the analytical reader to try and establish the extent and purpose of incorporating the Jeanne d'Arc text into On The Contrary. Through the process of creative reading, the reader's assessment and understanding of Estienne Barbier, as a character in the novel, is moulded and formed by the life story and philosophy of Jeanne d'Arc. Barbier is constructed from a compound of historical facts and fictitious incidents. Historical "gaps" in the life of Estienne Barbier are compensated for through the introduction of elements from the life history and philosophy of Jeanne d'Arc. To that extent Barbier is a consequential character whose life and philosophy inextricably reflects examples derived from Jeanne d'Arc. The inter-textual process imbues a linear Estienne Barbier with depth in regard to the events that effect him and allows him to grow in the eyes of the reader, through fruitful application of parallels between the histories of Jeanne d'Arc and Estienne Barbier. The use of Jeanne d'Arc inter-textually and the virtual "retelling" of Jeanne, profoundly tell the story of a rebellious Barbier's "crusade" in pursuit of righteousness. In similar fashion the historical character Estienne Barbier is "told" into the romantic character Barbier in an attempt to transcend from imagination to reality. The reinterpretation of history, with the view of arriving at an alternative historical interpretation, becomes possible through the use of fiction. In primary instance this study investigates the manner in which the abovementioned three texts are incorporated inter-textually in the novel On The Contrary. Secondly an attempt is made to identify the narrative strategies that are used to arrive at a possible interpretation of the text and lastly it indulges in an exploration of the healing effect that the process of (imaginary) storytelling has in the lives of characters such as Don Quijote and Estienne Barbier.

Dans le contexte de la globalisation et de la course « à la part de marché » des langues internationales, nous assistons à un fort essor d'une politique linguistique institutionnelle de diffusion de la langue espagnole dans le monde. Depuis la fin des années 1990, la planification linguistique du statut et du corpus de l’espagnol est devenue une priorité pour l’Espagne qui s’est donné les moyens de mettre en place un dispositif de politique linguistique panhispanique dont les pièces maîtresses sont l’Académie royale de la langue espagnole et l’Institut Cervantès. Cette nouvelle politique linguistique panhispanique cherche, d’une part, à positionner l’espagnol en tant que langue internationale ou globale aux côtés de l’anglais, et d’autre part, à renforcer les liens existants entre les pays hispanophones. Cette politique linguistique institutionnelle répond à une stratégie géopolitique et économique globale et dont les soubassements idéologiques sont analysés dans cette thèse. Certains marchés, de par leur poids économique et démographique, s'avèrent plus attrayants pour les représentants de la politique linguistique étrangère espagnole. Cela est notamment le cas du Brésil où l'espagnol jouit d'une forte présence facilitée par l'installation de nombreuses entreprises multinationales d'origine espagnole et par la création du Mercosur. La politique linguistique panhispanique a également des retombées sur le domaine normatif, car elle implique, du moins discursivement, un passage d’un modèle de standardisation monocentrique vers un modèle pluricentrique qui prendrait en considération toutes les normes « cultivées » de l’espagnol. Se pose alors la question du modèle de langue à transmettre aux apprenants d’espagnol langue étrangère, une question qui peut s’avérer problématique dans certains contextes géographiques et institutionnels complexes comme celui du Brésil.À partir d’une enquête par entretiens réalisés auprès des enseignants des centres Cervantès au Brésil, ce travail explore, entre autres, leurs représentations de la norme linguistique de l’espagnol, tout en essayant d’établir un dialogue entre les discours épilinguistiques institutionnels, scientifiques et médiatiques et les discours épilinguistiques de ces enseignants sur les enjeux de la promotion de l’espagnol actuellement. / In the context of globalization and in the race among international languages for conquering new "market shares", we can observe the rise of strong institutional language policies for the promotion of the Spanish language all over the world. Since the late 1990s, the ‘corpus’ and ‘status’ planning of the Spanish language has become a priority for Spain: it aims to provide the means which are necessary to implement a Pan-Hispanic language policy device whose masterpieces are the Royal Spanish Academy and the Cervantes Institute. This new Pan-Hispanic language policy seeks firstly, to position the Spanish language as an international or global language next to English, and secondly, to strengthen the links among the Spanish-speaking countries. This institutional language policy responds to a global geopolitical and economic strategy whose ideological foundations are analyzed in this thesis.Due to their economic and demographic weight, some markets are more attractive to the Spanish foreign language policymakers. This is the case of Brazil where Spanish has a strong presence facilitated by the setting up of many Spanish multinational companies and by the creation of Mercosur.The Pan-Hispanic language policy also tends to have an impact on the linguistic norms. While involving, at least in discourse, a transition from a monocentric model of standardization to a pluricentric one that takes into account all the regional standards of Spanish, this transition raises the very question of the language model that should be chosen for Spanish language teaching. This question may be problematic in some complex geographical and institutional contexts as this study endeavors to show with the case of Brazil.Based on interviews conducted with the teachers of the Cervantes Institute in Brazil, this thesis aims at identifying teachers’ representations of the Spanish linguistic norm while trying to establish a dialogue between institutional, scientific and journalistic epilinguistic discourses and teachers’ epilinguistic discourses about the Spanish linguistic promotion.

Obschon die Bestände der Bibliotheca Augusta in weiten Teilen gut erforscht sind, ist die vox librorum der spanischen Drucke im Bestand des Herzogs bislang noch nicht wirklich erhört worden, was zur Folge hat, dass die Hispanica Guelpherbytana im Rahmen der vorliegenden Studie erstmals vollständig erschlossen und unter der Fragestellung der Bedeutung des Bestandes für den spanisch-deutschen Kulturtransfer im Siglo de Oro, welcher bislang von der Forschung ungeachtet der vielversprechenden Ansätze der Kulturtransferforschung ebenso wenig beachtet worden ist, erstmals systematisch untersucht wird. Zu diesem Zweck ist der gesamte Buchbestand, den Herzog August in seiner mehrere Dekaden währenden Sammelleidenschaft aufzubauen vermochte, auf der Grundlage einer eigens entwickelten Definition auf ebendiese spanischen Titel hin untersucht und ausgehend davon ein 1695 Titel umfassendes Untersuchungskorpus angelegt worden, wodurch einer der bedeutendsten frühneuzeitlichen geschlossenen spanischen Buchbestände außerhalb Spaniens zugleich erstmalig für weiterführende Forschungen zugänglich und nutzbar gemacht wird. Im Spiegel der bisher vorliegenden Erträge zur Theoriebildung der noch jungen Kulturtransferforschung umfasst die Studie zu Kulturtransferprozessen (nicht nur) zwischen Spanien und der herzoglichen Bibliothek in Wolfenbüttel im Wesentlichen drei Komponenten. Es handelt sich um die Erwerbungskonjunkturen der importierten Artefakte, das zugrundeliegende Netzwerk in der Peripherie der Bibliothek und schließlich die hermeneutischen Funktionsverlagerungen der nach Wolfenbüttel transferierten Drucke. In Bezug auf die Akzessionskonjunkturen sind für die vorliegende Studie die Eintragungen im Bücherradkatalog, welche es erlauben, einen konkreten Erwerbungszeitraum für die Titel im herzoglichen Buchbestand zu konturieren, für sämtliche Titel des Bestandes ermittelt und ausgewertet worden, wodurch nun erstmals die sukzessive Erweiterung des spanischen Bestandes über Jahrzehnte hinweg nachvollzogen werden kann. Als Grundlage für die Aufarbeitung des Netzwerkes hingegen gereichten einerseits die Korrespondenzen von Herzog August mit seinen verschiedenen Agenten, die über mehrere Städte in ganz Europa verteilt waren und oftmals maßgeblichen Anteil an der Akzession einzelner Titel oder gar von ganzen Bibliotheken für die herzogliche Sammlung hatten. Anderseits werden durch die systematische Untersuchung sämtlicher Titel des Korpus auf Lesespuren erstmals die konkreten Transferwege, welche die Bücher im Rahmen dieser Vermittlungsprozesse beschritten, rekonstruiert und ausgewertet. Anhand der Untersuchung der Neustrukturierungen der spanischen Drucke im deutschen Zielkontext bietet die Studie darüber hinaus erstmals konkrete Einblicke in die Rezeption dieser spanischen Schriften, welche vor allem im Umkreis der Fruchtbringenden Gesellschaft ihren Niederschlag fand. Abgesehen von Herzog August, der im Jahr 1634 in die bedeutendste deutsche Sprachgesellschaft der Frühen Neuzeit aufgenommen wurde, beschäftigten sich insbesondere die beiden Mitglieder Georg Philipp Harsdörffer und Johann Michael Moscherosch, die zudem beide Kontakte zu Herzog August in Wolfenbüttel unterhielten, dezidiert mit spanischer Literatur. Hinzu kommen weitere Gesellschaftsmitglieder, die in einigen Fällen heutzutage fast vollständig in Vergessenheit geraten sind und dennoch durch ihre teils umfassende Auseinandersetzung mit der blühenden spanischen Literaturproduktion des Siglo de Oro eine bislang lediglich im Ansatz beschriebene Pionierfunktion hinsichtlich der frühen Aufnahme und Verbreitung von spanischen Kulturgütern im deutschen Zielkontext haben. Die skizzierten Funktionsverlagerungen werden dabei vor allem anhand von Harsdörffers und Moscheroschs Import und Implementierung der Schriften von Francisco de Quevedo, Miguel de Cervantes und Lope de Vega untersucht, da es sich bei diesen Bezugnahmen zweifelsfrei um die ausführlichsten und facettenreichsten Auseinandersetzungen mit der spanischen Literatur des Goldenen Zeitalters handelt.

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This book is being edited at the suggestion of colleagues who feel a great need for a Spanish reader with the the following qualifications: A good connected story from Spanish Literature Subject matter suitable for adolescents Sufficiently simple for use in Beginning Spanish This is an edited version of Part One, and consequently is simplified and cut. Many authorities prefer to wait until students get to college so that they may be introduced to the great masterpiece in its original. In as much as the average high school student does not take more than two years of Spanish, this system removes the greatest Spanish classic from the education of the masses of American people. Furthermore the study of Don Quixote offers excellent character training and basic education for the adolescent. To the student: This book is arranged to help English-speaking students of thirteen years of age or over to learn to read their second language. You must remember that unless you can make use of your English vocabulary and ability, you will learn to read Spanish at somewhat the same rate of speed with which you learned English. In other words, at the end of one year, you will know about as much as you did in English at the end of the First Grade, and at the end of ten years, you may expect to have somewhat the same ability that is usual for a Junior in High School, furthermore, you must remember that it is impossible to Iearn all the common or useful words in a foreign language, and it is not always possible to consult a dictionary at every turn when traveling around Mexico or South America.

This study explores the intersection of the philosophy of Martin Heidegger and Spanish literature. The study examines the Heideggerian authenticity and inauthenticity of two characters in the literature: Melibea in La Celestina by Fernando de Rojas and Grisóstomo in Don Quijote de la Mancha by Miguel de Cervantes. Heidegger’s concept of authenticity is the ability of the individual to live in the world according to her own desires, outside of the influence of others. Both die by suicide, but Melibea is an authentic character in Heideggerian terms and Grisóstomo is inauthentic. At the end of her life, Melibea has resolved all anxiety into resoluteness and is determined to live life in her own terms. Grisóstomo, however, dies inauthentically, full of anxiety and subject to the will of Others. He never leaves the influence of others to live a life of his own determination.

No description available.

El presente estudio se dedica a examinar cómo Miguel de Cervantes utiliza la idea del disfraz para transmitir crítica social en siete de sus novelas ejemplares. Este objetivo se logra mediante un análisis histórico literario tradicional que se apoya en una combinación de las consideraciones bajtinianas sobre lo carnavalesco como disfraz en la literatura, el aprovechamiento del pacto de lectura mencionado por Sánchez Zapatero (2010) y que consiste en un pacto implícito entre autor y lector, el cual exige que el autor siempre tenga que contar la verdad en sus narrativas y el lector tenga que confiar en que lo haga,, los conceptos de episteme, poder i saber construidos por Foucault en su propuesta historiográfica y nuestras interpretaciones independientes.