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Orientador: Norma Wimmer / Banca: Guacira Marcondes Machado Leite / Banca: Roxana Guadalupe Herrera Álvarez / Resumo: Este trabalho tem como objetivo analisar três obras fantásticas - "La cour d'Artus" (1816) e "La leçon de violon" (1819), de E. T. A. Hoffmann (1776-1822), e "Le chef-d'oeuvre inconnu" (1831), de Honoré de Balzac (1799-1850) - para confirmar a proximidade entre o fantástico balzaquiano e o hoffmanniano, uma vez que ambos o manifestam por meio das mentes perturbadas de suas personagens. Tomando como base os estudos de Todorov (1970), Castex (1974), Vax (1974) e Schneider (1985), explicitar-se-á como a literatura fantástica era desenvolvida no século XIX, para evidenciar como os autores do corpus contribuem nesse contexto, visto que seus contos distanciam-se do conto fantástico tradicional. Por meio de estudos como os de Bessière (1974), Roas (2001) e Batalha (2003), mostrar-se-á a relação do fantástico com os debates relativos ao sujeito de cada época, enfatizando o sujeito do século XIX e o contexto de produção dos contos a serem analisados. Estudos sobre loucura na literatura fantástica, como o de Ponnau (1997), serão usados para demonstrar como a figura do louco é trabalhada no fantástico e, em relação ao corpus, evidenciar o poder destruidor da mente sobre o corpo. Por se tratar de um trabalho que remete à área da literatura comparada, a noção de intertextualidade, de acordo com Kristeva (1974) e Samoyault (2008), também será útil para a análise do corpus / Abstract: This work aims to analyze three fantastic works - "La cour d'Artus" (1816) and "La leçon de violon" (1819), by E. T. A. Hoffmann (1776-1822), and "Le chef-d'oeuvre inconnu" (1831), by Honoré de Balzac (1799-1850) - to confirm the proximity between the fantastic conducted by each one, since both express the fantastic through the troubled minds of his characters. From the studies of Todorov (1970), Castex (1974), Vax (1974) and Schneider (1985), we will investigate how fantastic literature was developed in the nineteenth century, in order to highlight how the authors contributed in this context, since their stories deviate from the traditional fantastic tale. Through studies such as Bessière (1974), Roas (2001) and Batalha (2003), we will show the relationship between the fantastic and the discussions on the subject of each epoch, emphasizing the subject of the nineteenth century, context in which the stories that we will analyze were written. Studies that deal with madness in fantastic literature, such as Ponnau (1997), will be employed to demonstrate how the figure of the madman is crafted, and, in relation to the corpus, to highlight the destructive power of mind over body. Because it is a study which refers to the area of comparative literature, the notion of intertextuality, according to Kristeva (1974) and Samoyault (2008), will also be useful during the analysis of the corpus / Mestre

The goals of higher education often entail the development of students' character. Rarely, however, are these character development goals connected to the unique design and delivery of distance education programs. Additionally, the research literature that explores the character development aspects of distance education is sparse. Thus the purpose of this study is to contribute to the understanding of how character development may occur in a distance context. Taking a hermeneutic phenomenological approach, I examined instructor and student perceptions of character development in a fantasy literature independent study course. Findings indicate that students perceived development of traits and strengths in the following areas: moral character (moral desires, moral discernment, and moral courage); relational character (improved relationships, open-mindedness, the sharing of learning with others, and improved communication); spiritual character (humility, faith, hope, and charity); and performance character (self-discipline and self-directedness in learning, analytical and deep approach to learning, imagination and creativity, appreciation of literature, motivation to continue education, and self-confidence). Participants also perceived a variety of corresponding approaches, methods, factors, and influences for bringing about such character development, such as (a) the applicability of literary themes and character attributes and experiences to their lives; (b) the conversational nature of the instruction (an invitational and deep learning approach, preparation for reading and analyzing the literature, offering choices to enhance engagement and relevance, asking questions that promote analysis and personal connections with the literature, affording multiple opportunities to write, and providing timely, encouraging, and helpful feedback); (c) a trusting, respectful, and friendly relationship between the student and instructor (obtained through the instructional conversation and the instructor's personal and engaging writing style, personalizing contacts, being helpful and showing concern, and being sincere and honest); (d) the independent study context (flexibility in time and location and a more independent learning experience); and (e) the students' readiness and agency (choices, initiative, and effort). Students also perceived interrelationships among these elements. The study offers possible implications for character development in the context of distance education, as well as directions for future research.

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Made available in DSpace on 2016-05-17T16:51:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-10. Added 1 bitstream(s) on 2016-05-17T16:54:55Z : No. of bitstreams: 1 000863941.pdf: 776229 bytes, checksum: abbaafb75d6390fc7a4b1d25494ca9e7 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O duplo há muito tempo está presente na literatura e passou a ser mais recorrente a partir do século XVIII, no Romantismo. Vários escritores produziram obras que dão destaque ao tema. E, por estar na literatura das mais diversas formas, trazendo os mais diversos significados, o duplo proporcionou e proporciona, consequentemente, diversos estudos. Esta dissertação é resultado de uma pesquisa que teve por objetivo principal a realização da análise interpretativa do duplo, sob perspectiva da literatura fantástica, na obra da escritora contemporânea espanhola Cristina Fernández Cubas (1945-). Para a realização da análise, foi feita a seleção dos seguintes contos: Lúnula y Violeta (1980), En el hemisferio sur (1983), Helicón (1990), La mujer de verde (1994), La fiebre azul (2006) e El moscardón (2006). No desenvolvimento da pesquisa, foi feito o estudo do duplo na literatura, do fantástico e do gênero conto. Tais estudos, serviram de base para a realização das análises interpretativas dos contos. Em relação ao suporte teórico, citamos, em especial: Juan Herrero Cecilia (2000, 2011), Sigmund Freud (1976), Nádia Battella Gotlib (1998), Carl Gustav Jung (1987), Rebeca Martín López (2006), Otto Rank (1939), David Roas (2011), Clément Rosset (2008) e Teresa Martín Taffarel (2001). Das considerações finais do trabalho, destacamos: a constante presença da abordagem do processo criativo do escritor por meio da figura do duplo e, inseridas em meio à narrativa, discussões e reflexões sobre o tema do duplo e o gênero fantástico. Em relação ao duplo, este apresenta-se das mais diversas formas, prevalecendo o duplo subjetivo. Em suma, na maior parte dos contos analisados, o tema está relacionado à questão da identidade e associado ao fantástico / The double has been long present in literature and it became a recurring theme since the Romantic period in the 18th century. Many writers have highlighted the double in their works. As the double has been represented in a variety of ways and acquired varied meanings, it has been subject of several studies. This thesis results from a research that had as main goal to perform, from the perspective of the fantastic literature, an interpretative analysis of the double in the work of the contemporary Spanish writer Cristina Fernández Cubas (1945 - ). To do such analysis, we have selected the following short stories: Lúnula y Violeta (1980), En el hemisferio sur (1983), Helicón (1990), La mujer de verde (1994), La fiebre azul (2006) and El moscardón (2006). During the research we have studied the double in literature, the fantastic and the short story genre. Such studies constitute the basis for our interpretative analysis of the above short stories. As theoretical framework, we have used the works: Juan Herrero Cecilia (2000, 2011), Sigmund Freud (1976), Nádia Battella Gotlib (1998), Carl Gustav Jung (1987), Rebeca Martín López (2006), Otto Rank (1939), David Roas (2011), Clément Rosset (2008) and Teresa Martín Taffarel (2001). From the final remarks of this study, we draw attention to: the constant approach of the creative process of the writer by means of the double and the discussions, inserted throughout the text, on both the double and the fantastic genre. Relating to the double, it appears in several ways, but the subjective double prevails. In most cases, in the analyzed short stories, the double is related to the question of identity and associated with the fantastic

Made available in DSpace on 2015-03-03T11:52:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-04-23Bitstream added on 2015-03-03T12:07:09Z : No. of bitstreams: 1 000810225.pdf: 2886425 bytes, checksum: 5b5b22803525fa83c393e5e610114b6f (MD5) / O presente trabalho apresenta uma reflexão acerca da configuração das personagens fantásticas femininas nas três seguintes obras: “Ojos Verdes” (1861), de Gustavo Adolfo Bécquer; “Mi vida con la ola” (1949-50), de Octavio Paz e “Historia del lagarto que tenía la costumbre de cenar a sus mujeres” (1993), de Eduardo Galeano. Tendo em vista a perspectiva dos estudos mitocríticos que contemplam o aspecto ancestral do feminino maléfico, observa-se o modo como se produzem as manifestações da mulher fatal, vinculada ao feminino terrível e às águas nas literaturas de diferentes épocas. Analisa-se, assim, a representação simbólica que denominamos mulher-sereia, imagem que, repleta da carga mítica, se apresenta nos três contos construindo a figura arquetípica de mulher sedutora e atraente, mas causadora de danos, perigosa e por vezes, fatal. Atenta-se, ainda, para a questão do gênero literário nos referidos contos, analisando sua construção através da personagem feminina, enquanto representação do fenômeno insólito que aparece nas narrativas / This work presents a reflection about the configuration of fantastic female characters in the following three works: “Ojos Verdes” (1981), by Gustavo Adolfo Bécquer, “Mi vida con la ola” (1949-50), by Octavio Paz and “Historia del lagarto que tenía la costumbre de cenar a sus mujeres” (1993), by Eduardo Galeano. In view of the mythcritical studies prospect that comtemplates the malefic female ancestral aspect, observe the way that they produce the manifestations of the femme fatale, linked to the terrible female and to the waters in different times. Thus analized a symbolic representation that we call mermaid-woman, a image that, full of mythical load, presents in these three tales on contours of the archetypal figure of seductive and attractive woman, but damage causer, dangerous and sometimes, deadly. Also, attentive to the literary genre issue in these tales analyzing its construction through the female character, as an unusual phenomenon representation in the narratives

Orientador: Maria Celeste Tommasello Ramos / Banca: Adriana Lins Precioso / Banca: Marisa da Gama-Khalil / Banca: Arnaldo Franco Júnior / Banca: Humberto Perinelli Netto / Resumo: O presente trabalho tem como objetivo analisar as obras Incidente em Antares, de Érico Veríssimo, e Io e Lui, de Alberto Moravia, no tocante à relação entre o Fantástico e a crítica social, esta entendida como resistência. Compreendemos o conceito de fantasia de modo amplo, como aquele que abarca várias vertentes, e veremos como, nos romances italiano e brasileiro, que foram ambos escritos em 1971, os elementos da fantasia se inserem na alegoria do contexto extraliterário de modo a trazer à interpretação dos textos a noção de violação e questionamento do real, que o Fantástico pressupõe, estendido ao contexto político e social. Enquanto, na obra de Veríssimo, o tema fantástico dos mortos que se levantam corrobora para a denúncia das incongruências do poder durante a Ditadura Civil-Militar brasileira, na obra de Moravia, o tema do duplo será consoante com a crítica aos efeitos desestabilizadores, sobre o indivíduo, do panorama cultural da Itália a partir da década de 1960, período marcado pelos primeiros movimentos populares que anunciaram o arrefecimento da chamada "Era de Ouro" dos países europeus desenvolvidos. As obras italiana e brasileira convergirão, portanto, no modo de apresentar o insólito como elaboração estética de absurdos reais de sua época / Abstract: The present study aims at analysing the works Incidente em Antares, by Érico Veríssimo, and Io e Lui, by Alberto Moravia, regarding the relationship between fantasy and social criticism as resistance in literature. We consider the concept of fantasy as the one that encloses various narrative strands, such as the Fantastic, Gothic and Magical Realism, to investigate how the allegory of the social context composed in the novels, which were both published in 1971, embrace fantastic elements in order to question paradigms of reality extended to the interpretation of political and social context by the means of the notion of transgression posed by the fantastic mode. While in the novel by Veríssimo the fantastic element of dead coming back to life supports the exposure of the absurdities of the political power during the military dictatorship in Brazil, in the novel by Moravia the element of the divided self, the double, interacts with the criticism of the disrupting effects on the individual caused by social and cultural aspects of Italy lingering from the late 1960s, a time marked by popular movements that led to downward revisions about the period known as "The Golden Years" in develpoed european countries. The italian and brazilian novels studied in this thesis will thus converge in approaching fantasy as an aesthetic response to certain absurdities of reality itself / Riassunto: Lo scopo del presente lavoro è analizzare le opere Incidente em Antares, di Érico Veríssimo, e Io e Lui, di Alberto Moravia, nei confronti della relazione tra il Fantastico e la critica sociale, questa intesa come resistenza. Comprendiamo il concetto di fantasia a modo ampio, come quello che riguarda diverse diramazioni, e vediamo come, nei romanzi italiano e brasiliano, tutte e due scritti nel 1971, gli elementi della fantasia si inseriscono nell'allegoria del contesto storico facendo sì che sull'interpretazione incida la nozione di violazione e questionamento del reale, che il Fantastico presuppone, ed essa sia estesa al contesto politico e sociale. Se, da un lato, nell'opera di Veríssimo, il tema fantastico dei morti che si rialzano collabora con la denunzia delle incongruenze del potere durante la dittatura civile-militare brasiliana, nell'opera di Moravia il tema del doppio sarà coerente con la critica agli effetti di disorientamento sull'individuo risultanti dal panorama culturale dell'Italia a partire dagli anni sessanta del Novecento, compreso gli Anni di Piombo, con i movimenti popolari che indicarono il trattenimento della chiamata "Età d'oro" dei paesi europei sviluppati. Le due opere, in Ialia e nel Brasile, coincidono nel suo modo di presentare l'elemento insolito come espressione estetica di assurdi reali dell'epoca / Doutor

Cette thèse, au carrefour de la traductologie et des études littéraires, se présente sous la forme d’une étude de cas prenant pour point de départ les liens d’influence entre deux écrivains, l’Irlandais Lord Dunsany et l’Américain H. P. Lovecraft. Leurs œuvres se construisent autour de mondes fictionnels où se conjuguent panthéons originaux, visions oniriques et voyages fantastiques. Par une approche descriptive et contrastive, on se propose d’éclairer comment cette démarche mythopoétique fondatrice a également marqué les divers projets de traduction et retraduction qui se sont succédé sur un peu plus d’un siècle.Dans cette perspective, cette recherche se fonde sur une conception de la traduction au sens large comme réécriture et allie plusieurs points de vue (sociologique, culturelle, stylistique) afin d’analyser la manière dont ces œuvres et le mythe qu’elles véhiculent sont reçues et se transmettent. En effet, le mythe naît précisément de la répétition de récits sans cesse régénérés, laissant toujours place à la variation, et le plaisir du mythe vient en partie de ce que lecteur reconnaisse, dans l’histoire qu’on lui conte, un récit familier bien que renouvelé qui pourra faire naître en lui le désir de le transmettre à son tour en se l’appropriant.Il apparaît alors possible de distinguer la spécificité d’une traduction mythopoétique dans le cadre de ce pan particulier des littératures de l’imaginaire, et de mettre au jour une vision nouvelle du ludique en traduction : en faisant appel à la complicité de lecteurs-joueurs qui deviennent à leur tour agents de leur transmission et de leur réception dans le champ littéraire français, ces œuvres se font textes-mondes, s’ouvrent à la démultiplication, à la réécriture et au partage, et traduisent un désir d’enchantement participatif qui, jusqu’à aujourd’hui, n’a cessé d’aller croissant. / This dissertation stands at the crossroads of translation and literary studies and focuses on the case of two fantasy authors, Lord Dunsany and H. P. Lovecraft. One having inspired the other, they are both creators of fictional worlds marked by made-up cosmogonies, dream visions and fantasy journeys. Through comparison and contrast, we propose to highlight how the mythopoeic approach which their stories stem from has also shaped the various translation and retranslation projects in France over the past century.From this perspective, this research elaborates on a broad conception of translation as rewriting and relies on sociological, cultural and stylistic approaches in order to analyse how these works and the myth they convey have been received and transmitted. Indeed, myth is born from the endless repetition and regeneration of stories and includes variation as a characteristic; the pleasure derived from myth comes from the readers recognizing a familiar story under a new garment, before passing it on in their turn.It then becomes possible to delineate the specificity of mythopoeic translation as regards to this particular facet of fantasy literature, and to establish a new vision of play within translation: these works, triggering both attachment and complicity in readers who become players of a game of transmission, ensure their reception in the French literary field and become text-worlds. Demultiplied, rewritten, shared, they translate an evergrowing desire for participative enchantment.

This study examines pedagogical patterns associated with wizard, witch, and fairy archetypes in fantasy literature. The fact that magic exists in fantasy literature as a mysterious and elusive element allows narratives to maintain and validate various means of knowledge acquisition – one archetypal form, such as a wizard, pursues a radically different mode of pedagogical engagement with magic than another archetypal form, such as a fairy. According to Carl Jung, archetypes are anchored by ancient elements of mythological lore, yet continuously shape-shift in the present day. My qualitative research process involved close readings of selected passages in popular works of fantasy literature, selected for analysis based on their salient educational themes as well as a presence of witches, wizards, and fairies. I examine how archetypes in fantasy literature frame various approaches to education, investigating whether these pedagogical multiplicities tend to re-codify magic itself. I investigate how these archetypes acquire, dispel, manipulate, and embody magic with opposing or unique tactics, while considering how each archetype confronts the unknown. I also reflect on the relevant folkloric and mythic dimensions of each archetype, examining the extent in which the magical discourse surrounding each archetype relates to ideas about teaching and learning. Each archetype presents pedagogic nuances, subtle parallels, layers, and metaphorical veins of meaning. How does education in fantasy literature establish broad and vexing challenges to the realities that we are familiar with or conscious of in the everyday contemporary educational field? Are there idiosyncratic pedagogical possibilities (and impossibilities) through archetypal representations in fantasy literature, allowing for multifaceted and meaningful representations of teaching and learning? I find that each archetype’s distinct pedagogical model includes variations as well as overlapping representations of creative agency, amplified possibilities, enhanced notions of growth, radical receptivity, calls for empathy, and visions of transformation. After examining each archetype in consecutive chapters, my conclusion summarizes the prismatic meaning of their pedagogical engagements, while reflecting on the implications and cross-pollination of education and magic. The intersection of praxis and knowledge for each archetype induces a mythopoeic imagination in relation to education, as each reconciles and renews significant transformational elements of pedagogy.