De même que le ready-made, il y a maintenant presque un siècle, avait transformé la question « qu’est-ce que l’art » en son contraire (« comment faire pour que quelque chose ne soit pas de l’art ?», ne soit pas transformé en objet d’art puisqu’une simple parole d’artiste, fiat ars, suffisait ainsi à transfigurer tout élément du réel), de même, il devient difficile aujourd’hui de repérer ce qui ne pourrait être, jamais ou par essence, un objet poétique. Devant l’œuvre poétique et plastique de Bernard Heidsieck, il convient de mettre en place une série de critères permettant de distinguer la poéticité d’un « art total ». Nelson Goodman apporte des éléments de réponse en soulignant l’importance d’un paramètre rarement pris en compte : le contexte. La question essentialiste « qu’est-ce que l’art »/ « qu’est-ce qu’un poème » pouvant être remplacée par une autre plus pragmatique «  quand y a-t-il art/poème ? » De ce point de vue pragmatiste, la notion de « contexte » permet ainsi de faire jouer à la fois l’espace (le lieu où s’exécute l’œuvre d’art) et le temps (les circonstances dans lesquelles l’œuvre s’exécute). Ainsi, un même objet ou une même action pourrait, à la fois, être ou ne pas être de l’art, c’est finalement une question de contexte et d’intention initiale. Dans le cas de nos recherches, la question du contexte est primordiale puisque l’inscription d’objets poétiques non exclusivement textuels en poésie et non en arts plastiques, repose en partie, sur leur appartenance aux champs de diffusion (éditoriaux et institutionnels) de la poésie. Cependant, des productions poétiques telles que celles de Heidsieck dont certaines facettes n’appartiennent pas au poétique n’en deviennent pas pour autant « poèmes » du fait de leur présence dans un festival de poésie. Notre projet de recherche a pour horizon une redéfinition du champ « poésie » et de ses outils d’analyse, une tentative de mise en place d’une poétique permettant de prendre en charge de façon féconde les « objets poétiques complexes » _c’est-à-dire hétérogènes du fait de leur appartenance à différents types de régimes esthétiques_ de Bernard Heidsieck. / As well as the ready-made, almost a century ago, turned the question “what is art?” into its opposite (“how can say something isn’t art?”, something wouldn’t be transformed into an art piece since the only artist’s word, fiat ars, was enough to turn any part of the real into art), as well, it has become difficult today, to point what couldn’t be, ever or essentially, a poetic object. In front of Bernard Heidsieck poetic and plastic work, we have to gather a series of criteria that would allow us to distinguish poeticism and “total art”. Nelson Goodman gives us a few answers highlighting the importance of a rarely acknowledged parameter: the context. The essentialist question “what is art?”/”what is a poem?” is turned into a rather pragmatic one “when is there art?/poem?”. From that pragmatist point of view, the idea of “context” allows us to deal with both space (the place where the art work happens) and time (the circumstances when it happens). That means a same object or a same action could or couldn’t be art, which leads us to the question of the context and the intention. For my researches, the context is primordial since Bernard Heidsieck’s poems, which are not exclusively textual, partly inscribe themselves in poetry because of their belonging to the poetry field of diffusion (from the publishing companies to the institutions). In the mean time, these objects don’t become “poems” just because of that poetic context. For those reasons, my project is to try and redefine the term and the field “poetry” and it’s analysis tools, it’s an attempt to build a poetic that would allow us to talk about what I will call the “complex poetic objects” _ complex because they belong to different types of aesthetic regimens _ of Bernard Heidsieck.

Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T18:27:04Z No. of bitstreams: 1 Sandra Delmonte Gallego Honda.pdf: 1087319 bytes, checksum: 0c0c0b62e6a1f150b199c34c68f157a6 (MD5) / Made available in DSpace on 2016-06-09T18:27:04Z (GMT). No. of bitstreams: 1 Sandra Delmonte Gallego Honda.pdf: 1087319 bytes, checksum: 0c0c0b62e6a1f150b199c34c68f157a6 (MD5) Previous issue date: 2016-03-29 / Although not all young people have the reading habit, we believe that all are potential readers; this is not always exploited by the teacher who, in turn, does not observe the student's ability and/or willingness to strengthen the reading, especially literary reading.Thus, the purpose of this research is to analyze the perspective of high school students related to encouragement of reading in Portuguese classes, specifically in Literature. The students are the research subject, as their answers will be the basis for the data collection and analysis. The survey was conducted in an east zone State School in São Paulo, downtown, focusing on students of the 2nd year of high school only. The qualitative method was the one that best responded to the proposed purposes for this research, i.e., the understanding of a real approach which could have the opinions of respondents themselves as a result. We used the observation and a questionnaire with open and closed questions as our method, so we could identify subjects with potential or a reader profile, according to their own personal considerations. In the methodological part, this research reviews the studies of LÜDKE, Menga; ANDRÉ, Marli E.D.A. (1986). FREIRE, Paulo (2009, 2010, 2011); PETIT, Michèle (2008, 2009, 2013) and BAPTISTA, Ana M.H (2011) served as a support for the theoretical foundation, as well as for data analysis obtained. The conclusions of this study enable a much closer understanding of expectations of the potential reader student. / Aunque ni todos los jóvenes tenga nel hábito de la lectura, creemos que todos sean lectores en potenciales; ni siempre eso es explorado por el professor que, a su vez, no observa em el alumno La capacidad y/o la voluntad de profundizar una lectura, sobre todo, la lectura literaria. Por lo tanto, el objetivo de esta pesquisa es analizarla perspectiva del alumno de la Escuela Secundaria em relación al incentivo a la lectura em las clases de Lengua Portuguesa, específicamente, en Literatura. El próprio alumno es el sujeto de la pesquisa, y sus respuestas serán la base para la colecta y análisis de los datos. La pesquisa se realizó en una Escuela Estadual de la zona Leste de São Paulo em um barrio periférico, centrando solamente em los alumnos del 2.º Año del Enseño Secundario. El método cualitativo fuelo que mejor contestó a los objetivos propuestos para esta pesquisa, o sea, la comprensión de um planteo real que resultase de las propias opiniones de los entrevistados. La observación y la aplicación del cuestionario com cuestiones abiertas y cerradas fue el método que utilizamos para la identificación de los sujetos con ese potencial o perfil lector, según sus propias consideraciones. Em la parte metodológica, esta pesquisa revisa los estudios de LÜDKE, Menga; ANDRÉ, Marli E.D.A. (1986). Nos sirvió de soporte para la fundamentación teórica; FREIRE, Paulo (2009, 2010, 2011); PETIT, Michèle (2008, 2009, 2013) y BAPTISTA, Ana M.H (2011) también para el análisis de los datos alcanzados. Las conclusions de este trabajo posibilitaron el entendimiento, de manera más aproximada, las expectativas del al um no lectoren potencial. / Embora nem todos os jovens tenham o hábito da leitura, acreditamos que todos sejam leitores em potencial; nem sempre isso é explorado pelo professor que, por sua vez, não observa no aluno a capacidade e/ou a vontade de aprofundar uma leitura, sobretudo a leitura literária. Diante disso, o objetivo desta pesquisa é analisar a perspectiva do aluno de Ensino Médio em relação ao incentivo à leitura nas aulas de Língua Portuguesa, especificamente em Literatura. O próprio aluno é o sujeito da pesquisa, à medida que suas respostas servirão de base para a coleta e análise dos dados. A pesquisa foi realizada em uma Escola Estadual da zona Leste de São Paulo em um bairro periférico, tendo como foco apenas os alunos do 2º Ano do Ensino Médio. O método qualitativo foi aquele que melhor respondeu aos objetivos propostos para esta pesquisa, ou seja, a compreensão de uma abordagem real que pudesse ter como resultado as opiniões dos próprios entrevistados. A observação e a aplicação de questionário com questões abertas e fechadas foi o método que utilizamos para que pudéssemos identificar os sujeitos com esse potencial ou perfil leitor, segundo suas próprias considerações pessoais. Na parte metodológica esta pesquisa revisa os estudos de LÜDKE, Menga; ANDRÉ, Marli E.D.A. (1986). Serviu-nos de apoio para a fundamentação teórica FREIRE, Paulo (2009, 2010, 2011); PETIT, Michèle (2008, 2009, 2013) e BAPTISTA, Ana M.H (2011) assim como também para a análise dos dados obtidos. As conclusões deste trabalho possibilitam entender, de forma mais aproximada, as expectativas do aluno leitor em potencial.

The text of the Bible projects for its readers a Biblical-textual world. Christians live within the seminal, normative contours of this symbolic Biblical world. In this regard, a Ricoeurian hermeneutics presents a helpful apparatus to the reader of the Biblical text. In his hermeneutical studies, Ricoeur organises his considerations around four poles that operate as guidelines for this study – distanciation, objectification, projecting of a world and appropriation. In this thesis each of these considerations is applied to Proverbs 10:1–15:33 to facilitate an exploration of the symbolic-textual world projected for the reader in this literature. It is the thesis of the study that the proposed reading strategy is, in terms of the threefold movement within postmodern thought – the movements beyond foundations, beyond totalities and towards the Other – a most productive effort. When this reading strategy is utilised for Proverbs 10:1–15:33, with specific reference to the fear of the Lord, the concept of the fear of the Lord is found to have a functional definition within this collection rather than an ontological or theoretical one. With this approach, the fear of Yahweh-proverbs in Proverbs 10:1–15:33 are understood not to be dogmatised, absolute, universal truths but finds, in line with the movement beyond totalities, its authority in the context within which it is applied. Instead of communicating propositional content, which is in line with the movement beyond foundations within postmodern thought, by their power to disclose a symbolic world, it confronts the reader with the Other, in line with the movement toward the Other, and consequently opens up new modes of being, orienting the reader’s practical actions. / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Old Testament Studies / unrestricted

Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.

This dissertation examines the complex story of Korah’s rebellion found in Numbers 16 and 17 utilizing narrative critical theory. This study is first grounded in the context of historical questions surrounding Israel’s emergence as a nation and the narrative’s potential for historical veracity. Many narrative critics do not feel the theoretical necessity to establish the connection between an autonomous text and a historical context. This study does seek to collaborate with historical research, but only as permitted by the data. Though only biblical and tangential evidence supports the historicity of the wilderness sojourn, the narrative accounts should not be repudiated because of philosophical bias or the lack of corroborative extra biblical evidence. Especially important to a literary interpretation of this narrative is the work of source critics who during their own enquiries have identified the fractures and transitions within the story. In considering the text of Numbers 16 and 17, the hermeneutical approach employed in this study carefully endorses a balanced incorporation of the theoretical constructs of the author, text, and reader in the interpretive enquiry. From this hermeneutical approach recent literary theory is applied to the texts of Numbers 16 and 17 focusing particular attention on three narrative themes. First, the narrator’s point of view is examined to determine the manner that information is relayed to the reader so as to demur the rebellion leaders. Though features of characterization are often meager in biblical narratives, there remains sufficient data in this rebellion story to support the aims of the Hebrew writers and does not undermine the reader’s engagement with the story’s participants. Finally, the three separate plotlines in this narrative sustain the dramatic effect upon the readership holding attention and judgment throughout and beyond the story. In sum, this dissertation highlights the powerful contours of this ancient narrative by appropriating the theoretical work of narrative critics. The strategies employed in the writing and editing of this story uniquely condemn the rebels and at the same time serve to elevate God’s chosen leader Moses. / Old Testament and Ancient Near Eastern Studies / D. Th. (Old Testament)

This study focuses on meaning construction as it occurs in the reading act. It explores and challenges the view that the reader usually uses language to construct meaning in a referential way. This study envisages that the reader who engages in a literal reading of the text may encount~r serious epistemological and ontological problems which ensue from such a narrow reading of the text. In the context of the dynamics of meaning construction, this study subsequently problematizes the notion of language vis-avis the notion of subjectivity and representation. It challenges the taken for granted assumption that meaning is pre-ordained and which has to be extracted by a sovereign and authoritative reading subject. The question of precision and correctness of grasping textual content is addressed by exploring those views which seek to go beyond Cartesian representationalism. This study therefore critically explores an alternative reading theory by examining the pioneering dialogical views of earlier theorists to include, ultimately, those subversive attempts of radical theorists. The latter group clearly seeks to subvert and even displace the dialogical reading practices of their predecessors. This study ultimately proposes the notion of a differential reading discourse. Such an integrative theory postulates an alternative theory of reading which in fact provides a more expansive, yet inclusive, framework of reading. This would entail a form of reading which would combat the mere consumption of meanings and acquiescence into ideology-building. It would be a reading framework that is more in keeping with our socio-political reality in South Africa, in which people can enjoy a far more critical and comprehensive view of themselves and of the society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)

This study examines a reader used in grade 1, Den magiska kulan, which is a part of the ABC-klubben series of teaching material. It is level-based, available in three different levels of difficulty, and one and the same class is supposed to share the same reading experience but be able to read the story at the level that each individual pupil has reached. The study analyses linguistic adaptation and elements intended to give motivation in the different books. The study shows that the simplest of the books may not help to increase the pupils’ motivation for reading but can only be regarded as training in decoding. The two more advanced books can give pupils more pleasurable reading because the language is more nuanced and expressive. The pupils thus have the chance to become absorbed in the books, with an understanding for the characters and events.

L’œuvre de Jean-Marie Gustave Le Clézio a déjà donné lieu à de nombreuses investigations, mais celles-ci n’apportent que de rares lumières sur le lecteur potentiel, figure pourtant essentielle du phénomène littéraire. Le rôle de ce lecteur en tant que récepteur de l’œuvre possède une importance particulière dans la qualité de l’acte de communication, car il reçoit le livre avec la somme de ses préjugés et de ses aspirations ; il participe à la production du sens et au développement des thèmes qui parcourent l’œuvre de l’écrivain. Quelle est l’image de lecteur virtuel telle qu’elle est projetée dans le texte de Le Clézio ? Quel est son rôle dans la création de l’œuvre ? Et comment l’auteur s’arrange-t-il pour réduire le plus possible la distance qui risque de s’établir entre l’écriture et la lecture ? Nous tenterons de répondre à ces questions en effectuant une analyse sémiostylistique des recueils de nouvelles de l’écrivain : La fièvre, Mondo et autres histoires, La ronde et autres faits divers, Printemps et autres saisons et Cœur brûle et autres romances. / The work of Jean-Marie Gustave Le Clézio has already been the subject of numerous investigations, but they provide little lights on the potential reader who is nevertheless an essential literary phenomenon. The role of the reader as receiver of the work has a particular importance on the quality of the act of communication because he receives the book with the sum of his prejudices and aspirations. He participates in the production of meaning and development of themes that run through the work of the writer. What is the virtual reader’s image as projected in the text of Le Clézio? What is his role in creating the work? And how does the author manage to minimize the distance between writing and reading? We try to answer these questions by making a sémiostylistique analysis on short story cycles of the writer : Fever, Mondo and Other Stories, The Round and Other cold Hard Facts, Spring and other seasons and Burn Heart and Other Romances.

This thesis examines narratives of the events called ”The War of Religion in Kvistbro”, a violent turmoil that erupted in Närke, Sweden 1843. The events involved persons connected to the Shouter Movement, a pietist inspired revivalist movement, and governmental officials who were ordered to arrest a preacher.A narrative analysis based on a model inspired by Labov and Chatman, is used for examining contemporary local newspaper Nerikes Allehanda's and the revivalist historian E. J.Ekman's narrations of the events. The theoretical framework of this thesis is founded on Charles Tilly's theory of collective violence, and James C Scott's theories of hidden transcripts and weapons of the weak.The results of the analysis indicates that there are three main understandings of the events within the empiric material: a religious framing, a medical framing, and a socio-political reading. The socio-political reading of the narratives implies that the concepts medicine as control, social antagonism, and gender-coded aspects of conflict, emerge from the material.