Ecrivaine bolivienne des années 30 - oubliée jusqu'aux années 90- Hilda Mundy s'est fait connaître notamment à la fin de la guerre du Chaco (1932-1935) et dans l'immédiat après-Guerre comme chroniqueuse humoristique à Oruro, sa ville natale. Ses chroniques sont autant d'exemples d'une écriture des moeurs, critique et satirique de la bonne société de son temps et notamment à l'égard d'une morale hypocrite et bigote. Satire des puissants, les écrits d'Hilda Mundy viseront également les travers et les scandales de la vie politique de l'époque ainsi que la montée du militarisme qui se profilait à la fin de la guerre ; ceci marquera le destin de l'écrivaine sous le signe de la censure. Son seul livre Pirotecnia, ensayo miedoso de literatura ultraista, publié à La Paz en 1936, est la suite de cette écriture des formes brèves, centrée sur la désacralisation des symboles du pouvoir. Les thèmes de la ville moderne, de la technique, du jeu et de l'attaque contre la tradition, présents aussi dans ses écrits parus dans la presse, constituent l'univers avant-Gardiste de Pirotecnia. Mouvement et méfiance sont au coeur de cette littérature moderne qui dit moi. Le moi de l'écriture mundyenne, riche de son hétéronymie, est porteur d'un projet poétique propre à une esthétique des arts scéniques où le masque dont on parle le plus est celui de la parole. / A Bolivian writer in the thirty's - forgotten until the 90's - Hilda Mundy became known especially at the end of the Chaco War (1932-1935) and in the immediate post-War period as a humouristic columnist in Oruro, the town where she was born. All her columns are instances of a literature of manners, on which she turns a critical and satirical eye. Her remarks on hypocritical and sanctimonious moral standards of her time are particularly scathing. Hilda Mundy's texts satirize the powerful and target the faults and scandals of political life, and the rise of militarism which was looming at the end of the war. This marked the destiny of the writer under the sign of censure. Her only book, Pirotecnia, ensayo miedoso de literatura ultraista, published in La Paz in 1936 remains loyal to this type of writing, favouring short texts and focused on deconsecration of power symbols. The themes of the modern city, of technology, games and gambling and the attack on tradition, which are also present in her press articles, made up the avant-Garde universe of Pirotecnia. Movement and mistrust are at the heart of this modern literature, which is written in the first person. The self of Hilda Mundy's writing is enriched by its heteronymy and continues a poetic project related to an aesthetics of scenic arts, where the most important mask is that of language.

[pt] Como me tornei Clarice divide-se em três partes. A primeira parte se intitulada Cansaço e se constitui de contos que reconstituem o final da vida de seis autores de literatura brasileira. A saber: Clarice Lispector, Ana Cristina Cesar, Paulo Leminski, Torquato Neto, Caio Fernando Abreu e Hilda Hilst. Misturando elementos ficcionais com biográficos, os contos almejam elaborar um jogo narrativo em que os fatos possam ser tomados pela ficção. A segunda parte se constitui do par de contos Latejos e Enxame. Neles, a voz que narra revela um escritor que passava seus dias se sentindo só em meio ao caos urbano (Latejos) que decide, então, promover fisicamente a imagem do isolamento ao se mudar para um sítio rural a fim de cultivar abelhas (Enxame). A terceira e última parte, que dá título à dissertação, é o ensaio autobiográfico Como me tornei Clarice, que dá sequência às partes ficcionais I e II explicita o processo de composição dos contos de Cansaço bem como busca demonstrar o estado de perturbação necessário para a escrita do homem de trinta anos resistindo à ânsia de seu próprio fim elaborado em Latejos e aprofundado em Enxame. / [en] How I Became Clarice is divided in three sections. The first, Tiredness, is made up of six short stories that re-create the last moments of the lives of six Brazilian authors: Clarice Lispector, Ana Cristina Cesar, Paulo Leminski, Torquato Neto, Caio Fernando Abreu, and Hilda Hilst. These stories combine biographical information and fictional elements in a narrative game where the reader cannot tell fact from fiction. The second section includes two stories, Throb and Swarm, narrated by a writer who spends his lonely days immersed in urban chaos (Throb) and decides to physically promote the image of isolation by leaving the city to live in the country, working as a beekeeper (Swarm). The third and last section, which has the same title as the thesis, How I Became Clarice, is an autobiographical essay; sections I and II deal with the process of creating the short stories of Tiredness and also show the state of mental disorder that allows the thirty-year-old author depicted in Throb and Swarm to write even as he resists his own death drive.

Historically, women have not been "speaking subjects" but "spoken objects" in Western culture--the ground on which male-dominated constructions have been erected. In literature, women have been conventionally held as the silent and silenced other. Lyric poetry especially has idealized not only the entrenched figures of masculine subject/feminine object, but poetry itself as the site of prophecy, vision, Truth. Most dramatically in lyric poetry then, the issue of women as subjects has been collapsed into Woman as object, that figure who has been the sacrifice necessary for the production of lyric "song" and the consolidation of the unified masculine voice. It has thus been difficult for women poets to take up the position of speaking subject, most particularly because of women's problematic relationship to Woman. Recent feminist theorists have explored female subjectivity, how women put into hegemonic discourse "a possible operation of the feminine." This dissertation analyzes that possibility in poetry as exemplified in the works of Emily Dickinson, Marianne Moore, and H.D. I contend that these paradigmatic American poets constitute speaking subjects in their poetry that both figure Woman conventionally and reconfigure it, i.e. subvert the stability of those representations, thereby disturbing our view. I argue that this double identification produces, in effect, a divided or split subjectivity that is enabling for the female speaker. As an alternative to the traditionally specularized figure of Woman then, such a position opens up distinctly counter-hegemonic spaces in which to constitute the female subject, rendering problematic readerly consumption of the image of Woman as a totality. I explore the attempts to represent women's difference differently--the tenuous accession to, rejection of, or play with the lyric "I" in these poets' works. Dickinson, Moore, and H.D. reconfigure Woman and inscribe female speakers as grammatically and rhetorically, but not necessarily visually, present, thereby frustrating patriarchal economies of mastery and possession.

This thesis explores the cultural history of microfilm and microphotography during the period 1900–1970, thus contributing to the broader field of research on the history of 20th century information management in the era before digital technology. The aim is to study how microfilm repeatedly, in various contexts and over time, was described and perceived as a new medium. To this end the book examines and analyses the plans, dreams and visionary prognostics put forth by various historical actors with an interest in microfilm – using case studies situated at different junctures and periods (1904–1910, 1937, 1940–1952, 1950–1970), while also ranging geographically from the United States to Europe and Sweden. From a theoretical and methodological point of view the thesis seeks to understand the historical formation of microfilm by developing the notions of configuration and reconfiguration, employing a perspective which emphasizes the continuous ontological interplay and interdependence of materiality and discourse in the formation of media. Thus, at the empirical level, the analysis takes into account realized technological materialities as well as unrealized imaginary articulations, dreams and expectations integral to the configuration of microfilm within a broader culture of paperwork. As a result of this approach the study draws on scientific texts and articles in journals, as well as newspaper reports, commercial messages, ads, handbooks and various archival documents. The analysis reveals a close relationship between microfilm and experiences of entropy connected to information systems based on paper and paperwork. It is argued that, within the dreams and plans that are studied, the most important function of microfilm was to regulate noise, decay and disorder associated with the materiality of paper – through ordering, operating on and modifying the capacities of paper media. It is also noted that microfilm was perceived and articulated as a new medium over a long period of time, even though very little changed at the technological level. From a historiographical point of view, it is thus argued, microfilm can be characterized as a simultaneously continuous and discontinuous phenomenon, taking part in a history that unfolded through repetitions, returns and non-linear steps rather than along an uninterrupted, linear path.

Fazendo uso da metáfora do teatro , este estudo percorre os bastidores da construção da Proposta polít ico-pedagogógica da Escola Estadual de Ensino Fundamental Prof. a Hilda Koetz , no município de São Pedro do Sul, inserida no contexto da Constituinte Escolar do Estado do Rio Grande do Sul , no período de maio/1999 a setembro/2001 , e das prerrogativas legais nacionais e espanholas que a orientam. Considera os discursos presentes nesta experiência e revitaliza a importância do resgate do suje i to- ator como protagonista dos câmbios. Adotando pressupostos da pesquisa qualitativa , busca encontrar quais são as possibilidades que uma proposta político- pedagógica , construída sobre princípios democráticos , possui para promover mudanças na sua prática curricular, considerando as implicações decorrentes do seu processo de discussão , elaboração e análise. Encontra nos princípios democráticos de participação, diálogo, compromisso e coerência a possibilidade de transformar as práticas curriculares. / La metáfora del teatro percorre los bastidores del estudio de la construcción de la Propuesta político- pedagogógica de la Escuela Estatal de Ensefíanza Fundamental Prof. a Hilda Koetz , em la municipalidad de São Pedro do Sul , inserida en el contexto de la " Constituinte Escolar" de la Prov íncia del Rio Grande do Sul/Brasil y de las prerrogativas legales nacionales e espafíolas que la orientan . Tiene en consideración los ' discursos presentes en la experiencia y revitaliza la importancia del resgate del sujeto- actor como protagonista de los cambios. Al adoctar pressupuestos de uma investigación cualitativa busca , encontrar cuales s ón las posibilidades que una propuesta político- pedagógica , construyda s obre princípios de democracia posuen para prover los cambios en su práctica curricular, al tener en consideración las implicaciones decorrentes de su proceso de discusión , elaboración y análise . Encuentra em l o s princípios democraticos de partic ipación , diálogo , compromiso y coerencia la posibilidad de transformación de las prácticas curriculares.

This study situates the literary works of Amy Lowell, Djuna Barnes, H.D., and Gertrude Stein in a genealogy of American modernist war writing by women that disrupts and revises patriarchal war narrative. These authors take ownership of war and war-related trauma as subjects for women writers. Combining the theories of Dominick LaCapra, Judith Butler, Elaine Scarry, and Elizabeth Grosz with close readings of primary texts, I offer feminist analyses that account for trauma and real-world materiality in literary representations of female embodiment in wartime. This framework enables an interdisciplinary discussion that focuses on representations of war and trauma in conjunction with identity politics.I examine Lowell's poetry collection Men, Women and Ghosts (1916), Barnes's novel Nightwood (1936), H.D.'s poem Trilogy (1944-1946), and Stein's novel Mrs. Reynolds (1952). The chapters highlight the progressively feminist and personal ownership of war and trauma embedded in the texts. Lowell and Barnes begin the work of deconstructing gendered binary constructions and inserting women into war narrative, and H.D. and Stein continue this trajectory through cultivation of more pronounced depictions of women and their bodies in war narrative.The strategies are distinct and specific to each author, but there are common characteristics in their literary responses to World War I and World War II. Each author protests war: war is destructive for Lowell, perverse for Barnes, traumatic for H.D., and disruptive for Stein. Additionally, each author renders female bodies as sites of contested identity and as markers of presence in war narrative. The female bodies portrayed are often traumatized and marked by the ravages of war: bodily injury and psychological and emotional distress. H.D. and Stein envision strategies for resolving (if only partially) trauma, but Lowell and Barnes do not.This project recovers alternative war narratives by important American modernist women writers, expands the definition and canon of war literature, contributes new scholarship on works by the selected authors, and constructs an original critical framework. The ramifications of this study are an increased awareness of who was writing about war and the shape that responses to it took in avant-garde literature of the early twentieth century. / Department of English

ix, 267 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In English literary studies, classical epic poetry is typically regarded as a masculinist genre that imparts and reinforces the values of dominant culture. The Iliad , Odyssey , and Aeneid , after all, were written by men, feature male heroes, and recount the violent events that gave rise to the misogynistic societies of ancient Greece and Rome. Yet, in the twentieth century, women poets have found inspiration for their feminist projects in these ostensibly masculinist poems. The four poets in this study, for example, have drawn from the work of Homer and Virgil to criticize the ways that conventional conceptions of gender identity have impaired both men and women. One might expect, and indeed, most critics argue, that women like H.D., Gwendolyn Brooks, Louise Glück, and Anne Carson invoke their classical predecessors only to reject them and the repressive values that they represent. Close readings of these poets' work, however, demonstrate that, far from dismissing the ancient poems, Helen in Egypt , Annie Allen , Meadowlands , and Autobiography of Red are deeply invested in them, finding in them models for their own social critiques. The work of these four poets emphasizes that the classical epics are not one-dimensional celebrations of violence and traditional masculinity. Indeed, the work of Homer and Virgil expresses anxiety about the misogynistic values of the heroic code to which its warriors adhere, and it urges that war and violence are antithetical to civilized society. In examining the ways that modern women poets have drawn from these facets of the ancient works to condemn the sexism, racism, and heterocentrism of contemporary culture, my dissertation seeks to challenge the characterization of classical epic that prevails in English literary studies and to assert the necessity of understanding the complexity of the ancient texts that inspire modern poets. Taking an intertextual approach, I hope to show that close readings of the classical epics facilitate our understanding of how and why modern women have engaged the work of their ancient predecessors and that this knowledge, in turn, emphasizes that the epic genre is more complex than we have recognized and that its tradition still flourishes. / Committee in charge: Karen Ford, Chairperson, English; Paul Peppis, Member, English; Steven Shankman, Member, English; P. Lowell Bowditch, Outside Member, Classics

Fazendo uso da metáfora do teatro , este estudo percorre os bastidores da construção da Proposta polít ico-pedagogógica da Escola Estadual de Ensino Fundamental Prof. a Hilda Koetz , no município de São Pedro do Sul, inserida no contexto da Constituinte Escolar do Estado do Rio Grande do Sul , no período de maio/1999 a setembro/2001 , e das prerrogativas legais nacionais e espanholas que a orientam. Considera os discursos presentes nesta experiência e revitaliza a importância do resgate do suje i to- ator como protagonista dos câmbios. Adotando pressupostos da pesquisa qualitativa , busca encontrar quais são as possibilidades que uma proposta político- pedagógica , construída sobre princípios democráticos , possui para promover mudanças na sua prática curricular, considerando as implicações decorrentes do seu processo de discussão , elaboração e análise. Encontra nos princípios democráticos de participação, diálogo, compromisso e coerência a possibilidade de transformar as práticas curriculares. / La metáfora del teatro percorre los bastidores del estudio de la construcción de la Propuesta político- pedagogógica de la Escuela Estatal de Ensefíanza Fundamental Prof. a Hilda Koetz , em la municipalidad de São Pedro do Sul , inserida en el contexto de la " Constituinte Escolar" de la Prov íncia del Rio Grande do Sul/Brasil y de las prerrogativas legales nacionales e espafíolas que la orientan . Tiene en consideración los ' discursos presentes en la experiencia y revitaliza la importancia del resgate del sujeto- actor como protagonista de los cambios. Al adoctar pressupuestos de uma investigación cualitativa busca , encontrar cuales s ón las posibilidades que una propuesta político- pedagógica , construyda s obre princípios de democracia posuen para prover los cambios en su práctica curricular, al tener en consideración las implicaciones decorrentes de su proceso de discusión , elaboración y análise . Encuentra em l o s princípios democraticos de partic ipación , diálogo , compromiso y coerencia la posibilidad de transformación de las prácticas curriculares.

Made available in DSpace on 2014-06-11T19:32:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-04Bitstream added on 2014-06-13T18:44:17Z : No. of bitstreams: 1 reguera_nma_dr_sjrp.pdf: 950992 bytes, checksum: 719859089ecf5c85a2a77e40de901c12 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Investiga-se em que medida em Fluxo-floema, de Hilda Hilst, delinear-se-ia um movimento de oscilação que tanto colocaria em cena a tradição moderna de que a autora foi herdeira quanto a problematizaria. Ao convocar os seus interlocutores e ao estabelecer um contato peculiar, Hilst se valeria de um tipo de escritura ambivalente, que toca em polos opostos sem, contudo, a eles aderir. Assim, em Fluxo-floema se enredaria uma verbalização acerca do contexto ditatorial — o que poderia favorecer na relação entre texto e contexto o diálogo com um tipo de texto predominante à época —, ao mesmo tempo em que se fariam presentes a ironia e um humor característico da autora, os quais abalariam essa perspectiva e indiciariam o narrar em sua paradoxal (im)possibilidade. Nos cinco textos que compõem a obra, ao se focalizar o narrador-personagem — sujeitos que se veem diante do narrar, em uma saga irônica ou perturbadoramente defectiva — problematizar-se-ia, à luz da herança moderna e do questionamento de suas utopias, o olhar em relação ao expressar artístico e ao lugar que ao criador/artista supostamente caberia, especialmente em fins do século XX, num contexto opressor. Nesse pendulear ou nesse jogo da língua, com a língua, imperaria o caráter performático do que se apresenta, o qual permitiria, inclusive, observar, entre a aproximação e o distanciamento, o linguajar ostentado da autora e os elementos biográficos como estratégias que seduziriam ou, até mesmo, ―violentariam‖ os seus espectadores / This doctoral dissertation examines the extent to which Hilda Hilst‘s Fluxo-Floema exhibits an oscillation that both brings the modernist tradition, of which the author was an heiress, into light, while simultaneously calling it into question. In dialoguing with her readers and establishing a peculiar type of contact, Hilst makes use of ambivalent writing capable of touching opposite poles without, however, adhering to them. In Fluxo-Floema, a verbalization about the Brazilian dictatorial context takes place, which could favor, in the relationship between text and context, a dialogue with a type of text prevalent at that time. At the same time, however, the author‘s irony and unique humor would make themselves present by disturbing said verbalization and presenting narration as a paradoxical (im)possibility. In the five texts which compose the work, the focus on the character narrators — individuals who are faced with the act of narrating in ironic, or disturbingly defective sagas — problematizes, in the light both of the modernist heritage and the questioning of its utopias, the gaze towards artistic expression and the place in which the artist/creator is supposed to belong, especially in the late twentieth century, in an oppressive context. In this pendulating state (or the play in or with language) a performatic condition reigns, by allowing the observance, in between approximation and detachment, of the author‘s boastful speech and the ―biographical‖ elements as strategies that could seduce or even ―violate‖ her reading audience

Fazendo uso da metáfora do teatro , este estudo percorre os bastidores da construção da Proposta polít ico-pedagogógica da Escola Estadual de Ensino Fundamental Prof. a Hilda Koetz , no município de São Pedro do Sul, inserida no contexto da Constituinte Escolar do Estado do Rio Grande do Sul , no período de maio/1999 a setembro/2001 , e das prerrogativas legais nacionais e espanholas que a orientam. Considera os discursos presentes nesta experiência e revitaliza a importância do resgate do suje i to- ator como protagonista dos câmbios. Adotando pressupostos da pesquisa qualitativa , busca encontrar quais são as possibilidades que uma proposta político- pedagógica , construída sobre princípios democráticos , possui para promover mudanças na sua prática curricular, considerando as implicações decorrentes do seu processo de discussão , elaboração e análise. Encontra nos princípios democráticos de participação, diálogo, compromisso e coerência a possibilidade de transformar as práticas curriculares. / La metáfora del teatro percorre los bastidores del estudio de la construcción de la Propuesta político- pedagogógica de la Escuela Estatal de Ensefíanza Fundamental Prof. a Hilda Koetz , em la municipalidad de São Pedro do Sul , inserida en el contexto de la " Constituinte Escolar" de la Prov íncia del Rio Grande do Sul/Brasil y de las prerrogativas legales nacionales e espafíolas que la orientan . Tiene en consideración los ' discursos presentes en la experiencia y revitaliza la importancia del resgate del sujeto- actor como protagonista de los cambios. Al adoctar pressupuestos de uma investigación cualitativa busca , encontrar cuales s ón las posibilidades que una propuesta político- pedagógica , construyda s obre princípios de democracia posuen para prover los cambios en su práctica curricular, al tener en consideración las implicaciones decorrentes de su proceso de discusión , elaboración y análise . Encuentra em l o s princípios democraticos de partic ipación , diálogo , compromiso y coerencia la posibilidad de transformación de las prácticas curriculares.