Esta dissertação objetiva discutir a importância do momento histórico na construção da narrativa de um romance de ficção científica, tomando como base as obras Admirável mundo novo (1932), do escritor inglês Aldous Huxley, e O canal de execução (2007), do romancista escocês Ken MacLeod. A primeira obra descreve uma sociedade distópica em um futuro distante, que revela, porém, aspectos obviamente evidentes das décadas de 1920 e 1930. A segunda, tratando de um plausível futuro próximo da humanidade, apesar de apresentar uma alternativa à História do período entre os anos 2000 e 2007, refere-se claramente a preocupações presentes nas mentes do indivíduo pós-moderno. Os diferentes momentos em que se inserem as obras analisadas o período entreguerras e o início do século XXI, respectivamente permitem que sejam elaboradas considerações a partir de definições de utopia e distopia concebidas ao longo da história do pensamento utópico, principalmente através de perspectivas sociopolíticas relevantes para os períodos em questão, procurando destacar de que maneira a História se faz presente nas narrativas de Huxley e de MacLeod em tela / This dissertation aims at discussing the importance of the historical moment in the construction of the narrative of a Science Fiction novel, focusing on Brave New World (1932), by the English writer Aldous Huxley, and The Execution Channel (2007), by the Scottish novelist Ken MacLeod. The first one describes a dystopic society in a distant future, revealing, however, evident aspects of the 1920s and the 1930s. The second one, which is about a plausible near future for humankind, though presenting an alternative to the History of the period between 2000 and 2007, clearly refers to worries on the post-modern individuals mind. The different moments in which the analyzed novels are inserted the interwar period and the beginning of the twenty-first century, respectively allow us to make some considerations starting from definitions of utopia and dystopia conceived along the history of utopic thought, especially through sociopolitical perspectives which are relevant to the periods in question, attempting to emphasize how History is present in Huxleys and MacLeods narratives under consideration

Esta dissertação objetiva discutir a importância do momento histórico na construção da narrativa de um romance de ficção científica, tomando como base as obras Admirável mundo novo (1932), do escritor inglês Aldous Huxley, e O canal de execução (2007), do romancista escocês Ken MacLeod. A primeira obra descreve uma sociedade distópica em um futuro distante, que revela, porém, aspectos obviamente evidentes das décadas de 1920 e 1930. A segunda, tratando de um plausível futuro próximo da humanidade, apesar de apresentar uma alternativa à História do período entre os anos 2000 e 2007, refere-se claramente a preocupações presentes nas mentes do indivíduo pós-moderno. Os diferentes momentos em que se inserem as obras analisadas o período entreguerras e o início do século XXI, respectivamente permitem que sejam elaboradas considerações a partir de definições de utopia e distopia concebidas ao longo da história do pensamento utópico, principalmente através de perspectivas sociopolíticas relevantes para os períodos em questão, procurando destacar de que maneira a História se faz presente nas narrativas de Huxley e de MacLeod em tela / This dissertation aims at discussing the importance of the historical moment in the construction of the narrative of a Science Fiction novel, focusing on Brave New World (1932), by the English writer Aldous Huxley, and The Execution Channel (2007), by the Scottish novelist Ken MacLeod. The first one describes a dystopic society in a distant future, revealing, however, evident aspects of the 1920s and the 1930s. The second one, which is about a plausible near future for humankind, though presenting an alternative to the History of the period between 2000 and 2007, clearly refers to worries on the post-modern individuals mind. The different moments in which the analyzed novels are inserted the interwar period and the beginning of the twenty-first century, respectively allow us to make some considerations starting from definitions of utopia and dystopia conceived along the history of utopic thought, especially through sociopolitical perspectives which are relevant to the periods in question, attempting to emphasize how History is present in Huxleys and MacLeods narratives under consideration

This study examines late adolescent sociopolitical identity formation. Research questions examined how 18–20 year old adolescents think about their development, conceptualize their time and place in history, and understand social and political topics. Using cultural and narrative psychology perspectives, interview items addressed three topics: growing up in changing times; living history; and understanding political concepts. Special attention was given to student reflections on the September 11, 2001 terrorist attacks and their aftermath. Ten late adolescents, 18–20 years of age and students at a community college, were interviewed on two occasions for a total of approximately three hours. Responses were analyzed utilizing qualitative approaches drawn from the biographical and phenomenological traditions. Individual profiles were created based upon each student's interview, making extensive use of the students' narratives. Cross-participant responses were analyzed for related items. In this study of sociopolitical identity, it was found that: these adolescents conceptualize national and international events from the perspective of their personal, lived experience. Second, students' knowledge of political concepts was limited. In contrast, students' political interest and affect was high. Third, most students had a strong desire to contribute to and influence their society in a positive way, but had yet to find a means of doing so. Fourth, students exhibited a multicultural and multinational orientation. It was evident that these students experience a world that transcends national boundaries. Fifth, it was found that student attitudes and affects in the aftermath of the September 11 th terrorist attacks were characterized by fear, anxiety, and empathy for the victims and their families. The event and subsequent developments were seen as changing life irreparably, and students reported uncertainty about the impact of these historical periods on their future prospects. Recommendations to psychologists and educators include encouraging and building upon adolescents' sociopolitical affect and interest and providing service learning experiences in the public schools. Also, helping adolescents and young adults conceptualize their activities and interests in a sociopolitical framework, and encouraging a narrative that speaks to the social and political nature of their lived experience is strongly suggested. Further studies that examine late adolescent sociopolitical narratives are recommended.