Afhandling--Aarhus, 1994. / Résumé en anglais et en allemand. Bibliogr. p. 395-411.

Afhandling--Humanistiske fakultetsråd--Odense, 1992. / Résumé en danois et allemand.

O objetivo da presente tese firmou-se na investigação de como se articula a imagem-símbolo da viagem no conto literário O companheiro de viagem, de Hans Christian Andersen, em diálogo com o conto popular norueguês O companheiro e a narrativa mítica nórdica Thor no País dos Gigantes. Para fundamentar o comparatismo literário das três narrativas, buscou-se aporte teórico na taxonomia dos símbolos presente na antropologia do imaginário, de Gilbert Durand (2012), e em outros teóricos da crítica da literatura contemporânea sobre o imaginário, o conto popular e o mito, a produção literária. Verificou-se como cada narrativa do corpus é configurada em imagens-símbolos e que algumas ressoam no conto anderseniano. A imagem compósita da viagem manifestou-se constitutiva de um esquema ascensional pela presença de um simbolismo que remete ao cume, à vitória do herói, à realização do sonho da conquista da amada e do reinado. A viagem é ascensão simbólica. Do ponto de vista da crítica literária pode-se reconhecer ainda que O companheiro de viagem é o palimpsesto no sentido que formula Gèrard Genette: um hipertexto (texto inovador) que narra um hipotexto (um texto anterior), pelo procedimento da transformação que se distingue da imitação. O conto O companheiro de viagem é (re)tecido em imagens-símbolos, configuradas em artifícios picturais, melodiosos, gestuais, visuais pela escrita. A imagem semelhantemente à vida, manifesta-se. / The aim of this thesis is based on the investigation of how is articulated the trip symbol image in the tale The travelling companion, by Hans Christian Andersen, in dialogue with the Norwegian popular tale The companion and the mythic Nordic narrative Thor in the land of giants. In order to support the literary comparatism in the three narratives, the theoretical contribution was made in the taxonomy of symbols present in the imaginary anthropology, by Gilbert Durand (2012), and other theorists of the contemporary literature criticism about the imaginary, the popular tale and the myth, the literary production. It was verified how each narrative of the corpus is configured in symbols-images and that some of them resound in the Andersenian tale. The composite image of the trip has revealed itself as constitutive of an ascended scheme by the presence of a symbolism which refers to the summit, the heros victory, the achievement of the dream of conquering the beloved woman and the realm. The trip is a symbolic ascent. From the point of view of the literary criticism, the literary tale is palimpsest in the sense of the Geràrd Genettes formulation: a hypertext (innovative text) which tells a hipotext (a previous text), by the resource of transformation that differs from imitation. However, the tale The travelling companion is (re)woven in symbols-images, configured in pictorial, melodic, gestural, visual devices by the writing. The image, similarly to life, manifests itself.

Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-24Bitstream added on 2014-06-13T18:29:13Z : No. of bitstreams: 1 faria_fcr_me_prud.pdf: 1571986 bytes, checksum: 215214993171199c0aa6e0b694f46658 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa está vinculada ao programa de Pós-Graduação da Unesp de Presidente Prudente S/P e à linha de pesquisa Infância e Educação e gestada em um projeto maior denominado Literatura na escola: espaços e contextos. A realidade brasileira e portuguesa, coordenado pela professora Dra Renata Junqueira de Souza e realizado pelo Centro de Estudos em Leitura e Literatura Infantil e Juvenil – CELLIJ. O estudo partiu dos resultados calamitosos do Brasil em provas (Saresp, SAEB, PISA) que avaliam a competência leitora dos alunos comprovando o fato de as escolas não cumprirem com sua função primeira: ensinar a ler e escrever. Estudos têm mostrado que o hábito de leitura dos estudantes tem se tornado precário e insuficiente fato que, somado ao despreparo teórico e pedagógico dos professores relativamente ao ensino da literatura e à utilização do material literário, tem dificultado o trabalho com o livro literário no âmbito escolar, razão pela qual justifica-se esta investigação. A pesquisa teve por objetivo estudar as contribuições da Estética da Recepção para o ensino de literatura e para a formação do leitor, além de investigar a compreensão dos principais aspectos que levavam à aceitação, ou não, da obra e como ocorre a recepção literária. Para tanto, optou-se por um aporte teórico afinado com a teoria recepcional de Hans Robert Jauss, bem como a Metodologia Recepcional criada por Bordini e Aguiar e os Níveis de recepção literária de Hans Kügler. A pesquisa foi desenvolvida em uma escola municipal de Presidente Prudente e teve como público alvo alunos do 5º ano com os quais foi vivenciada uma prática pedagógica fundamentada na Estética... / This research is part of the graduate program at Department of Education in Unesp Presidente Prudente and related to the research topic concerning childhood and education, included in the Literature in the school: spaces and contexts, project intended to study the Brazilian and Portuguese realities. The project is coordinated by Professor Dr. Renata Junqueira de Souza and conducted by the Centre for studies in Reading and Literature for children and teens - CELLIJ. The study presented here was first motivated by unfortunate Brazilians’ educational institutions results in regional, national and international tests (Saresp, SAEB, PISA) designed in order to evaluate the students' reading skills. Such results have been shown that the Brazilian schools teaching techniques do not meet to their primary function: teach students to write and read properly. There are some studies that have shown a lack between the students’ reading habits and the required behaviour to meet a reading proficiency level. Moreover the theoretical and pedagogical teachers’ background, generally, is not enough to suitably use the literary stuff with their students. Has a result, the literature learning process has been faced difficulties and the improvement need in this educational context comes out the importance of the research presented here. This research is purposed to study the Reception’s Aesthetics contributions to the literature teaching goal and develop the students’ comprehensive reading skills. In addition to that, it investigates the major issues related to acceptance of the literature. In order to reach these goals, our study draws on the receptional theory from Hans Robert Jauss, on Receptional Methodology created by Bordini and Aguiar and on Levels of literary reception from Hans Kügler. This research was developed in a school located in Presidente Prudente city... (Complete abstract click electronic access below)

This master thesis deals with the translations of Hans Christian Andersen's fairy tales into Czech and their reception in the period from 1948 to 1989. After a description of the historical context and the status of children's and translated literature in the given period, an analysis of different fairy tales follows, with a focus on the influence of cultural and language norms and literary tradition on the translations. Special attention has been paid to censorship. The theoretical background consists of a chapter dedicated to Andersen's life and work, characteristics of his fairy tales and their reception, and a chapter dealing with the specifics of the translation of children's literature. The thesis also includes a bibliography of Czech translations of Andersen's fairy tales (book editions) and a bibliography of reviews, monographs and articles about Andersen published between 1948 and 1989. The main contributions of this thesis are in providing an overview of the translations in the given period and its analysis of the influence of norms and censorship on the translation. Powered by TCPDF (www.tcpdf.org)

Mythic is an animated family series that will collide the worlds of the beloved Disney style musical feature, with everyday children’s programming. Based on 8 public domain works by Hans Christian Andersen, the series will follow Princess Viv, Farmhand Penelope, Pit-Pocket Leina, and a hopelessly romantic Prince Agner, as they travel through magical kingdoms in hopes of retrieving 8 mythical relics. Together, the four will learn about the meaning of love, the danger of greed, and the joy of being selfless as they fight to keep Leina from becoming a true villain.

(in English): The diploma thesis deals with the specific conception of body and corporeality in fairy tales, especially with morbid elements which are often reflected as non-fairy tale. The fairy tales of Karel Jaromír Erben, Hans Christian Andersen and Oscar Wilde are the main focus. The thesis also introduces the theory of the Swiss scholar Max Lüthi formulated in The European Folktale: Form and Nature into the Czech context. The thesis is divided into a theoretical and a practical part. The theoretical section provides a complex explication of Max Lüthi's theory of the fairy tale. It examines the main terms that Luthi defined for the fairy tale: One-dimensionality, Depthlessness, Abstract Style, Isolation and Universal Interconnection, Sublimation and All-Inclusiveness. Then the frame of this theory is extended into the field of the authorial fairy tale. The diploma thesis then sums up the differences and the points of contact between those two subgenres using The Story of the Eldest Princess as an example. The practical part focuses on relevant strategies of handling the body and corporeality in fairy tales. The last chapter deals with techniques of breaking the surface of the fairy tale characters' bodies, with internal destruction of the body and with the elements in between. All is...

Orientador: Ana Maria da Costa Santos Menin / Banca: Renata Junqueira de Souza / Banca: Henrique Silvestre Soares / Resumo: A presente pesquisa está vinculada ao programa de Pós-Graduação da Unesp de Presidente Prudente S/P e à linha de pesquisa Infância e Educação e gestada em um projeto maior denominado Literatura na escola: espaços e contextos. A realidade brasileira e portuguesa, coordenado pela professora Dra Renata Junqueira de Souza e realizado pelo Centro de Estudos em Leitura e Literatura Infantil e Juvenil - CELLIJ. O estudo partiu dos resultados calamitosos do Brasil em provas (Saresp, SAEB, PISA) que avaliam a competência leitora dos alunos comprovando o fato de as escolas não cumprirem com sua função primeira: ensinar a ler e escrever. Estudos têm mostrado que o hábito de leitura dos estudantes tem se tornado precário e insuficiente fato que, somado ao despreparo teórico e pedagógico dos professores relativamente ao ensino da literatura e à utilização do material literário, tem dificultado o trabalho com o livro literário no âmbito escolar, razão pela qual justifica-se esta investigação. A pesquisa teve por objetivo estudar as contribuições da Estética da Recepção para o ensino de literatura e para a formação do leitor, além de investigar a compreensão dos principais aspectos que levavam à aceitação, ou não, da obra e como ocorre a recepção literária. Para tanto, optou-se por um aporte teórico afinado com a teoria recepcional de Hans Robert Jauss, bem como a Metodologia Recepcional criada por Bordini e Aguiar e os Níveis de recepção literária de Hans Kügler. A pesquisa foi desenvolvida em uma escola municipal de Presidente Prudente e teve como público alvo alunos do 5º ano com os quais foi vivenciada uma prática pedagógica fundamentada na Estética... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is part of the graduate program at Department of Education in Unesp Presidente Prudente and related to the research topic concerning childhood and education, included in the Literature in the school: spaces and contexts, project intended to study the Brazilian and Portuguese realities. The project is coordinated by Professor Dr. Renata Junqueira de Souza and conducted by the Centre for studies in Reading and Literature for children and teens - CELLIJ. The study presented here was first motivated by unfortunate Brazilians' educational institutions results in regional, national and international tests (Saresp, SAEB, PISA) designed in order to evaluate the students' reading skills. Such results have been shown that the Brazilian schools teaching techniques do not meet to their primary function: teach students to write and read properly. There are some studies that have shown a lack between the students' reading habits and the required behaviour to meet a reading proficiency level. Moreover the theoretical and pedagogical teachers' background, generally, is not enough to suitably use the literary stuff with their students. Has a result, the literature learning process has been faced difficulties and the improvement need in this educational context comes out the importance of the research presented here. This research is purposed to study the Reception's Aesthetics contributions to the literature teaching goal and develop the students' comprehensive reading skills. In addition to that, it investigates the major issues related to acceptance of the literature. In order to reach these goals, our study draws on the receptional theory from Hans Robert Jauss, on Receptional Methodology created by Bordini and Aguiar and on Levels of literary reception from Hans Kügler. This research was developed in a school located in Presidente Prudente city... (Complete abstract click electronic access below) / Mestre

The period 1889-1891 has been regarded as crucial in Oscar Wilde’s (1854-1900) career. Having been somewhat unsuccessful as a writer during the 1880s, and turning to journalism to earn a living, Wilde in this period saw the publication of his dialogues which led to his sole novel The Picture of Dorian Gray (hereafter, Dorian), serialised in 1890 before being republished as a novel in 1891. It has been characterized as a turning point in his career, and critics have studied these works in detail, as well as those which followed, especially the four society’s comedies: Lady Windermere’s Fan (1892), A Woman of No Importance (1893), An Ideal Husband (1895), The Importance of Being Earnest (1895). However, besides this selection, much of Wilde’s work remains under-researched, particularly his fairy tales, whose study suffers from the prejudicial categorisation as children’s literature. Research to date has tended to privilege a single aspect of Wilde’sfairy tales, as in Jarlath Killeen’s The Fairy Tales of Oscar Wilde (2007) focusing on a Victorian societal perspective, rather than studying the fairy tales as a coherent and integral part of Wilde’s lifework. The essay focuses on ‘The Fisherman and His Soul’ (hereafter, ‘Fisherman’), recognised as the most sophisticated tale from Wilde’s A House of Pomegranates (1891) (hereafter, Pomegranates). It will establish the essential role of ‘Fisherman’ in understanding Wilde’s complex aesthetic philosophy by examining the tale from two distinct levels of intertextuality. First, Wilde borrowed some of the most emblematic aesthetical and narrative elements from Andersen’s ‘The Little Mermaid’ (hereafter, ‘Mermaid’) and other similar fairy tales from the early nineteenth century for explicitly positioning ‘Fisherman’ as a response to Andersen’stale. Taking the opposite approach to Andersen’s ‘Mermaid’, Wilde’s ‘Fisherman’ stands as a social critique against the Victorian doxa, especially denouncing its nefarious effect on art. Second, through epistolary and textual evidence, the essay reveals the connections between ‘Fisherman’, Dorian, and ‘The Soul of Man’ (1891), including their genesis, design, themes, and discourse. This dual intertextuality of ‘Fisherman’ allows us to reassess Wilde’s tale as an influential text. It contributes simultaneously to comprehending better how consistent Wilde’s aesthetic standards and societal view were.

Includes bibliographical references (leaves 119-131) / Text in English with summaries in English and Afrikaans / There are certain influences from the eighteenth and nineteenth century English and German romantic Zeitgeist that can be discerned in Hans Christian Andersen’s fairy tales. The role of the imagination stands out as a particularly dominant notion of the romantic period as opposed to the emphasis on reason during the Enlightenment. It is this romantic influence that Andersen’s tales especially exemplify. For him the imagination is transcendent – one can overcome the mystery and hardship of an earthly existence by recasting situations imaginatively and one can even be elevated to a higher, spiritual realm by its power. The transcendent power of the imagination is best understood by viewing it through the lens of negative capability, a concept put forward by romantic poet, John Keats. The concept implies an “imaginative openness” to what is, which allows one to tolerate life’s uncertainties and the inexplicable suffering that forms part of one’s earthly existence by using the imagination to open up new potential within trying circumstances. In selected fairy tales, Andersen’s child protagonists transcend their circumstances by the power of their imagination. In other tales, nature is instrumental in this imaginative transcendence. The natural world conveys spiritual truths and has a moralising influence on the characters, bringing them closer to the Ultimate Creator. This follows the philosophy of German Naturphilosophie, as well as that of English romantics like Coleridge and Wordsworth, for whom nature functions as a portal to the spiritual world. The concept of the “sublime” underpins this philosophy. If nature is viewed through an imaginative, instead of an empirical lens, it becomes the means by which the temporal world can be transcended. It is a message of hope and as such is in keeping with Andersen’s self professed calling as visionary who uses his art to uplift mankind. In this he is the ultimate romantic hero or outsider who, while standing on the periphery of society, observes its shortcomings and feels called upon to show the way to a better world. / Sekere invloede van agtiende- en negentiende eeuse Engelse en Duitse romantisisme kan in Hans Christian Andersen se feëverhale bespeur word. Veral die rol van die verbeelding staan uit as ‘n dominante invloed van romantisisme, in teenstelling met die laat sewentien- en vroeë agtiende eeuse fokus op rasionaliteit. Dit is hierdie romantiese invloed wat Andersen se verhale veral versinnebeeld. Vir hom is die verbeelding transendentaal – ‘n mens kan die misterie en swaarkry van jou aardse bestaan oorkom deur situasies deur die oog van die verbeelding te bejeën en kan selfs deur die mag van die verbeelding opgehef word na ‘n hoër, meer spirituele vlak. Die transendentale mag van die verbeelding kan beter begryp word wanneer dit deur die lens van “negative capability” gesien word. Hierdie konsep is deur die romantiese digter, John Keats, voorgestel. Die konsep impliseer ‘n verbeeldingryke openheid in die aangesig van aardse onsekerheid en swaarkry, wat die mens uiteindelik in staat stel om nuwe potensiaal in moeilike omstandighede raak te sien. In uitgekose feëverhale, oorkom Andersen se kinderprotagoniste hul moeilike omstandighede deur die mag van die verbeelding. In ander verhale is die natuur deurslaggewend in dié transendentale verbeeldingsreis. Nie net dra die natuur geestelike waarhede oor nie, maar dit het ook ‘n moraliserende invloed op die karakters, wat hulle nader aan ‘n Opperwese bring. Dit herinner aan die Duitse Naturphilosophie, asook die sienswyse van Engelse romantikusse soos Coleridge en Wordsworth, vir wie die natuur ‘n deurgangsroete na die geestelike wêreld is. Die idee van die “sublime” is onderliggend aan hierdie filosofie. As die natuur deur middel van die verbeeldingslens, in plaas van deur ‘n empiriese lens bejeën word, kan dit ‘n manier word om die aardse te oorkom. Dit is dus ‘n boodskap van hoop wat in lyn is met Andersen se selfopgelegde taak as profeet wat sy kuns gebruik om die mensdom op te hef. In hierdie opsig is hy die absolute romantiese held of buitestaander, wat, ofskoon hy aan die buitewyke van die samelewing staan, tóg tekortkominge raaksien en geroepe voel om die weg na ‘n beter wêreld te wys. / English Studies / M.A. (English)