Submitted by Michelle Barbosa (michelle.fonseca@ufcg.edu.br) on 2017-12-27T18:33:28Z No. of bitstreams: 1 ESDRAS DO NASCIMENTO RIBEIRO - DISSERTAÇÃO PROLETRAS - 2016.pdf: 1132304 bytes, checksum: 587ca10df2d5390d94a19f1850ba995f (MD5) / Made available in DSpace on 2017-12-27T18:33:28Z (GMT). No. of bitstreams: 1 ESDRAS DO NASCIMENTO RIBEIRO - DISSERTAÇÃO PROLETRAS - 2016.pdf: 1132304 bytes, checksum: 587ca10df2d5390d94a19f1850ba995f (MD5) Previous issue date: 2016 / Capes / O presente estudo detém-se a discutir o ensino de literatura infanto-juvenil a partir da perspectiva do letramento literário, no intuito de contribui para a elaboração e/ou reformulação de práticas pedagógicas que corroborem com a formação do leitor literário. O ensino de literatura contribui profundamente para a formação integral do sujeito. Portanto, pensar em atividades de leitura literária elaboradas a partir da perspectiva do letramento literário, auxiliará na formação social e cognitiva desse indivíduo, implicando diretamente no desenvolvimento de habilidades de argumentação crítica, fazendo-o se reconhecer e compreender o mundo a sua volta. Dessa forma, o letramento literário compreende práticas de leitura literária, as quais exercem uma função social e colaboram para a formação de um leitor literário independente. A pesquisa realizada nesta dissertação teve como público alvo de investigação os alunos do 7° ano do ensino fundamental, bem como seus respectivos professores de Língua portuguesa, integrantes da Escola de Ensino Fundamental e Médio Polivalente Governador Adauto Bezerra, localizada na cidade Crato – Ceará. O estudo apresenta, ainda, como objetivo, o intuito de compreender quais são os motivos que levam os alunos do 7° ano do ensino fundamental a apresentarem uma resistência a uma experiência leitora com o texto literário. Nesse sentido, a pesquisa caracteriza-se como um estudo de caso, de caráter descritivo, pautada nos princípios qualitativos e quantitativos. A título de embasamento teórico do estudo foram realizadas leituras acerca de temáticas relativas à leitura, ao letramento e ao ensino de literatura, desenvolvidos pelos seguintes autores: Aguiar (1979; 1988; 2011), Bamberger (1977), Bakhtin (1992; 2002), Cereja (2005), Coelho (2010), Colomer (2007), Cosson (2014), Kleiman (1993; 1995; 2004), Lajolo (1982; 1988; 2000; 2009); Soares (1999; 2000; 2006); Street (2014); Zilberman (2008), dentre outros. Ao final da discussão, apresentamos uma proposta de trabalho com a leitura literária a partir da perspectiva do letramento literário. Tal proposta se configura em uma oficina de leitura a partir da utilização dos contos dos irmãos Grimm, encontrados na obra de sua autoria, o clássico alemão da Literatura InfantoJuvenil universal, “Kinder und Hausmärch” (Contos maravilhosos infantis e domésticos). Por fim, concluímos que o ensino de literatura sob a perspectiva do letramento literário contribui significativamente para a formação do leitor literário e que a aparente resistência à leitura da literatura apresentada pelos alunos do 7° ano, suscitada neste estudo, é na verdade uma recusa às atividades de leitura sem sentido, desmotivadoras, que na maioria das situações partem do uso do livro didático, apresentando-se pouco atrativas para despertar o interesse dos alunos pela leitura. / This study has to discuss children's literature teaching from the perspective of literary literacy, in order to contribute to the development and / or reformulation of pedagogical practices in support of the formation of the literary reader. The teaching of literature deeply contributes to the integral formation of the subject. So think of literary reading activities designed from the perspective of literary literacy, assist in the social and cognitive training of this individual, implying directly in the development of critical reasoning skills, making him recognize and understand the world around them. Thus, the literary literacy comprises literary reading practices, which perform a social function and collaborate for the formation of an independent literary reader. The research in this thesis was to research the target audience the students of the 7th grade of elementary school, as well as their portuguese language teachers, members of the Escola de Ensino Fundamental e Médio Polivalente Governador Adauto Bezerra, located in Crato city - Ceará. The study also presents the objective, in order to understand what are the reasons that lead students of the 7th grade of elementary school to present a resistance to a reader experience with the literary text. In this sense, the research is characterized as a case study, descriptive, based on qualitative and quantitative. As a theoretical basis of the study were performed readings about topics related to reading, literacy and literature teaching, developed by the following authors: Aguiar (1979; 1988; 2011), Bamberger (1977), Bakhtin (1992; 2002), Cereja (2005), Coelho (2010), Colomer (2007), Cosson (2014), Kleiman (1993; 1995; 2004), Lajolo (1982; 1988; 2000; 2009); Soares (1999; 2000; 2006); Street (2014); Zilberman (2008), among others. At the end of the discussion, we present a proposal to work with literary reading from the perspective of literary literacy. This proposal is set in a reading workshop from the use of the tales of the Brothers Grimm, found in the work of his own, the German Classic Literature Children and Youth universal, "Kinder und Hausmärch" (Children's and Household Tales wonderful). Finally, we conclude that the teaching of literature from the perspective of literary literacy contributes significantly to the formation of the literary reader and the apparent resistance reading of the literature presented by the students of the 7th year, raised in this study, it is actually a refusal to reading meaningless activities, demotivating, which in most situations depart from the use of textbooks, appearing unattractive to arouse student’s.

Fairy tales are usually described as short narratives that end with happily-ever-afters, imposing patriarchal ideologies. The Grimm’s fairy tales serve as the foundation of many other stories which promote stereotypes like woman passiveness, submissive beauty, while men are put on a pedestal for being active and violent at the same time. Angela Carter’s collection The Bloody Chamber depicts patriarchal oppression in classic fairy tales by challenging what can be identified as patriarchal binary oppositions with a strategic subversion of gender roles. Through problematizing and critiquing the patriarchal fairy tales, Carter’s texts can be read through the lens of écriture féminine. Following Hélène Cixous’s notion of écriture féminine, outlined in “The Laugh of the Medusa”, this essay explores how Carter’s  “The Lady of the House of Love'' can be read as a narrative that has strong echoes of the kind of female writing Cixous advocates. Moreover, this essay argues that  “The Lady of the House of Love” contradicts the Western myth of femininity by resisting, exploring, even undermining the patriarchal representation of woman as “heroine”-the fairy tale princess who needs a man to save her -and “femme fatale.”

Made available in DSpace on 2016-03-22T17:26:42Z (GMT). No. of bitstreams: 1 ressuelen.doc: 22528 bytes, checksum: 1412fe27f33beced1816cea08634f2a5 (MD5) Previous issue date: 2012-03-31 / This essay aims at investigating how is the construction and representation of the female protagonist in Disney s animated film "The Princess and the Frog" (2009). In order to accomplish the main objectives, I take as reference theoretical concepts from different areas of knowledge, emphasizing on the genres of speech, intertextuality and polyphony, in accordance with Bakhtin and his Circle, besides focusing on the notions of stereotype and gender as a cultural category linked to the feminist criticism critique. This work is divided into two chapters. In the first one I present the theoretical framework, a brief history of fairy tales and comments about their film adaptations, from the panorama of the movie production of the nine Disney Princesses. In the second chapter, I highlight the methodology employed in the linguistic analysis and imagery from the movie "The Princess and the Frog" on the basis of what I call contextual nucleus which include the following elements: 1) time / space / family constitution, 2) economy / true love / happy ending, 3) scenario / songs / colors and traces 4) fantastic / wonderful / mysticism. I also suggest at this stage a study of Tyana´s physical and behavioral characteristics in comparison with the tale "The Frog Prince by the Grimm Brothers and, three of the "Disney Princesses": Snow White, Cinderella and Aurora. I believe that animation films and adaptations of traditional fairy tales that are directed to children, broadcast standards, values and meanings bring a great influence on the formation and construction of gender identities. Throughout the approach to cinematic language (verbal and imagery), it is possible to unveil the ideology that pervades this midia due to social interchange whereas it is an intertextual discoursive space / Esta dissertação tem por objetivo investigar de que modo ocorre a construção e a representação da personagem feminina no filme de animação A princesa e o sapo (2009), dos Estúdios Disney. Para realizar esse estudo, tomo como referencial teórico conceitos de distintas áreas do conhecimento, salientando-se os de gêneros do discurso, intertextualidade e polifonia, conforme Bakhtin e seu Círculo, além de enfocar as noções de estereótipo e de gênero, como categoria cultural, vinculados à crítica feminista. Este trabalho encontra-se dividido em dois capítulos. No primeiro, apresento o referencial teórico, um breve histórico dos contos de fadas e um comentário acerca de suas adaptações para o cinema, a partir do panorama da produção fílmica das nove princesas dos Estúdios Disney. No segundo capítulo, destaco a metodologia empregada na análise linguística e imagística do filme A princesa e o sapo com base no que denomino de núcleos contextuais , os quais compreendem os elementos seguintes: 1) tempo/espaço/constituição familiar; 2) economia/amor verdadeiro/happy end, 3) cenário fílmico/canções/cores e traços e 4) fantástico/maravilhoso/misticismo. Proponho ainda nessa etapa, um estudo das características físicas e comportamentais de Tiana, em termos comparativos com o conto O rei sapo , dos Irmãos Grimm e três das princesas Disney : Branca de Neve, Cinderela e Aurora. Acredito que os filmes de animação, adaptações de contos de fadas tradicionais, voltados para as crianças, transmitem normas, valores e significados, que influem diretamente na formação e construção de identidades de gênero. Por meio da abordagem à linguagem cinematográfica (verbal e imagística), foi possível desvelar a ideologia presente nesta mídia de intercâmbio social, enquanto espaço intertextual discursivo

Notre hypothèse est que la réflexion de Diderot dans les Salons ne porte pas tant sur l’image que sur le langage : la confrontation avec les œuvres d’art l’oblige à questionner la langue. Traduire l’image permet d’expérimenter les limites expressives de la langue, de saisir ses conditions d’apparition, son origine. La présente étude se donne trois objectifs principaux. Remettre les Salons au cœur des pratiques d’écriture des salonniers. La critique d’art est à envisager non seulement au regard des idées nouvelles défendues par les salonniers, mais aussi de leurs expérimentations formelles. En examinant les textes antérieurs et postérieurs aux Salons se dessine la genèse de la critique d’art comme genre littéraire. À l’autre extrémité des influences, cette étude explore les Salons en les plaçant au cœur de l’ensemble de l’œuvre de Diderot. Diderot y approfondit ses intuitions théâtrales et esthétiques, développe ses thèses sensualistes et matérialistes, sa philosophie morale, ses idées politiques et physiologiques, affine sa conception de la langue. Les Salons l’accompagnent dans son cheminement intellectuel et dépassent le commentaire des œuvres exposées. La critique d’art est laboratoire d’écriture et de pensée. Plus encore, sa critique d’art pose avec une acuité toute particulière l’un des grands problèmes du tournant des Lumières : le conflit naissant entre nature et culture, dont le langage devient l’un des lieux d’interrogation privilégié. C’est à la question du langage que nous avons choisi de nous intéresser, parce que ses fonctions sont emblématiques des tensions du texte. Le langage peut servir à communiquer avec les autres, à échanger. Mais il a également la capacité de figurer, de créer une image dans l’esprit. Il permet enfin de s’interroger sur lui-même. Une involution semble poindre dans les Salons : c’est à partir des discours sur l’art comme lieux de sociabilité que Diderot réfléchit à la langue originelle. / My thesis is entitled “La mise en question du langage dans les Salons de Diderot”. It aims at showing that Diderot’s art critic does not focus so much on image than on language, or more precisely on the fact that, when looking at a painting, Diderot is compelled to question language. In the Salons, he tries to make pictures arise from words and to give speech and voice to images. Three aspects of the relationships between image and language arise, and make up the three parts of my thesis. First of all, Diderot talks about the paintings of the Louvre’s exhibitions. The Salons are part of Grimm’s Correspondance littéraire, whose subscribers are all members of European monarchies. While he depicts paintings, Diderot always keeps in mind that these very urbane readers expect to be entertained. Speech about art need to remain close to playful conversation in order to entertain the elite. I studied Diderot’s borrowings from other art critics, thanks to the “Collection Deloynes” in which are gathered all texts from the eighteenth century about the Louvre’s exhibitions. Working on this collection enable me to prove Diderot’s influence on evolution of art criticism considered as a literary genre. The second part of my thesis focuses on the language of image. Diderot also tries to invent a language that imitates image, whose structure and phrasal progression match the dynamic of the painting. He adapts his writing to pictures until he reaches sometimes the limits of syntactic structure. Finally, Diderot questions the ability of words to convey images, which lead him to a metalinguistic reflection. Paintings are perceived as a gestural form of language which gives clues to understand the origins of language. My research consists in proving that there is a kind of “involution” of language in Diderot’s art critic. Whereas evolution led language from nature to urbanity, in the Salons, being confronted to images, Diderot seems to go the way back, from urbanity to nature.

<p>Uppsatsen är en närläsning av Patricia C. Wredes bok <em>Dealing with Dragons </em>och undersöker huruvida boken i fråga är en parodi eller travesti på de klassiska sagorna, t.ex. Törnrosa och Askungen. Jag tar också reda på om det går att läsa boken på olika sätt beroende på hur stor förkunskap man har om de gamla sagorna. Gérard Genette har skrivit boken <em>Palimpsestes: La</em> <em>littérature au second degré</em>, och jag har med hjälp av en svensk översättning använt mig av hans teorier om hypotext - hypertext, parodi, travesti och transformation. Jag tar även hjälp av Jack Zipes och hans bok <em>The Brothers Grimm - From Enchanted Forests to the Modern</em> <em>World. </em>Dessutom används Barbara Walls bok <em>The Narrator's Voice - The Dilemma of</em> <em>Children's fiction </em>för att reda ut begreppet dubbelt tilltal.</p><p>Uppsatsen är indelad i tre delar med tillhörande underrubriker: Inledning, analys och slutdiskussion. Under analysdelen tar jag upp Wredes sätt att använda sig av direkt och indirekt transformation samt om hänvisningarna till bl.a. Grimms sagor är inslag av parodi eller travesti. Metoden jag använder mig av är att visa och analysera utdrag ur boken som är direkt eller indirekt transformerade från sedan länge befintliga sagor eller legender.</p><p>Resultatet av analysen når sitt syfte och svarar på frågeställningen. Slutsatsen är att boken <em>Dealing with Dragons </em>till största delen är en parodi på kända sagor, men att inslagen av travesti är nödvändiga och behövs för den roliga och lite snälla tonen som boken tillhandahåller.</p>

數位影像，尤以數位影片和動畫為目前數位典藏授權模式之主流，惟我國數位典藏計畫執行至今，仍係在「典藏」文物，未達到「推廣」典藏文物之層次。於是，本研究參酌國外教育影音網站之推廣模式，如iTunes U和YouTube EDU等，探討如何利用免費分享的模式，達到有效宣傳影音內容之目的，進而創造出有利的經營模式。 本研究以個案訪談的方式，選擇頑石創意公司和格林文化公司作為探討之對象。研究發現，目前數位影像典藏產業中加值廠商的經營模式，已不再以數位動畫資源作為主要營利來源，改變既有之經營模式才是重點所在，改以數位動畫資源為互補性資源，透過經營模式之改造而使價值網上之參與者的轉變。 研究顯示，頑石創意公司未來之經營模式為舉辦數位文創巡迴展，從原本動畫製造商角色，轉變為文化創意產業發展的整合角色。相對地，格林文化公司則以Telly Bear電子閱讀器做為未來發展的經營模式，惟初期的成功仍會受到後來競爭者模仿、封閉式硬體和軟體等挑戰。 最後的結論與建議，本研究主要針對政府和產業加值廠商方面，自之前的研究論述之中發現的，思考現存的問題。 / This research aims to focus on digital video, because it will be the mainstream of the digital archive in the future. With respect to the lack of promotion of digital archives in Taiwan, this research will examine the promotion model from well-known educational video websites, for example iTunes U and YouTube EDU, and research how free-sharing model works and how to achieve the goal of promotion, and further create a profitable business model. This research will take Bright Ideas Design and Grimm Press as case study companies. The survey reveals that the business models for digital video archives in the industry have changed from digital video based to digital video as complementary asset for the business model. By transforming the business model, it can also transform the participants in the value net of the company. According to the above surveys, the new business model for Bright Ideas Design would be hosting a Digital Creative and Cultural Exhibition Tour, which instead of being an animation producer the company could become an integrator of the creative and cultural industry. In the final part of conclusion and suggestion, this research aims at government and the participants in the industry and provides solutions towards existing problems regarding previously found issues and referred cases.

<p>This dissertation deals with how didactic fiction and writers of child literature of the 18^th and 19^th centuries tried to strike terror into their young listeners to make them obedient to the social and moral norms of adults. Particular attention is devoted to texts where children themselves function as protagonists. Fairy-tales by the brothers Jacob and Wilhelm Grimm but also by Ludwig Bechstein and Charles Perrault are taken into consideration as are examples of child literature by Johann Baptist Strobl, a less famous didactic philanthropist at the end of the Enlightenment.</p><p>The theme of horror and intimidation is followed and analyzed with special regard to narrative techniques, but also to objectives of educational and socialisation processes. The dissertation argues that many of the recurring stereotypes and <i>topoi</i> in these horror stories for children can be traced back to popular superstition and other notions of an early preliterary and oral society.</p>

This dissertation deals with how didactic fiction and writers of child literature of the 18th and 19th centuries tried to strike terror into their young listeners to make them obedient to the social and moral norms of adults. Particular attention is devoted to texts where children themselves function as protagonists. Fairy-tales by the brothers Jacob and Wilhelm Grimm but also by Ludwig Bechstein and Charles Perrault are taken into consideration as are examples of child literature by Johann Baptist Strobl, a less famous didactic philanthropist at the end of the Enlightenment. The theme of horror and intimidation is followed and analyzed with special regard to narrative techniques, but also to objectives of educational and socialisation processes. The dissertation argues that many of the recurring stereotypes and topoi in these horror stories for children can be traced back to popular superstition and other notions of an early preliterary and oral society.

Uppsatsen är en närläsning av Patricia C. Wredes bok Dealing with Dragons och undersöker huruvida boken i fråga är en parodi eller travesti på de klassiska sagorna, t.ex. Törnrosa och Askungen. Jag tar också reda på om det går att läsa boken på olika sätt beroende på hur stor förkunskap man har om de gamla sagorna. Gérard Genette har skrivit boken Palimpsestes: La littérature au second degré, och jag har med hjälp av en svensk översättning använt mig av hans teorier om hypotext - hypertext, parodi, travesti och transformation. Jag tar även hjälp av Jack Zipes och hans bok The Brothers Grimm - From Enchanted Forests to the Modern World. Dessutom används Barbara Walls bok The Narrator's Voice - The Dilemma of Children's fiction för att reda ut begreppet dubbelt tilltal. Uppsatsen är indelad i tre delar med tillhörande underrubriker: Inledning, analys och slutdiskussion. Under analysdelen tar jag upp Wredes sätt att använda sig av direkt och indirekt transformation samt om hänvisningarna till bl.a. Grimms sagor är inslag av parodi eller travesti. Metoden jag använder mig av är att visa och analysera utdrag ur boken som är direkt eller indirekt transformerade från sedan länge befintliga sagor eller legender. Resultatet av analysen når sitt syfte och svarar på frågeställningen. Slutsatsen är att boken Dealing with Dragons till största delen är en parodi på kända sagor, men att inslagen av travesti är nödvändiga och behövs för den roliga och lite snälla tonen som boken tillhandahåller.

In dieser Arbei wird, auf Grundlage der Figur des Sandmanns von E.T.A. Hoffmann, nach Gruselfiguren in der Moderne gesucht, die ebenfalls als Sandmänner ansehen kann. Die Figuren, die mit dem Original aus der schwarzen Romantik verglichen werden, kommen dabei aus unterschiedlichen Medien und sind nicht nur aus Büchern, sondern auch aus der Musik, der Graphic Novel, sowie dem Film. Es wird auf intermediale Weise untersucht, wie der jeweils gezeigte Sandmann aussieht, welche Eigenschaften er aufweist und wie er sich verhält. Die ausgewählten Sandmänner kommen teilweise aus dem europäischen und teilweise aus dem amerikanischen Raum.