Orientador: Flávio Ribeiro de Oliveira / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T17:51:26Z (GMT). No. of bitstreams: 1 Waki_Fabio_M.pdf: 1681620 bytes, checksum: bb4e8d870c882bd426e166f15d5cd3f6 (MD5) Previous issue date: 2015 / Resumo: Esta dissertação apresenta uma leitura do poema anglo-saxão Beowulf a partir de leituras dos poemas homéricos. O objetivo é iniciar uma discussão sobre a natureza do paradigma heroico anglo-saxão confiando em parâmetros normalmente utilizados para discutir a natureza do paradigma heroico grego. Sendo a primeira literatura inglesa em geral menos conhecida ao público brasileiro, essa abordagem cruzada busca esclarecer os principais aspectos dessa literatura valendo-se de características análogas encontradas na mais conhecida literatura grega. Embora o estabelecimento de uma diacronia poética conclusiva entre as tradições grega e anglo-saxã seja impossível por causa da insuficiência de paralelos verbais entre o Beowulf e os poemas homéricos, o método comparativo se mostrou eficiente ao destacar que os protagonistas dos três poemas podem ser qualificados segundo parâmetros neutros comuns que não descrevem uma transformação diacrônico-poética, mas sim uma transformação histórico-social. Esse método evidentemente é sincrônico e a descoberta de que o Beowulf, devido a sua forma, é melhor analisado por meio de um método sincrônico é talvez a maior conquista desta pesquisa. Tanto esse poema quanto os poemas homéricos são oriundos da literatura oral, mas, enquanto esses buscam articular de maneira orgânica diversos mitos de uma tradição longeva e dedicada ao culto heroico, aquele busca glosar os principais mitos da tradição germânica do tempo em que foi composto, um tempo em que essa tradição já era dominada pelo cristianismo. Este estudo é essencialmente em teoria literária, mas confia grande parte de seus argumentos em uma metodologia que pertence igualmente à literatura e à linguística: trata-se do close reading, procedimento de análise textual preferido pelos helenistas contemporâneos, sobretudo os do meio anglófono. Adotando tal metodologia, esta dissertação busca chamar atenção para o pensamento desses helenistas e divulgar a literatura anglo-saxã de maneira didática, bem como aproveita para exercitar técnicas de hermenêutica filológica e literária que são as mais atualizadas dentro dos estudos clássicos e amplamente úteis aos estudos literários em geral / Abstract: This dissertation presents a reading of the Anglo-Saxon poem Beowulf based on readings of the Homeric poems. The objective is to initiate a discussion about the nature of the Anglo-Saxon heroic paradigm relying on parameters normally used to discuss the nature of the Greek heroic paradigm. Because the first English literature is in general less known to the Brazilian public, this crossed approach tries to enlighten the main aspects of this literature by making use of analogous characteristics found in the better known Greek literature. Although establishing a conclusive poetic diachrony between the Greek and the Anglo-Saxon is impossible due to insufficient verbal parallels between Beowulf and the Homeric poems, the comparative method was found efficient for evincing that the protagonists of the three poems can be qualified following neuter and common parameters that do not describe a diachronic-poetic transformation, but rather an historic-social one. This method is, evidently, synchronic and the discovery that the Beowulf, due to its form, is better analysed by means of a synchronic method is perhaps this research¿s greatest achievement. This poem and the Homeric poems are products of oral literature, but, while the latter try to organically articulate many myths of a long-lived tradition dedicated to hero cult, the former tries to gloss the most important myths of the Germanic tradition by the time it was composed, a tradition already overwhelmed by Christianity. This study is essentially one in literary theory, but a great part of its arguments relies on a methodology that is as literary as it is linguistic: close reading, the procedure of textual analysis preferred by contemporary Hellenists, especially those from the Anglophone academic milieu. By adopting such a methodology, this dissertation calls attention to these Hellenists¿ thoughts and discloses the Anglo-Saxon literature in didactic fashion. It also takes this opportunity to exercise techniques of literary and philological hermeneutics that are state of the art in Classics and widely useful for literary studies in general / Mestrado / Linguistica / Mestre em Linguística

Cette étude porte sur l’exploration du processus et du phénomène par lesquels l’identité nationale et culturelle des Caraïbes a été construite. Dans la poursuite de cet objectif, deux poèmes majeurs et une pièce de théâtre dramatique de Derek Walcott seront examinés. La première s’agit de son poème épique créole, Omeros, qui se concentre sur les enjeux de l’identité créole et le concept de l’héros national.Étant donnée que la poésie de Walcott est fortement influencée par sa vie personnelle et en conséquence,par la vie dans son pays natal, l'île de Sainte-Lucie, il paraît indispensable à examiner son poème autobiographique, Another Life, qui est un compte rétrospectif de Walcott et son parcours artistiquejusqu’à l’âge de 33 ans. En outre, puisque Omeros met en parallèle la poésie homérique, cette étude bénéficie également d’une exploration de son autre réécriture de la poésie homérique, The Odyssey : aPlay. Cette étude tente à monter que ces deux réécritures se sont complémentaires : le poème épique antillais est la quête d’identité du point de vue du sujet colonial, tandis que la pièce de théâtre dramatique antillaise est la quête d’identité de la perspective du colonisateur. L’étude de la poésie et des pièces de théâtre dramatiques de Walcott nous aident à percevoir les façons dont le poète antillais tente à déconstruire l’importance de la tradition littéraire occidentale à travers la réécriture de la poésie homérique. Cette tradition perpétue l’opposition binaire de supériorité/infériorité qui joue un rôle déterminant dans la construction de l’identité d’un individu. En déplaçant les personnages et la littérature de Saint Lucie de leur emplacement dans les marges vers le centre, Walcott décentre la poésie homérique, et la littérature occidentale. Créolisation, Colonialisme, Postcolonialisme,Déconstruction, Poésie homérique, Histoire, Mémoire, Réécriture / This thesis seeks to explore the process and phenomenon through which Caribbean national and cultural identity has been constructed. In order to achieve this goal, two of Derek Walcott’s major poems and one of his dramas have been chosen. The first is his Creole epic poem, Omeros, which concentrates on the issues of Creole identity and the concept of national hero. Since Walcott’s poetry is highly influenced by his personal life and consequently life in his homeland, the island of Saint Lucia, it seems indispensable to study his autobiographical poem, Another Life, which is Walcott’s retrospective review of his artistic journey until the age of 33. Moreover, since Omeros draws parallelswith Homeric epics, it seems highly beneficial to this study to include his other rewriting of Homericepics, The Odyssey : a Play. This study makes an effort to show that these two rewritings are complementary to each other: the West Indian epic poem is the quest for identity seen from the point of view of the colonized subject, whereas the West Indian stage drama is the quest for identity from the colonizer’s perspective. Studying Walcott’s poetry and dramas helps one perceive the ways in which the West Indian poet makes an effort to deconstruct the importance of the Western literary tradition through rewriting the Homeric epics. This tradition perpetuates the binary opposition of superiority/inferiority which plays a seminal role in the construction of individual identity. By displacing the Saint Lucian characters and literature from their place in the margins to the center, Walcott decenters the Homeric epics, and Western literature. Creolisation, Colonialism, Postcolonialism,Deconstruction, , History, Memory, Rewriting

The object of education in the United States is development of the human being as a person and as a citizen in a democracy. In high school that person is a youth--one whose needs for development are common to the democratic tradition of every age. The greatest wealth of any nation is its human beings. A person is whole and unified, yet he possesses many avenues through which life is realized, experiences are enlarged and control is secured over materials and forces. In view of the objectives above, it is planned to present in the paper a discussion of the way in which Virgil reveals the qualities which if acquired characterize youth as honorable, upright and noble characters. In chapter two which follows, each quality is exemplified by several noteworthy illustrations from the Aeneid. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 20).

Scholars have long argued that the rhetorical concept of aemulatio best describes the tie between Milton’s Paradise Lost and Klopstock’s Messias. Against the backdrop of an emerging German national literature, Klopstock’s intention was not to merely imitate but to surpass his English predecessor. This view certainly has some merit, particularly since Klopstock himself alluded to this intention.However, crucial differences in aesthetics are obscured if the Messias is read in this sense. In order to challenge this common notion of the relationship betweenMilton and Klopstock, I analyze concepts of space and divine presence in both epic poems. I show how both Milton and Klopstock presented specific poetic solutions to problems in aesthetics and theology posed by their respective historical ‘situation’ (P. Tillich).

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Thesis (MPhil (Ancient Studies)--Stellenbosch University, 2008. / Chapter 1 begins by giving the 21st century reader of the Aeneid insights into the innovative socio-cultural environment of the Augustan Age. Following this is an investigation into the societal and cultural importance placed on the Four Cardinal Values in Augustan Age society. Virgil’s attitude to war has been a perennial topic of debate amongst Virgilian scholars. The focus of chapter 1 becomes more specific as it examines Virgil’s personal history, the socio-cultural environment of his childhood and the influence this may have had on his adult opinion of war and the way it is expressed in the Aeneid. An aspect of Virgil’s personal history that is fundamental to understanding his social context, is his relationship with Emperor Augustus. To conclude chapter 1, this is investigated with specific reference to two episodes in the Aeneid. In chapter 2, attention is given to particular aspects of Virgil’s portrayal of Aeneas’ heroic nature. The chapter opens with an examination of Virgil’s representation of Aeneas’ imperfect heroism, then suggests possible reasons behind the inclusion of ambiguity in this characterization. In addition to this, the question of Homeric characteristics in Virgil’s Roman hero is investigated. Chapter 2 then examines the more positive aspects of Virgil’s depiction of Aeneas’ heroism, concluding with a discussion on the favourable interpretation by Augustan Age Romans of Virgil’s demonstration of Aeneas’ heroic nature. Chapter 3 is devoted to a discussion of the manner in which Virgil’s environment influenced his presentation of Aeneas’ personal interactions. Prior to addressing the actual relationships, the chapter explores the question of Virgil’s characterization of Aeneas as somewhat uncommunicative in the epic. This chapter then concentrates on two main facets of Virgil’s portrayal of Aeneas’ personal relationships, i.e. those with family members and those with relevant non-family members that illustrate the extent to which Virgil’s social context influenced his composition of this poem. In conclusion, this study summarises the importance of viewing the Aeneid in its correct context. A bibliography is appended.