Helena Larsdotter Lindelia – what’s new? A follow-up to Inger Estham’s research from 1974 on the Småland Baroque embroiderer. Helena Larsdotter Lindelia is an uncommon example of a named Swedish female embroiderer from the Baroque period. Swedish churches and museums house a significant collection of historical church textiles. These textiles, including Lindelia’s works, fall under cultural heritage protection laws. My objective in tracing Lindelia’s known works over time was to examine how the perspective on shared cultural heritage and practices related to the conservation of culturally protected textiles have evolved over time. Additionally, I have aimed to determine whether the perception of Lindelia's works has changed since the embroiderer was named in 1974. To achieve this, I conducted a comparative analysis of written source materials, images, and textile objects, supplemented by discourse analysis. To perform the comparative analysis, I first conducted a comprehensive inventory of all preserved works by Lindelia.  I have successfully managed to relocate most of Lindelia’s currently known works. A central concept in my thesis is heritage-making, and I view the relocation of several works from churches to museums in the late 19th century as a step in the heritage-making of older church textiles. Moreover, even the works of Lindelia that remain in churches today are now regarded more as cultural heritage objects than as functional items, being out of use. I have been able to state that after Agnes Geijer from the Pietas textile studio drew attention to the "Småland studio" in the 1940s, a small increase in the conservation of Lindelia’s works became evident. Following Inger Estham's research in the 1970s, there was yet another increase in awareness of the cultural-historical value of Lindelia's textile works. However, it is worth noting that she remains largely unknown outside these circles despite her uniqueness as a named female Baroque embroiderer with nearly 50 preserved works, which is quite remarkable.

Un territoire est indéniablement associé à Napoléon et à sa légende dans l'esprit des populations. Il ne s'agit pas de la Corse, lieu de naissance, mais bien de Sainte-Hélène, lieu d’exil, de mort mais aussi de construction de la légende napoléonienne. C'est sur cette île de l'Atlantique sud qu'entre 1815 et 1821 celui qui, pendant plus de vingt ans, a fait trembler l'Europe, vit les dernières années de son existence. Le captif pendant toutes les années de sa détention sur Sainte-Hélène n'est peut-être à aucun autre moment de sa vie si étroitement observé. Cependant, les Français, entre 1815 et 1821, ignorent ce qui se passe sur cette île perdue de l’Atlantique sud. Les nouvelles sur ce personnage sont rares sinon absentes et l'absence d'information véridique sur les événements de l'île est considérable. Ce constat est accentué par la situation de Sainte-Hélène. Il s'agit d'un lieu éloigné, inconnu et difficilement compréhensible pour la grandes majorités des Français du XIXe siècle. Cette absence d'information entraine les plus folles rumeurs. Effectivement, les fausses nouvelles parsèment l'exil de Napoléon, des Français répandent des bruits, prétendent connaître la vérité et la transmettre généralement oralement, plus rarement par l'écrit, aux autres. Si les bruits sont essentiellement émis entre 1815 et 1821 ils se poursuivent au cours des années 1820 et même au-delà par de multiples relais.Nombre de bruits et d'ouvrages offrent de multiples histoires toutes plus sensationnelles les unes par rapport aux autres sur l'exil de Napoléon. Parmi elles, Napoléon s'est évadé de Sainte‑Hélène. De véritables faits ont inspiré les nombreuses théories évasionistes qui fleurissent à partir de 1815. Ainsi, des projets d’enlèvement ont indéniablement été pensés. Néanmoins, aucun des plans n’est mis à exécution, amenant en conséquence un questionnement sur les raisons de l’absence de leur concrétisation, n'ont-ils pas simplement été de simples échanges verbaux entre Bonapartistes ?Enfin, les rumeurs perdurent après 1821 en partie grâce aux arts. En effet, l'internement de Napoléon a beaucoup été représenté par la littérature, la peinture et plus récemment par le cinéma. Par exemple, de très nombreux auteurs du XIXe siècle se sont inspirés du séjour de l'Empereur à Sainte-Hélène de façon plus ou moins évidente et ont réinvesti les éléments constitutifs de la légende.Toutes les rumeurs et les représentations artistiques de la captivité déforment les dernières années de Napoléon. Or, ces représentations altérées restent dans la mémoire collective car elles sont plus faciles à retenir, elles sont de meilleures histoires que la réalité... Et donc, la mythologie fini par altérer la réalité historique. Par exemple, l'idée d’un Napoléon humilié en permanence par les Anglais est ancrée dans la mentalité populaire comme parmi les élites. D'ailleurs cette distorsion de la réalité est une partie intégrante de la légende napoléonienne. Sans l'idée du calvaire de Napoléon à Sainte-Hélène prisonnier des puissances de la Sainte-Alliance et l’image négative de Hudson Lowe, la figure du captif auprès des libéraux et des nationalistes au XIXe siècle n’aurait pas été la même. La légende de Sainte-Hélène est donc une partie fondamentale de l’histoire napoléonienne. / A territory is undeniably associated with Napoleon and his legend in the minds of the peoples. It is not a question of Corsica, place of birth, but of Saint Helena, place of exile, of death but also of construction of the napoleonic legend. It is on this island of the South Atlantic that between 1815 and 1821 he who, during more than twenty years, made tremble Europe, saw the last years of its existence. The captive during all the years of his detention on St. Helena Napoléon is closely observed. However, the French, between 1815 and 1821, do not know what is happening on this lost island of the South Atlantic. News about this character is rare if not absent and the lack of truthful information about the events of the island is considerable. This observation is accentuated by the situation of St. Helena. It is a distant place, unknown and difficult to understand for the great majority of the French of the nineteenth century. This lack of information leads to the wildest rumors. Indeed, the false news strew the exile of Napoleon, French spread noises, claim to know the truth and to transmit it generally orally, more rarely in writing, to others. If the noises are essentially emitted between 1815 and 1821 they continue during the 1820s and even beyond by multiple relays. Many noises and books offer multiple stories all about Napoleon's exile. Among them, Napoleon escaped from Saint Helena. Real facts have inspired the many evasive theories that flourished from 1815. Thus, kidnapping projects have undeniably been thought out. Nevertheless, none of the plans are put into execution, leading consequently a questioning on the reasons of the absence of their concretization. Maybe, they were simple verbal exchanges between Bonapartists? Finally, rumors endure after 1821 partly thanks to the arts. Indeed, the internment of Napoleon was much represented by literature, painting and more recently by cinema. For example, many nineteenth-century writers drew inspiration from the Emperor's stay in Saint Helena in a more or less obvious way and re-invested the constituent elements of the legend. All the rumors and artistic representations of captivity distort the last years of Napoleon. However, these altered representations remain in the collective memory because they are easier to remember, they are better stories than reality ... And so, mythology ended up altering the historical reality. For example, the idea of ​​a Napoleon permanently humiliated by the British is rooted in the popular mentality as among the elites. Moreover this distortion of reality is an integral part of the Napoleonic legend. Without the idea of ​​Napoleon's ordeal on St. Helena prisoner of the Holy Alliance and the negative image of Hudson Lowe, the figure of the captive among liberals and nationalists in the nineteenth century would not have been the same. The legend of St. Helena is therefore a fundamental part of Napoleonic history.

Made available in DSpace on 2015-07-15T13:31:29Z (GMT). No. of bitstreams: 1 Lilian Almeida-Dissertacao.pdf: 46246 bytes, checksum: cb61537b5811a6268eaa26c70b5a8317 (MD5) Previous issue date: 2006-07-28 / Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior / Este estudio se propone a analizar la estructura de la obra de la escritora Helena Parente Cunha, a partir de los cuatro libros de cuentos hasta entonces publicados (Os provis?rios, Cem mentiras de verdade, A casa e as casas e Vento, ventania, vendaval) dedicando especial atenci?n a los personajes femeninos. En el an?lisis y delimitaci?n del corpus de trabajo son analizadas narrativas que tematizan las vivencias femeninas en ambientes de represi?n, dudas, inseguridades y tambi?n de altivez, a fin de trazar un perfil de los personajes parentianos. En paralelo se destacan los recursos de lenguaje utilizados en la conducci?n de la narrativa, de modo a endosar, o no, algunas posturas de los personajes, consideradas como legitimaci?n o ruptura de una l?gica social. A partir de los comportamientos femeninos son trazados tres perfiles que esbozan el posicionamiento de los personajes cuanto a las formas, instituidas culturalmente, que delimitan los modelos relativos al femenino, a saber: mujeres que est?n ancoradas en el puerto seguro de los valores patriarcales, que transitan en el delimitado espacio de la sumisi?n a modelos socialmente establecidos, las que est?n descontentas con la solidez de los valores instituidos e inseguras con el desconocido y las sanciones aplicadas a quien subviene al orden; las que ultrapasaron el terreno firme de las convenciones, conocieron las implicaciones resultantes de la trasgresi?n, sin embargo la seguridad en la opci?n realizada les garantiza serenidad y plenitud. / Este estudo se prop?e a analisar a cont?stica da escritora Helena Parente Cunha, a partir dos quatro livros de contos at? ent?o publicados (Os provis?rios, Cem mentiras de verdade, A casa e as casas e Vento, ventania, vendaval), dedicando especial aten??o ?s personagens femininas. Na an?lise e delimita??o do corpus de trabalho s?o analisadas narrativas que tematizam as viv?ncias femininas em ambientes de repress?o, d?vidas, inseguran?as e tamb?m de altivez, a fim de tra?ar um perfil das personagens parentianas. Em paralelo, destaca-se os recursos de linguagem utilizados na condu??o da narrativa, de modo a endossar, ou n?o, algumas posturas das personagens, consideradas como legitima??o ou ruptura de uma l?gica social. A partir dos comportamentos femininos s?o tra?ados tr?s perfis que esbo?am o posicionamento das personagens quanto ?s f?rmas, institu?das culturalmente, que delimitam os modelos relativos ao feminino, a saber: mulheres que est?o ancoradas no porto seguro dos valores patriarcais, que transitam no delimitado espa?o da subservi?ncia a modelos socialmente estabelecidos; as que est?o descontentes com a solidez dos valores institu?dos e inseguras com o desconhecido e as san??es aplicadas a quem subverte a ordem; as que ultrapassaram o terreno firme das conven??es, conheceram as implica??es decorrentes da transgress?o, todavia a seguran?a na op??o realizada garante-lhes serenidade e plenitude

In this thesis, I am interested in transnational feminist scholarship and dialogue. Through close readings of Helena Maria Viramontes's texts, I place her writing in conversation with several transnational feminist scholars and themes. I begin with home, a frequently discussed topic within transnational feminism, as the experiences of diasporic and migrant populations challenge the notion of home. I locate the multiple homes presented in Viramontes's texts, arguing that these homes are unreliable spaces for their residents. I then consider male characters and masculinity in Viramontes's stories, as these men significantly influence the homes of women. In Viramontes's later texts, some of these characters support the women in their lives, as well as embrace the multiplicity of masculinity. I also explore invisibility and hypervisibility, two themes which figure prominently within transnational feminism and Viramontes's texts. Viramontes makes visible women, workers, and youth, challenging their invisibility and hypervisibility. In my analysis, I include Viramontes's two novels, Under the Feet of Jesus (1995) and Their Dogs Came With Them (2007), as well as two short stories, "Growing" (1983) and "The Jumping Bean" (1992). By analyzing these works, which were published over a period of twenty four years, we can more intricately see Viramontes's exploration of transnational feminist themes.

Between Women: Alliances and Divisions in American Indian, Mexican American, and Anglo American Literatures of Protest to Colonialism investigates nineteenth- and twentieth-century women writers' negotiation of women's rights discourses. This project examines the split between nineteenth-century women's rights groups and the Equal Rights Association to assess how American Indian, Mexican American, Anglo women, and, more recently, Chicana writers provide theoretical insights for new directions in feminisms. This study is grounded historically in order to learn from the past and continue efforts toward "decolonizing feminisms," to borrow a phrase from Chandra Mohanty. To that end, current feminist theories about alliances and solidarity are linked to ways that writers intervene in feminisms to simultaneously imagine solidarity against white male colonialist violence and object to racism on the part of Anglo women. Like all the writers in this study, Sarah Winnemucca's Life Among the Piutes: Their Wrongs and Claims (1883) challenges Anglo women to not be complicit with Anglo male colonialist violence. Winnemucca's testimony illuminates the history of alliances between Anglo and Native women and current debates amongst various Native women activists regarding feminism. Between Women traces how Anglo American writer Helen Hunt Jackson's Ramona (1884) protests effects of U.S. colonialism on Luiseno people and her negotiation of feminisms compared with Winnemucca's writing and Maria Amparo Ruiz de Burton's The Squatter and the Don (1885) and Who Would Have Thought It? (1872), novels that protest the effects of U.S. colonialism on Mexican Americans, particularly women. It then compares Ruiz de Burton's writing to Helena Mari­a Viramontes's Under the Feet of Jesus (1995) and Cherri­e Moraga's Heroes and Saints (1994), texts that acknowledge the difficulties of forming alliances between women in the context of exploitation, pesticide poisoning of Chicanas/os, and border policies. The epilogue points to Evelina Lucero's Night Sky, Morning Star (2000), demonstrating how an understanding of the history that Winnemucca engages elucidates American Indian literature in the twenty-first century. By looking deeply at how nineteenth-century conflicts effect us in the present, scholars and activists might better assess tactics for feminisms in the twenty-first century that enact an anti-colonialist feminist praxis.

No description available.

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Abstract and vita. Includes curriculum: Lift up your hearts: a study in Holy Communion. Includes bibliographical references (leaves 200-209).

Thesis (D.W.S.)--Institute for Worship Studies, 2006. / Abstract and vita. Includes curriculum: Lift up your hearts: a study in Holy Communion. Includes bibliographical references (leaves 200-209).

Esta pesquisa busca compreender a constituição do letramento em língua portuguesa e em espanhol, como língua adicional, na escola municipal de Ensino Fundamental Cinderela, no ciclo de alfabetização, no município de Santa Helena, extremo-oeste de Santa Catarina. Foram utilizados procedimentos metodológicos da pesquisa qualitativa de cunho etnográfico (ERICKSON, 1990; HEATH e STREET, 2008; MASON, 1996; JUNG, 2003). A geração de dados envolveu participação em eventos de letramento nas aulas de língua portuguesa e nas aulas de espanhol, participação em conselhos de classe, em reuniões com os pais, observação da hora do recreio e visita às famílias. O trabalho de campo foi realizado através de observação participante, e os dados consistiram de registros audiovisuais e fotográficos, notas em diário de campo, recolha e organização documental, e gravação de entrevistas. A análise de 12h/a de espanhol, 39 h/a de língua portuguesa (outras matérias escolares com a professora de referência), 2 horas e 30 minutos de recreio, e cerca de 11 horas nas famílias ocorreu em três etapas: análise dos registros audiovisuais a partir de uma revisão teórica focalizando os conceitos de letramento e eventos de letramento (HEATH, 1982; SCRIBNER e COLE, 1981 e STREET, 1984), considerando uma perspectiva de educação linguística (BAGNO e RANGEL, 2005; HEATH 1982; BRITTO, 2007) e de inter-relação entre língua materna e línguas adicionais no trabalho de letramento escolar (SHLATTER e GARCEZ, 2009; GEE, 2004). A segunda etapa foi analisar detalhadamente todas as notas do diário de campo e, na terceira etapa, analisar diversos mapas físicos da turma. Ao longo da análise, notaram-se diferenças entre as identidades de participação negociadas, de tal forma que a ratificação dos participantes para tomar parte nos diferentes eventos de letramento registrados varia de um participante a outro e de um contexto a outro. Os resultados da pesquisa mostram que nos eventos de letramento escolares que se configuram em sala de aula durante as aulas de língua portuguesa, matemática, ciências e artes, que têm a língua portuguesa como língua focalizada em suas manifestações orais e escritas, as crianças interagem com a leitura e a escrita de maneiras diferentes. Essas diferenças se relacionam aos diferentes modos como participam verbalmente, a como sua participação é ou não ratificada e por receberem ou não a ajuda dos colegas no momento da realização das atividades. O letramento escolar proporcionado parece evidenciar que muitas linguagens e modos de participar estão implicados nas interpretações do discurso escrito, mas, ao mesmo tempo, torna central para a interação com esses discursos as competências ligadas à alfabetização. Em muitos momentos das aulas em língua portuguesa, a interação entre as crianças e a professora contribui para a construção de conhecimentos sobre a escrita e de significados relacionados a ela, embora as oportunidades de participação e a ratificação distinta de diferentes contribuições siga sendo notada, com forte ênfase na avaliação positiva de respostas que se alinhem ao repertório da professora e aos sentidos ligados a instrumentos valorizados pela escola. Nos eventos de letramento escolares que se configuram em sala de aula durante as aulas que têm a língua espanhola (aulas de espanhol) como língua focalizada em suas manifestações orais e escritas, o gerenciamento conjunto do discurso de sala de aula nas diversas atividade realizadas pode ser demonstrado na organização da participação em sala de aula, no trabalho oral e interativo, no engajamento de todos e cada um nas atividades pedagógicas e também na cooperação entre o grupo para a leitura coletiva, por meio da qual, mesmo não sabendo ler é possível participar e aprender. Essa organização da participação e da aprendizagem também ocorre nas aulas que têm a língua portuguesa como foco, mas parece ser distintiva da aula de espanhol, na qual a função da alfabetização como porta de acesso à participação não convive com uma participação mais inclusiva. Ou seja, como interpretação central dos dados recolhidos, fica a questão de que nas aulas em que o letramento em português está em curso, há variadas interpretações do letramento sendo negociadas, mas a alfabetização se coloca muitas vezes como repertório escolar valorizado e construído como condição para a participação. Contrariamente a isso, no (bi)letramento produzido nas aulas de espanhol, essa agenda ligada à alfabetização não é construída conjuntamente em nenhuma das interações observadas. Veremos que nos critérios de sucesso escolar, essa valorização do letramento escolar autônomo e do código alfabético acaba por ter fortes efeitos de classificação e seleção dos alunos, tornando a observação de como isso se constrói aula a aula uma questão importante para o entendimento da educação produzida no contexto situado pesquisado. / This study aims to comprehend the constitution of literacy in the Portuguese language and the Spanish language, as an additional language, in the elementary municipal school Cinderela, in the city of Santa Helena, far western of Santa Catarina. Methodological procedures of qualitative ethnographic research were adopted (ERICKSON, 1990; HEATH e STREET, 2008; MASON, 1996; JUNG, 2003). The data generation involved participation in literacy events in the Portuguese and Spanish classes, participation in the teachers‟ meetings, in meetings with parents, observation of the break time and visits to the students‟ families. The fieldwork was carried out through participant observation, and the data consisted of audiovisual and photographic records, field note taking, collecting and organization of documents, and recorded interviews. The analysis of 12 h of Spanish classes, 39 h of Portuguese language classes (other school subjects with the reference teacher), 2 hours and 30 minutes of break time, and about 11 hours in visits to their families occurred in three steps: the first one was an analysis of audiovisual records based on a literature review focusing the concepts of literacy and literacy events (HEATH, 1982, SCRIBNER and COLE, 1981 and STREET, 1984), considering the perspective of language education (BAGNO and RANGEL, 2005, HEATH 1982; BRITTO, 2007) and the inter-relationship between the native language and the additional languages in the work of school literacy (SHLATTER and GARCEZ, 2009, GEE, 2004). The second step was to analyze in detail all of the fieldnotes, and the third step, to analyze several physical maps of the class. Throughout the analysis, differences were perceived between the negotiated identities of participation, so that the ratification of the participants in taking part in different recorded literacy events varies from one participant to another and from one context to another. The results show that in the school literacy events that are configured in the classroom during the Portuguese language, Math, Science and Arts classes, which have the Portuguese as the language used in oral and written manifestations, the children interact with reading and writing in different ways. These differences relate to the different forms students participate verbally, as their participation is ratified or not and whether they receive or not help from their colleagues when performing activities. The school provided literacy seems to show that many languages and ways of participation are involved in the interpretation of written speech, but at the same time, becomes central to the interaction with these discourses related to literacy skills. In many instances of the classes in Portuguese, the interaction between the children and the teacher contributes to the construction of knowledge about writing and the meanings related to it, though opportunities of participation and ratification, distinct of the various contributions, follow being noticed, with a strong emphasis in the positive assessment of responses that are aligned to the repertoire of the teacher and the senses connected to the instruments valued by the school. In school literacy events that are configured in the classroom during the lessons that have the Spanish language (Spanish classes) as the language focused on oral and written manifestations, the joint management of the classroom discourse in various performed activities can be demonstrated in the organization of the participation in the classroom, in the oral and interactive work, in the engagement of each and every one in the educational activities and also in the cooperation between the group for collective reading, by which, even not knowing how to read it is possible to participate and learn. This organization of the participation and the learning also occurs in the classes that have the Portuguese as focus, but it seems to be distinctive of the Spanish class, in which the role of literacy as a gateway to the participation does not live with a more inclusive participation. That is, as the central interpretation of the collected data, the issue that remains is that in the classes where the literacy in Portuguese is ongoing, there are varied interpretations of literacy being negotiated, but the alphabetization often arises as a school repertoire valued and built as a condition for participation. Contrary to this, the (bi)literacy produced in the Spanish classes, the agenda linked to the alphabetization is not built together in any of the observed interactions. We saw that in the criteria of educational success, this valuation of self school literacy and alphabetic code turns out to have strong effects in the classification and selection of students, making the observation of how it is built class by class an important issue for the understanding of the produced education in the situated context studied.

Made available in DSpace on 2014-06-11T19:32:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-07-04Bitstream added on 2014-06-13T18:44:13Z : No. of bitstreams: 1 silvestre_pls_dr_assis_parcial.pdf: 148918 bytes, checksum: 6d76f2409f86fde824f8c27d4f8e504a (MD5) Bitstreams deleted on 2015-06-25T13:00:53Z: silvestre_pls_dr_assis_parcial.pdf,. Added 1 bitstream(s) on 2015-06-25T13:03:17Z : No. of bitstreams: 1 000676714_20160727.pdf: 125066 bytes, checksum: 010c6aee8f57379bad6291272db30d08 (MD5) Bitstreams deleted on 2016-07-29T12:53:55Z: 000676714_20160727.pdf,. Added 1 bitstream(s) on 2016-07-29T12:54:48Z : No. of bitstreams: 1 000676714.pdf: 4393056 bytes, checksum: 9001532f7b8b51ab1f875cc35e1ec959 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A pesquisa tem por objetivo geral investigar como se dá a constituição e representação da identidade do sujeito feminino, no texto literário Minha vida de menina (1942), de Helena Morley e, ainda, sua respectiva adaptação para o cinema, Vida de menina (2004), dirigida por Helena Solberg. O estudo divide-se em partes distintas: a) fortuna crítica do diário; b) leitura e análise interpretativa de Minha vida de menina (Diário de Helena Morley); c) leitura e análise da obra fílmica, fortuna crítica da produção da diretora de cinema; d) leitura comparativa do corpus delimitado e reflexão crítica sobre as diferentes modalidades artísticas, considerando a especificidade de cada obra; e) realização de entrevista com a cineasta e John Spangler. A partir de conceitos da teoria da literatura e de estudos voltados para a adaptação, propomos uma análise do diário e do filme com o intuito de observarmos a construção da personagem feminina, já que o diário teve sua gênese no final do século XIX e foi publicado em 1942. Já no início do século XXI, Solberg realiza a adaptação para o cinema dos relatos da menina mineira. Ambas apresentam um contexto social, histórico e ideológico da nação brasileira, num período de grandes mudanças políticas, como a libertação dos escravos (1888) e Proclamação da República (1889); por conseguinte, o país iniciava o processo de modernização. Nessa reunião de informações, o diálogo intertextual presente entre o filme e o diário mostra uma personagem emancipada para o tempo em que viveu, pois rompe com costumes, ideias e ações, distanciando-se... / This study has as its general objective to investigate how the identity of the female character is constituted and represented, in the literary text “Minha vida de menina” (1942), by Helena Morley and also its respective adaptation to the movies “Vida de menina” (2004), directed by Helena Solberg. This study is divided in distinct parts: a) the critical fortune of the diary; b) the reading and interpretative analysis of “Minha vida de menina” (The Diary of Helena Morley); c) the reading and the analysis of the filmic work, the critical fortune of the production of the movie director; d) the comparative reading of the delimited corpus and the critical reflection on the different artistic modalities, taking into consideration the specificity of each work; e) the interview with the filmmaker Vera Brant. Starting from the concepts of the theory of the literature and of the studies turned to the adaptation, we propose an analysis of the diary and of the movie with the intention of observing the female character construction, since the diary had its genesis in the end of the 19th century and was published in 1942. In the beginning of the 21st century, Solberg concluded the adaptation for the movies of the “mineira” girl's reports. Both present a social context, historical and ideological of the Brazilian nation, in a period of great political changes, such as the Abolition of the Slavery (1888) and the... (Complete abstract click electronic access below)