This thesis explores the relationship between the genre of Greek poetry called parôidia and parody as a literary mode. I argue that the poetics of parôidia as genre are inextricably linked to the poetics of parody as mode. This argument produces a new methodological approach to the concept of parody, which recognizes its idiosyncratic nature. Since everyone has different ideas about what parody is, there is no absolute definition of parody. Instead, I use approaches drawn from cognitive linguistics and poetics to illuminate the parodic script, a set of terms commonly used to explain parody’s effect but which in themselves do not define parody. This methodology is supported by an appendix that analyses the terminology of parody in Greek (!αρῳδία, !αρῳδή, etc.). I argue that the noun !αρῳδία is only ever found with a generic meaning before the first century BC. The main body of the thesis examines six poems from this genre, parôidia, to demonstrate how this genre influenced Greek ideas about parody. This thesis is the first literary study of all of the major poems belonging to the genre. Furthermore, it is the first study of parody to appreciate fully the importance of this genre for notions of parody. While most studies of parody have centred on Greek Comedy, I show that this genre, which has been almost entirely left out of discussions of parody, is essential for the development of parody as a mode. As the first detailed literary study of the genre parôidia, the central chapters provide new interpretations of the genre’s most important poems. In several of these, I show how the poems engage in different kinds of satire. For instance, Timon uses Sceptic philosophy against the dogmatic sophists, and Archestratus uses tropes drawn from the figure of the comic mageiros. In other chapters, I argue that the humour of the poems derives in part from their manipulation of the audience’s expectations. Thus the Batrachomyomachia leads us to anticipate divine intervention, but uses this expectation to create humorous reveals at the end of the poem. In each chapter, I aim to show specifically how the poem’s parody of epic contributes to its construction of meaning. The conclusion then brings these chapters together to present the bigger picture of Greek conceptions of parody that emerge from these discussions. What links the poetry of a Sceptic philosopher and a shit-stained nobody from Thasos? Are there any similarities between the espousal of fine cuisine in Archestratus and the absurdification of the Batrachomyomachia? I conclude by making three claims: 1) parody’s allusive form must be understood as multifaceted and can be approached through several frameworks; 2) parody is not inherently critical of the text it parodies, but can use the process of parody as a framework for satirizing other figures; 3) although frequently regarded as a “low” or “playful” form, parody incorporates its supposedly inferior literary position into its construction of meaning. Parôidia, I argue, is not only a product of its specific literary and cultural context but also contributes to the shaping of parody in Greek thought.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-10-04T18:13:51Z No. of bitstreams: 2 Dissertação - Fabiana Iolanda Sotini - 2017.pdf: 4907080 bytes, checksum: fd559ca76561b77bb81b47774bd4bfa8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-05T11:52:20Z (GMT) No. of bitstreams: 2 Dissertação - Fabiana Iolanda Sotini - 2017.pdf: 4907080 bytes, checksum: fd559ca76561b77bb81b47774bd4bfa8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-05T11:52:20Z (GMT). No. of bitstreams: 2 Dissertação - Fabiana Iolanda Sotini - 2017.pdf: 4907080 bytes, checksum: fd559ca76561b77bb81b47774bd4bfa8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-21 / This dissertationpresents an investigation about the contribution of the literary classicreading to the critical formation of high school reading students in a school of Goiania. Its objective is to investigate how the reading happens in the school environment, in the effective contact of the student with the literary text, aswell as to observe how the relation with Machado texts, representative of the classics, through the teacher mediation can contribute to the critical formation of the reader. The corpus of analysis chosen was the fictional production of Machado de Assis, asrepresentative of the classics which, less and less, are read in the school due to the complexity and the temporal distance of the language, in relation to what the young readers consider current, besides narrative innovations and refined expressionfeatures, such as irony. Five short stories and a novel authored by the authorcomposes the analysis corpus. The practical part consists of an intervention carried out as an action research, quantitative and qualitative of reading mediation, initiated by the reading of Machadian tales followed by the reading of the novel Posthumous Memories of BrasCubas (2007), with a class of 2nd grade Teaching In the State College Edmundo Rocha, located in the Northwest region of Goiânia. The rationale presented is based on reflections of Calvino (1993), Candido (1972, 1989 and 2004), Zilberman (1985, 1988, 1999), Bosi (2002,2003), Compagnon (2009) Failla (2012, 2016), Kleiman (2002) Todorov (2009), Schwarz (2008), Bosi (2003), among others, besides the documents Law of Guidelines and Bases of National Education (LDBEN, 1996); National Curricular Parameters (PCNs, 1999); Curricular Guidelines for High School (OCPEM, 2006), among others. The results of this research indicate that the literary reading of the classics contributes, in fact, to the formation of critical readers in the school and emphasizes the importance of the teacher mediation to reach this objective. / O presente trabalho apresentauma investigação sobre acontribuição da leitura de clássicos literáriospara a formação críticadealunos leitores doEnsino Médio em uma escolada redeestadualde Goiânia. Tem, como objetivo,averiguar como aleitura acontece no ambiente escolar, no efetivo contato do aluno com o texto literário, bem como observar comoa relação com textos machadianos, representativo dos clássicos,por meio da mediação docentepode contribuir para a formação crítica do leitor.O corpusde análise escolhido foia produção ficcional de Machado de Assis, como representativa dos clássicosque, cada vez menos, são lidos na escola devido à complexidade e ao distanciamento temporal da linguagem,em relação ao que os jovens leitores consideram atual, além da presença deinovações narrativas erefinadosrecursos de expressão, como a ironia.O corpusé composto por cinco contos e um romance de autoria do autor. A parte prática consiste em uma intervenção realizada como uma pesquisa-ação, quantitativa e qualitativa de mediação de leitura, iniciada pela leitura decontos machadianos seguida da leitura do romance Memórias Póstumas de Brás Cubas(2007), com uma turma de 2ª série do Ensino Médio, no Colégio Estadual Edmundo Rocha, localizado na região Noroeste de Goiânia.A fundamentaçãoapresentada apoia-se em reflexões deCalvino (1993), Candido (1972, 1989 e2004), Zilberman (1985, 1988, 1999), Bosi (2002, 2003),Compagnon (2009) Failla (2012, 2016), Kleiman (2002) Todorov (2009),Schwarz (2008), Bosi (2003), entre outros, além dosdocumentos Lei de Diretrizes e Bases da Educação Nacional(LDBEN, 1996); Parâmetros Curriculares Nacionais (PCNs, 1999); Orientações Curricularespara o Ensino Médio (OCPEM, 2006), entre outros.Os resultados desta pesquisa indicam quea leitura literária dos clássicos contribui, de fato, para a formaçãode leitores críticos na escola e salienta a importância da mediaçãodocente para a atingir esse objetivo.