Nathaniel Hawthorne uses Miles Coverdale to depict the process by which an individual reconstructs past experience into an emotionally and intellectually acceptable form. Through Coverdale's narrative, Hawthorne illustrates that truth is at best an approximation, that the transformational effects of time and distance obscure one's memory of remembered events, thus making absolute truth impossible to discover. As Coverdale attempts to understand his past--reordering, reassessing, and assigning it significance--a subjective interpretation of his past experience evolves. It iLs Coverdale's subjective interpretation of experience which Hawthorne presents in The Blithedale Romance; the ambiguity and mystery of Coverdale's narrativeare necessary to the design of the romance, for both elements characterize the area between truth and imagination in which experience is perceived and interpreted.

This literary study examines the formulation of masculinity in Syrian novels authored by women. The thesis covers the period between 1959 and 2000, corresponding to both the development of the female-authored novel in Syria and the creation of the modern Syrian state. This research engages with studies of masculinity in general and literary masculinity studies in particular. Drawing on the seminal work of Raewyn Connell as well as engaging with studies on masculinity and feminine narratology in Swedish, English and Arabic, the thesis analyses the formulation of literary masculinity through the fictional societies’ ideal masculinity on the one hand, and the female characters’ views and reactions to masculinity on the other. From a general survey of the field, 34 novels undertaking the formulation of gendered relations were identified and chosen for this study. From this selection, five themes emerged, forming the foundation of this thesis’ main chapters. The five themes explore, in turn, how stereotypes are utilised to critique gender roles, ways in which male and female characters collaborate to formulate gender norms, how female characters capitalise on patriarchy in order to enhance their lives, male characters as symbols for social and political change and finally, the difficulties included in the performance of masculinity. Each theme is exemplified through one novel, which is analysed in detail. Throughout the five chapters, the main novel chosen for analysis is put into conversation with other novels with similar themes but from different decades. This allows for an examination of changing ideals of masculinity in addition to the theme itself. The first theme, how stereotypes are utilised to critique gender roles, is studied through a close reading of al-Ẓahr al-‘ārī (The Naked back) by Hanrīyit ‘Abbūdī. The analysis illustrates how the expected normative behaviour of men and women is utilised in order to comment on the formulation of gender roles. The chapter further demonstrates ways in which what is seen as gender specific behaviour can be appropriated by the opposite gender. This is further developed through the examination of female writers taking over the male voice through a first person male narrator. The second theme, ways in which male and female characters collaborate to formulate gender norms, is discussed through a close reading of the novel Khaṭawāt fī al-ḍabāb (Steps in the fog) by Malāḥa al-Khānī. This chapter illustrates the similar expectations that both male and female characters have on their sons and fellow male characters. This includes taking on the role of provider and protector, even in the cases where the female characters are able to look after themselves. The third theme, how female characters capitalise on patriarchy in order to enhance their lives, is elaborated through a close reading of Ayyām ma‘ahu (Days with him) by Kūlīt Khūrī. This theme demonstrates how the female character constructs herself and her world around the idea of a perfect male, whom she thinks will save her. The analysis examines what is seen as ideal traits in a man. It further discusses the change of the female character and how her initial utilisation of patriarchal structure transforms into a critique of the same structure. The fourth theme, male characters as symbols for social and political change, is seen through a close reading of Dimashq yā basmat al-ḥuzn (Damascus, o smile of sadness) by Ulfat al-Idlibī. The chapter connects between changing social ideals and ideal masculinity. Through Bayrūt 75 (Beirut 75) by Ghāda al-Sammān, the fifth theme, the difficulties included in the performance of masculinity, is studied. The problematic masculinity presented is then put in contrast with what appears to be a suggestion that a performance of femininity could be an alternative to unsuccessful masculinity. Whereas the novels differ in their presentation of masculinity and the utilisation of ideal masculinity, they agree on a set of core traits summarised in a hegemonic ideal of masculinity as an ability to provide and protect. The ways in which this should be performed is however closely connected to the female characters’ ideas of emancipation and women’s rights. The female writers’ formulation of masculinity can hence be said to mirror the development of the female characters and their awareness of women’s rights. The thesis hopes that its original contribution to knowledge is the identification and examination of constructed masculinities in Syrian female-authored fiction. Moreover, this thesis studies a body of Syrian fiction previously largely unstudied in Western academia, and in a framework of Swedish, English and Arabic secondary sources.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2019-03-11T12:51:29Z No. of bitstreams: 2 Renan_ Bini_2018.pdf: 6613248 bytes, checksum: b2059343e8cfa1be4e70c622bcf0c1cf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2019-03-11T12:51:29Z (GMT). No. of bitstreams: 2 Renan_ Bini_2018.pdf: 6613248 bytes, checksum: b2059343e8cfa1be4e70c622bcf0c1cf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-10-09 / This research aims at investigating the use of the first person of plural in journalistic texts, so, it is taken into account the hypothesis that this subject of discourse can add epistemic modalization and different sense instances to the text, which are associated to ethos, pathos and logos categories of Rhetoric. Cutouts with occurrences on the first person of plural are analyzed in the text named as Feminist Conscience and Struggles: conquests and challenges in Brazil. This text shows the dossier Perceptions of Feminine and Feminist Actions, published in Cult/Edition Journal, 210/2016. The first query of this research is: could the first person of plural form delimit modifying effects in journalistic texts, as it happens in the cutouts selected for this analysis? Thus, in order to answer this demand, the overall goal of this research was verifying how the first person of plural works, as a modifying element and a rhetoric characteristic, in the text Conscience and feminist struggles: achievements and challenges in Brazil, concerning the Perceptions of Feminine and Feminist Actions dossier, in Cult Magazine. Thus, this study is explained by the state of art achievement has shown that there is little research on the PPP operation in journalistic texts and few researches that consider the PPP a rhetorical strategy. Regarding the use of this person's speech as a modalization strategy, no research was detected in the consulted academic databases. So, according to this subject, there is a perspective that discussion in journalistic texts is built up from the relationship among the text producer, textual subject-matter and the public-reader; and that the text producer handles with linguistic resources to act out on audience, in order to guide the meaning production when choosing content that will verbalize as well as how to do it, adhering to modalization. Thus, the theoretical basis of this research is constituted of research on Modalization and Rhetoric. Considering the evaluation of modification phenomena, there was some reflection on proposals such as those ones of Castilho and Castilho (1993), Campos (2001), Koch (2002), Miranda (2005) and Corbari (2013). Therefore, Mosca (2001), Aristotle (2017), Massmann (2017) and Perelman and Olbrechts-Tyteca (2017), among other researchers were studied to evaluate the rhetorical process. Sociolinguistic guidelines are also considered regarding the use of pronoun "we", as it can be observed in Lucchesi's proposal (2009), since it is a recurrent linguistic impress in corpus, considering engagement way of the text producer with the other persons of the discourse, although the author proposes categories when observing oral texts and this research aims at analyzing the written ones. The analyzes of the selected cutouts have shown that this person of discourse presents three dimensions of meaning in the text. It is highlighted that, although it concerns about a person of the discourse, the linguistic resource guides the senses in the text, if it is considered duly associated to the content of statements and image that is built of the text producer with the likely audience. / Investiga-se, por meio desta pesquisa, o uso da primeira pessoa do plural em texto jornalístico, considerando a hipótese de que essa pessoa do discurso pode agregar ao texto modalização epistêmica e diferentes instâncias de sentido vinculadas às categorias ethos, pathos e logos da Retórica. Tomam-se para análise recortes com ocorrências da primeira pessoa do plural no texto Consciência e lutas feministas: conquistas e desafios no Brasil, texto que apresenta o dossiê Percepções do Feminino e Ações Feministas, publicado na Revista Cult/Edição 210/2016. Parte-se da seguinte pergunta de pesquisa: A marca verbal de primeira pessoa do plural poderia demarcar efeitos modalizadores em textos jornalísticos, a exemplo do que ocorre nos recortes selecionados para esta análise? Para responder à problemática, tem-se o objetivo geral de verificar o funcionamento da primeira pessoa do plural, como elemento modalizador e como marca retórica, no texto Consciência e lutas feministas: conquistas e desafios no Brasil, do dossiê Percepções do Feminino e Ações Feministas, da Revista Cult. O estudo justifica-se considerando que a realização do estado da arte demonstrou que há poucas pesquisas sobre o funcionamento da PPP em textos jornalísticos e poucas pesquisas que consideram a PPP uma estratégia retórica. Já em relação à utilização desta pessoa do discurso como uma estratégia de modalização, não foram encontradas pesquisas nos bancos de dados acadêmicos consultados. Para esta proposição, parte-se da perspectiva de que a argumentação em textos jornalísticos se constrói a partir da relação entre o produtor do texto, a argumentação textual e o público-leitor; e de que o produtor do texto manipula recursos linguísticos para agirem sobre a plateia, orientando a produção de sentidos ao escolher o conteúdo que vai verbalizar e a forma de fazê-lo, imprimindo modalização. Assim, a base teórica desta pesquisa é composta, principalmente, por pesquisas sobre Modalização e Retórica. Considerando a avaliação dos fenômenos de Modalização, refletiu-se sobre propostas como as de Castilho e Castilho (1993), Campos (2001), Koch (2002), Miranda (2005) e Corbari (2013). Já para a avaliação da tessitura retórica, considerou-se Mosca (2001), Aristóteles (2017), Massmann (2017) e Perelman e Olbrechts-Tyteca (2017), entre outros pesquisadores. Também se consideram orientações da Sociolinguística relativas ao uso do pronome “nós”, como a proposta de Lucchesi (2009), visto que se trata de marca linguística recorrente no corpus, considerando a forma de engajamento do produtor do texto com as outras pessoas do discurso, embora o autor proponha categorias ao observar textos orais e nesta pesquisa objetiva-se analisar textos escritos. As análises dos recortes selecionados demonstram que esta pessoa do discurso apresenta, no texto, três dimensões de sentido. Nota-se que, apesar de se tratar de uma pessoa do discurso, o recurso linguístico orienta os sentidos no texto, se considerada devidamente atrelada ao conteúdo dos enunciados e à imagem que se constrói do produtor do texto com a provável plateia.

Baseada na abordagem da cognição enativa (VARELA, F.,1990), a temática principal deste estudo tem como objetivo abordar o acesso e exploração dos conhecimentos pré-refletidos numa experiência vivida em primeira pessoa. Para tanto, primordialmente, utiliza-se como eixo teórico, o desenvolvimento husserliano (1913/2006) sobre a redução fenomenológica-èpoché. Por sua vez, o fio condutor do desenvolvimento da práxis da pesquisa, orienta-se pelos estudos dos pesquisadores Depraz, Varela e Vermersch (2003) que a partir da releitura da obra de Husserl, propõem uma abordagem pragmática da experiência de como podemos nos tornar cientes da nossa própria consciência em ação, denominada de devir-consciente. Esta modalidade de atenção é acessada em primeira pessoa e para ser alcançada necessita ser cultivada. Na pesquisa que realizamos, os eventos em primeira pessoa aconteceram a partir de experiências de aprendizagem da matemática vivenciadas por dois alunos que apresentaram dificuldades de aprendizagem nesta área do conhecimento: ambos alunos frequentavam o Laboratório de Aprendizagem (LA) da Rede Municipal de Ensino de Porto Alegre. Utilizou-se a técnica da Entrevista de Explicitação (VERMERSCH, P.,2003) com os alunos durante as sessões de aula do LA, como instrumento de acesso aos conhecimentos pré-refletidos e como ferramenta de intervenção pedagógica para o acolhimento de breakdowns e cultivo do processo de devirconsciente. Esta técnica foi criada por Vermersch (2003), sendo embasada nos pressupostos da fenomenologia husserliana e na teoria de Piaget (1973,1977) sobre a tomada de consciência. O estudo sugeriu que é possível desenvolver nos alunos o cultivo da habilidade de torná-los cientes do seu fluxo cognitivo. Esta possibilidade foi alcançada a partir de um trabalho prático e disciplinado de atenção e acesso às experiências singulares de aprendizagem e conhecimentos ainda pré-egóicos e portanto, pré-refletidos nos alunos. Igualmente, o emergir dos momentos de breakdowns demonstraram ser sinalizadores importantes (DE-NARDIN, SORDI, 2007) e que, quando acolhidos pelo aluno e professor, podem servir como disparadores do processo de devir-consciente. Do ponto de vista da cognição, o desenvolvimento desta modalidade atencional que resgata os conhecimentos pré-refletidos do aluno, pode trazer a tona um manancial de conhecimentos e saberes teoricamente acessíveis, porém usualmente pouco explorados em situações de ensino-aprendizagem. / Based on the enactive cognitive approach (VARELA, F.,1990) , the main theme of this study is concerned to the access of one’s pre-reflected knowledge in a vivid experience in first person. The main theoretical ground comes from Husserl´s phenomenological development of èpoché (1913/2006). In turn, the main stream of the research praxis is guided by studies performed by researchers such as Depraz, Verela and Vermersch (2003), who reread Husserl’s work and proposed a pragmatic approach of the experience of becoming-aware of one’s own awareness in action. This modality of attention can be accessed in first person and, to be achieved, it needs to be cultivated. In this research, the first person events were developed in math learning experiences lived by two students who showed learning disabilities in that field. Both students attended the Learning Laboratory (LL) in a municipal public school of Porto Alegre. The Explicitation Interview Method (VERMERSCH, P.; 2003) was used with the students during the LL class sessions as a tool to access pre-reflected knowledge as well as a tool for pedagogical intervention during breakdowns and becoming-aware process of development. This method was based on Husserl’s phenomenology and on Piaget’s assumptions about the grasp of consciousness (1973,1977). The study suggested that it is possible to develop the student’s ability of becoming aware of her/his own cognitive flow. This possibility was achieved from a practical and disciplined work of attention in order to access to the particular experiences of learning which were still pre-reflexive and pre-egoic. Likewise, the emergence of breakdown moments showed to be an important sign (DENARDIN, M.H. & SORDI, R. 2007) which, once accepted by student and teacher, served as a trigger the becoming-aware process. From the point of view of cognition, the development of this modality of attention that recovers the student’s pre-reflected knowledge, can bring to surface a great variety of theoretical known devices although usually less explored in teaching-learning situations.

<p>The goal of this master thesis is to show the benefit of using computer games of the type First Person Shooter, FPS in the field of military simulations. The main focus in this is around a couple of topics. Creating the AI that controls the behaviour of the computer-controlled characters, the bots. Create an environment where it is possible to supervise the bots and also design a framework that enables cooperation between a group of bots, a squad. </p><p>The result is Total Unreal Studio, TUS, a program where it is possible to add bots to a squad, connect them to a game server and inspect what the bots are doing. Several maneuvers that could be applied to a squad has been implemented such as room clearing where the squad clear a building from eventual enemies, room by room and other different attacking strategies. Also it is very easy to create new maneuvres for a squad as effect of the design. </p><p>As the name of the program indicates, the well-known game Unreal Tournament is used as platform for the simulation. But because we use a interface between the game server and TUS, it is possible to switch to any other game and the interface is the only thing that has to be modified. To get good situation awareness a lot of node analysis is required, for instance calculating good sniping positions, pinch points and advantageous locations from where to perform an ambush.</p> / <p>Målet med detta examensarbete är att påvisa fördelen med att använda datorspel av typen FörstaPersonsSpel, FPS, inom militära simuleringar. Huvudinriktningen hos arbetet har rört ett flertal ämnen: att skapa det AI som kontrollerar beteendet hos datorkontrollerade karaktärer, så kallade botar, skapa en miljö där det är möjligt att övervaka botarna och även designa ett ramverk som möjliggör samarbete mellan botar i en grupp. </p><p>Resultatet av examensarbetet är Total Unreal Studio, TUS, en applikation där det är möjligt att lägga till botar i en grupp, ansluta dem till en spelserver och övervaka deras agerande. Flera manövrar för en grupp av botar finns redan implementerade. Ett par av dessa är rumsrensning där stridsgruppens uppgift är att rensa en byggnad från eventuella fiender rum för rum samt andra attackmanövrar. Designens utseende gör även att det är mycket enkelt att lägga till ytterligare manövrar om så önskas.</p><p>Som namnet på programmet indikerar används det välkända spelet Unreal Tournament som plattform för simuleringarna. Mellan spelet och TUS används gränssnittet Gamebots vilket gör det möjligt att byta till vilket spel som helst och det enda som behöver modifieras är gränssnittet. För att botarna ska kunna ta riktiga beslut behövs ett sätt att få uppfattning om omvärlden. Detta fås genom att analysera de navigeringsnoder som är utplacerade. Denna analys kan gå ut på att hitta bra krypskyttenoder eller fördelaktiga platser att anlägga bakhåll.</p>

The goal of this master thesis is to show the benefit of using computer games of the type First Person Shooter, FPS in the field of military simulations. The main focus in this is around a couple of topics. Creating the AI that controls the behaviour of the computer-controlled characters, the bots. Create an environment where it is possible to supervise the bots and also design a framework that enables cooperation between a group of bots, a squad. The result is Total Unreal Studio, TUS, a program where it is possible to add bots to a squad, connect them to a game server and inspect what the bots are doing. Several maneuvers that could be applied to a squad has been implemented such as room clearing where the squad clear a building from eventual enemies, room by room and other different attacking strategies. Also it is very easy to create new maneuvres for a squad as effect of the design. As the name of the program indicates, the well-known game Unreal Tournament is used as platform for the simulation. But because we use a interface between the game server and TUS, it is possible to switch to any other game and the interface is the only thing that has to be modified. To get good situation awareness a lot of node analysis is required, for instance calculating good sniping positions, pinch points and advantageous locations from where to perform an ambush. / Målet med detta examensarbete är att påvisa fördelen med att använda datorspel av typen FörstaPersonsSpel, FPS, inom militära simuleringar. Huvudinriktningen hos arbetet har rört ett flertal ämnen: att skapa det AI som kontrollerar beteendet hos datorkontrollerade karaktärer, så kallade botar, skapa en miljö där det är möjligt att övervaka botarna och även designa ett ramverk som möjliggör samarbete mellan botar i en grupp. Resultatet av examensarbetet är Total Unreal Studio, TUS, en applikation där det är möjligt att lägga till botar i en grupp, ansluta dem till en spelserver och övervaka deras agerande. Flera manövrar för en grupp av botar finns redan implementerade. Ett par av dessa är rumsrensning där stridsgruppens uppgift är att rensa en byggnad från eventuella fiender rum för rum samt andra attackmanövrar. Designens utseende gör även att det är mycket enkelt att lägga till ytterligare manövrar om så önskas. Som namnet på programmet indikerar används det välkända spelet Unreal Tournament som plattform för simuleringarna. Mellan spelet och TUS används gränssnittet Gamebots vilket gör det möjligt att byta till vilket spel som helst och det enda som behöver modifieras är gränssnittet. För att botarna ska kunna ta riktiga beslut behövs ett sätt att få uppfattning om omvärlden. Detta fås genom att analysera de navigeringsnoder som är utplacerade. Denna analys kan gå ut på att hitta bra krypskyttenoder eller fördelaktiga platser att anlägga bakhåll.

Originally presented as the author's thesis (Ph. D.)--University of California, Berkeley, 1987.

Baseada na abordagem da cognição enativa (VARELA, F.,1990), a temática principal deste estudo tem como objetivo abordar o acesso e exploração dos conhecimentos pré-refletidos numa experiência vivida em primeira pessoa. Para tanto, primordialmente, utiliza-se como eixo teórico, o desenvolvimento husserliano (1913/2006) sobre a redução fenomenológica-èpoché. Por sua vez, o fio condutor do desenvolvimento da práxis da pesquisa, orienta-se pelos estudos dos pesquisadores Depraz, Varela e Vermersch (2003) que a partir da releitura da obra de Husserl, propõem uma abordagem pragmática da experiência de como podemos nos tornar cientes da nossa própria consciência em ação, denominada de devir-consciente. Esta modalidade de atenção é acessada em primeira pessoa e para ser alcançada necessita ser cultivada. Na pesquisa que realizamos, os eventos em primeira pessoa aconteceram a partir de experiências de aprendizagem da matemática vivenciadas por dois alunos que apresentaram dificuldades de aprendizagem nesta área do conhecimento: ambos alunos frequentavam o Laboratório de Aprendizagem (LA) da Rede Municipal de Ensino de Porto Alegre. Utilizou-se a técnica da Entrevista de Explicitação (VERMERSCH, P.,2003) com os alunos durante as sessões de aula do LA, como instrumento de acesso aos conhecimentos pré-refletidos e como ferramenta de intervenção pedagógica para o acolhimento de breakdowns e cultivo do processo de devirconsciente. Esta técnica foi criada por Vermersch (2003), sendo embasada nos pressupostos da fenomenologia husserliana e na teoria de Piaget (1973,1977) sobre a tomada de consciência. O estudo sugeriu que é possível desenvolver nos alunos o cultivo da habilidade de torná-los cientes do seu fluxo cognitivo. Esta possibilidade foi alcançada a partir de um trabalho prático e disciplinado de atenção e acesso às experiências singulares de aprendizagem e conhecimentos ainda pré-egóicos e portanto, pré-refletidos nos alunos. Igualmente, o emergir dos momentos de breakdowns demonstraram ser sinalizadores importantes (DE-NARDIN, SORDI, 2007) e que, quando acolhidos pelo aluno e professor, podem servir como disparadores do processo de devir-consciente. Do ponto de vista da cognição, o desenvolvimento desta modalidade atencional que resgata os conhecimentos pré-refletidos do aluno, pode trazer a tona um manancial de conhecimentos e saberes teoricamente acessíveis, porém usualmente pouco explorados em situações de ensino-aprendizagem. / Based on the enactive cognitive approach (VARELA, F.,1990) , the main theme of this study is concerned to the access of one’s pre-reflected knowledge in a vivid experience in first person. The main theoretical ground comes from Husserl´s phenomenological development of èpoché (1913/2006). In turn, the main stream of the research praxis is guided by studies performed by researchers such as Depraz, Verela and Vermersch (2003), who reread Husserl’s work and proposed a pragmatic approach of the experience of becoming-aware of one’s own awareness in action. This modality of attention can be accessed in first person and, to be achieved, it needs to be cultivated. In this research, the first person events were developed in math learning experiences lived by two students who showed learning disabilities in that field. Both students attended the Learning Laboratory (LL) in a municipal public school of Porto Alegre. The Explicitation Interview Method (VERMERSCH, P.; 2003) was used with the students during the LL class sessions as a tool to access pre-reflected knowledge as well as a tool for pedagogical intervention during breakdowns and becoming-aware process of development. This method was based on Husserl’s phenomenology and on Piaget’s assumptions about the grasp of consciousness (1973,1977). The study suggested that it is possible to develop the student’s ability of becoming aware of her/his own cognitive flow. This possibility was achieved from a practical and disciplined work of attention in order to access to the particular experiences of learning which were still pre-reflexive and pre-egoic. Likewise, the emergence of breakdown moments showed to be an important sign (DENARDIN, M.H. & SORDI, R. 2007) which, once accepted by student and teacher, served as a trigger the becoming-aware process. From the point of view of cognition, the development of this modality of attention that recovers the student’s pre-reflected knowledge, can bring to surface a great variety of theoretical known devices although usually less explored in teaching-learning situations.

Submitted by MARCIA MACHADO DE LIMA null (mmachadolima@ig.com.br) on 2016-03-24T21:16:14Z No. of bitstreams: 1 TESE Doutorado Marcia Machado de Lima.pdf: 1532497 bytes, checksum: e92cf3aff2abbeb5af9b8dd20c5bcb67 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-28T14:08:39Z (GMT) No. of bitstreams: 1 lima_mm_dr_sjrp.pdf: 1532497 bytes, checksum: e92cf3aff2abbeb5af9b8dd20c5bcb67 (MD5) / Made available in DSpace on 2016-03-28T14:08:39Z (GMT). No. of bitstreams: 1 lima_mm_dr_sjrp.pdf: 1532497 bytes, checksum: e92cf3aff2abbeb5af9b8dd20c5bcb67 (MD5) Previous issue date: 2016-02-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Narradores e Clandestinidade em Contos de Os Cavalinhos de Platiplanto de José J. Veiga: uma possibilidade de discussão sobre o espaço ficcional, analisa o espaço na experiência dos narradores em primeira pessoa em “Ilha dos Gatos Pingados”, “Tia Zi Rezando”, “Roupa no Coradouro”, “Fronteira”, “Usina Atrás do Morro” e “Os do Outro Lado”. Para estabelecer dados iniciais, levantou-se as marcas da espacialidade nos textos de criação e na recepção crítica: sobre os cenários e objetos sertanejos e a posição da crítica regionalista goiana e; os espaços fronteiriços caracterizados pelo real representado que inclui a dimensão do insólito, seus objetos e figuras, em pleno movimento de transgressão do real. A partir do posicionamento da pesquisadora, dividiu-se as análises dos contos, em dois momentos. Primeiro, utilizou-se a teoria sobre o narrador de Franz Stanzel(1971), sobre a modulação do “eu” entre experiencing self e narrative self na elaboração do relato em primeira pessoa; as teses sobre o conto, de Ricardo Piglia(1980) como operadores para a abordagem do gênero, quais sejam, um conto sempre apresenta duas histórias e a primeira é contada nos interstícios da segunda; o aporte abrangente de Bourneuf & Ouellet(1976) sobre o espaço na narrativa; a definição de “fronteira” como limiar que se habita, por Wilson Alves-Bezerra(2008); as contribuições da teoria social de Pierre Bourdieu(1989) sobre a performatividade do espaço, variável que incide nos esquemas de percepção do real. Confirmar os recursos do fantástico literário na escrita veigueana ensejou estabelecer o segundo momento, com base nas proposições de David Roas(2008;2011;2012;2014) sobre a transgressão do real e implicações no fantástico literário; de Todorov(2006;2003;2013) sobre o real representado; de Jean Paul Sartre(1947) acerca de obras do fantástico, especificamente Aminadab, de Maurice Blanchot, O Processo(1925) e O Castelo(1926), de Franz Kafka, cuja comparação permitiu ao crítico reconhecer o espaço dentro do espaço e a identificação do leitor com o herói, como recursos expressivos de “técnica antiga”, superada na obra de 1926 do autor tcheco; de Patricia Garcia(2012) sobre o fantástico de espaço, quando o evento insólito é próprio do mundo e não provocado por um agente externo. Os resultados da investigação empreendida permitiram: reconhecer, em Veiga, ênfase ao “espaço dentro do espaço” e “identificação do leitor com o herói”, no registro da “técnica antiga” do fantástico literário, e a intenção de problematizar a condição humana e a formação; os narradores são escolhidos dentre aqueles que estabelecem o relato sobre a experiência vivida no limiar no qual passam a habitar, em plena clandestinidade, através da modulação do “eu”. Do espaço clandestino, reagem, vislumbram as condições de emancipação, confrontam os dispositivos integradores e violentos do mundo adulto e, por vezes, revidam. Deste modo, demonstramos que a clandestinidade e o processo de constituição de um espaço dentro do espaço incidem performativamente sobre os esquemas de percepção do narrador-menino acerca da realidade. / Narrators and clandestinely in Tales of the Cavalinhos de Platiplanto by José J. Veiga: a possibility of discussion of the fictional space, analyzes the space experience of the narrators in the first person in "Ilha dos Gatos Pingados", “Tia Zi Rezando”, “Roupa no Coradouro”, “Fronteira”, “Usina Atrás do Morro” e “Os do Outro Lado”. To establish baseline data, rose brands of spatiality in the creation and critical reception texts: on the scenarios and sertanejos objects and the position of goiana regionalist critics and; border areas characterized by real-represented including the size of the unusual, its objects and figures, in the real transgression movement. From the position of the researcher divided the analysis of short stories, in two stages. First, we used the theory of the narrator Franz Stanzel (1971) on the modulation of the "I" between experiencing self and narrative self in preparing the first-person account; theses on the short story of Ricardo Piglia (1980) as operators for the gender approach, namely, a story always has two stories and the first is told in the interstices of the second; the comprehensive contribution of Bourneuf & Ouellet (1976) on the space in the narrative; the definition of "frontier" as the threshold that dwelleth by Wilson Alves-Bezerra (2008); the contributions of social theory of Pierre Bourdieu (1989) on the performativity of space, variable that focuses on the real perception schemes. Check the literary fantastic resources in veigueana writing gave rise establish the second time, based on proposals of David Roas (2008; 2011; 2012; 2014) about the actual transgression and implications in the literary fantastic; Todorov (2006; 2003; 2013) on the actual represented; Jean Paul Sartre (1947) about the fantastic works specifically Aminadab by Maurice Blanchot, The Process (1925) and The Castle (1926), Franz Kafka, whose comparison allowed the critical recognize the space within the space and the identification the player with the hero, as expressive features of "ancient technique", surpassed the work of 1926 Czech author; Patricia Garcia (2012) about the fantastic space when the unusual event is the world itself and not caused by an external agent. The results of undertaken research allowed: recognize, in Veiga, emphasis on "space within space" and "reader's identification with the hero," the record of "ancient technique" of the literary fantastic, and the intention of questioning the human condition and the formation; the narrators are chosen from among those who established the account of the experience in the threshold at which begin to live in full secrecy, by modulating the "I". Clandestine space, react, envision the emancipation conditions faced by integrators and violent devices of the adult world and sometimes fight back. Thus, we show that the underground and the process for creating a space within the space performatively focus on the narrator-boy perception schemes of reality.

Baseada na abordagem da cognição enativa (VARELA, F.,1990), a temática principal deste estudo tem como objetivo abordar o acesso e exploração dos conhecimentos pré-refletidos numa experiência vivida em primeira pessoa. Para tanto, primordialmente, utiliza-se como eixo teórico, o desenvolvimento husserliano (1913/2006) sobre a redução fenomenológica-èpoché. Por sua vez, o fio condutor do desenvolvimento da práxis da pesquisa, orienta-se pelos estudos dos pesquisadores Depraz, Varela e Vermersch (2003) que a partir da releitura da obra de Husserl, propõem uma abordagem pragmática da experiência de como podemos nos tornar cientes da nossa própria consciência em ação, denominada de devir-consciente. Esta modalidade de atenção é acessada em primeira pessoa e para ser alcançada necessita ser cultivada. Na pesquisa que realizamos, os eventos em primeira pessoa aconteceram a partir de experiências de aprendizagem da matemática vivenciadas por dois alunos que apresentaram dificuldades de aprendizagem nesta área do conhecimento: ambos alunos frequentavam o Laboratório de Aprendizagem (LA) da Rede Municipal de Ensino de Porto Alegre. Utilizou-se a técnica da Entrevista de Explicitação (VERMERSCH, P.,2003) com os alunos durante as sessões de aula do LA, como instrumento de acesso aos conhecimentos pré-refletidos e como ferramenta de intervenção pedagógica para o acolhimento de breakdowns e cultivo do processo de devirconsciente. Esta técnica foi criada por Vermersch (2003), sendo embasada nos pressupostos da fenomenologia husserliana e na teoria de Piaget (1973,1977) sobre a tomada de consciência. O estudo sugeriu que é possível desenvolver nos alunos o cultivo da habilidade de torná-los cientes do seu fluxo cognitivo. Esta possibilidade foi alcançada a partir de um trabalho prático e disciplinado de atenção e acesso às experiências singulares de aprendizagem e conhecimentos ainda pré-egóicos e portanto, pré-refletidos nos alunos. Igualmente, o emergir dos momentos de breakdowns demonstraram ser sinalizadores importantes (DE-NARDIN, SORDI, 2007) e que, quando acolhidos pelo aluno e professor, podem servir como disparadores do processo de devir-consciente. Do ponto de vista da cognição, o desenvolvimento desta modalidade atencional que resgata os conhecimentos pré-refletidos do aluno, pode trazer a tona um manancial de conhecimentos e saberes teoricamente acessíveis, porém usualmente pouco explorados em situações de ensino-aprendizagem. / Based on the enactive cognitive approach (VARELA, F.,1990) , the main theme of this study is concerned to the access of one’s pre-reflected knowledge in a vivid experience in first person. The main theoretical ground comes from Husserl´s phenomenological development of èpoché (1913/2006). In turn, the main stream of the research praxis is guided by studies performed by researchers such as Depraz, Verela and Vermersch (2003), who reread Husserl’s work and proposed a pragmatic approach of the experience of becoming-aware of one’s own awareness in action. This modality of attention can be accessed in first person and, to be achieved, it needs to be cultivated. In this research, the first person events were developed in math learning experiences lived by two students who showed learning disabilities in that field. Both students attended the Learning Laboratory (LL) in a municipal public school of Porto Alegre. The Explicitation Interview Method (VERMERSCH, P.; 2003) was used with the students during the LL class sessions as a tool to access pre-reflected knowledge as well as a tool for pedagogical intervention during breakdowns and becoming-aware process of development. This method was based on Husserl’s phenomenology and on Piaget’s assumptions about the grasp of consciousness (1973,1977). The study suggested that it is possible to develop the student’s ability of becoming aware of her/his own cognitive flow. This possibility was achieved from a practical and disciplined work of attention in order to access to the particular experiences of learning which were still pre-reflexive and pre-egoic. Likewise, the emergence of breakdown moments showed to be an important sign (DENARDIN, M.H. & SORDI, R. 2007) which, once accepted by student and teacher, served as a trigger the becoming-aware process. From the point of view of cognition, the development of this modality of attention that recovers the student’s pre-reflected knowledge, can bring to surface a great variety of theoretical known devices although usually less explored in teaching-learning situations.