"Uncanny Affects" argues, broadly, that the gothic novel of the eighteenth and nineteenth centuries models a critical ethics of reading. By examining recurrent scenes of reading and interpretation in key gothic novels such as Ann Radcliffe's The Italian (1797), Walter Scott's The Antiquary (1816), and Wilkie Collins' The Moonstone (1868), I surmise that this critical ethics posits affect, or the experience of generalized emotion, as central to the act of interpretation. I contend that this gothic critical ethics influences the concurrent development of the discipline of literary criticism. By reading these key gothic novels and then tracking their broader influence on Victorian critics such as John Ruskin and Oscar Wilde, I make a case for the significance of a gothic epistemology to the development of literary criticism in British and American universities from the nineteenth century onward. A focus on the gothic novel's critically inclined characters, including antiquarians and detectives, enables me to read gothic novels and other gothically-inflected writing for what they can tell us about the practice of interpretation, particularly as that practice becomes institutionalized and professionalized. Thus I track the gothic mode's tendency toward affective reading in relation to ideas of professionalization, which values critical detachment or disinterestedness in interpretation. As a result, interpretation in the gothic mode can seem too emotional or "creative" for a typically professional practice. Reading the gothic as such links it to modern discussions about interpretive practices such as close reading, paranoid and reparative reading, and surface reading. Perhaps more importantly, reading the gothic alongside these new discussions on critical ethics allows us to think through the place of affect and pleasure in an ethical critical practice. Ultimately, examining how gothic texts formulate a gothic mode or philosophy of reading demonstrates the real ubiquity this mode has achieved in the critical setting, a ubiquity that continues to shape and influence our conceptions of scholarly and critical reading even today. / text

Essa dissertação trata das abordagens sobre as obras literárias de Graciliano Ramos, José Lins do Rego, Jorge Amado, Rachel de Queiroz e José Américo de Almeida em livros didáticos de Português produzidos entre 1944 e 1987. Para tanto, foi necessário considerar as transformações ocorridas no núcleo da vulgata da disciplina escolar nesse período, dominada pelo ensino de literatura. Isso demandou a consideração do intercâmbio estabelecido entre a disciplina escolar e a crítica literária. O corpus documental da pesquisa foi constituído, em primeiro lugar, por dezesseis títulos didáticos editados após as mudanças definidas pela Reforma Capanema. Associados a eles, foram considerados outros documentos. Destes, os principais eram programas e propostas do governo federal e do Estado de São Paulo para a disciplina. Tais programas e propostas foram elaborados em um contexto educacional que foi retomado (Reforma Capanema, LDB de 1961 e de 1971). Para um exame mais abrangente da produção didática, empreendemos a investigação da trajetória formativa, profissional e intelectual dos autores de livros didáticos e a configuração da disputa editorial pelo mercado do ensino médio. Nisso, um aspecto era a transformação pela qual passou a crítica literária, que se tornou acadêmica e elaborou novas referências bibliográficas. Os referencias teóricos foram as proposições de Bittencourt, Chervel e Choppin. Pelos exames realizados foi possível verificar que as obras literárias eram, nos livros didáticos destinados ao curso colegial, abordadas através de um esquema interpretativo de cunho regional e ocupavam uma posição de adendo na vulgata da disciplina. Houve um período de oscilação dessa vulgata e do critério para a abordagem das obras literárias: uma indefinição entre o critério regional e o temporal na produção didática do início dos anos 1970. Nesse mesmo período, entretanto, novos títulos didáticos estavam em elaboração e, publicados em 1975, definiram uma nova vulgata para a disciplina, um novo esquema interpretativo e um novo lugar para as obras literárias: 2ª fase da prosa modernista. As abordagens das obras de cada um dos escritores também foram examinadas e constatamos que foi mais enfatizado o diálogo com a realidade brasileira, relegando a um segundo plano pouco desenvolvido a dimensão propriamente literária das obras, as razões do valor literário delas. / This dissertation comes to the approaches to literary works of Graciliano Ramos, Jose Lins do Rego, Jorge Amado, Rachel de Queiroz and José Américo de Almeida in textbooks of Portuguese produced between 1944 and 1987. Therefore, it was necessary to consider the changes in the core of the vulgate of this school subject in this period, dominated by the teaching of literature. This required the consideration of the exchange established between the school discipline and literary criticism. The documentary corpus of this research primarily comprises sixteen textbooks published after the changes set by the Capanema reform. In association with them, other documents were considered, mainly the pedagogical programs and proposals set by the federal government and the State of Sao Paulo for the school discipline. Such programs and proposals have been developed in an educational context that was reconsidered (Capanema Reform, LDB of 1961 and of 1971). For a more comprehensive investigation of this didactic production, we researched the formative, professional and intellectual trajectory of the textbooks authors and also the configuration of the editorial battle for the secondary teaching market. One of the studied aspects is the transformation of the literary criticism, which turned academic and developed new bibliographic references. Bittencourts, Chervels and Choppins propositions were the theoretical references. After the investigation on these textbooks, we could observe that the approach to those literary works was made through an interpretive scheme of regional base, as an addendum in the vulgate of the subject. There was a period of oscillation of the vulgate and its criteria for the approach of literary works: an indefinition between the regional and temporal criterion in the production of textbooks in the early 1970s. During that same period, however, new textbook titles were being drafted and when they were published, in 1975, set a new vulgate for the subject, a new interpretive scheme and a new position to those literary works: 2nd phase of the modernist prose. The approaches of the works of individual writers were also examined and we could realice that the emphasis was given to the dialogue with the Brazilian reality, relegating to an underdeveloped background the properly literary dimension of these works, the reasons for their literary value.

Essa dissertação trata das abordagens sobre as obras literárias de Graciliano Ramos, José Lins do Rego, Jorge Amado, Rachel de Queiroz e José Américo de Almeida em livros didáticos de Português produzidos entre 1944 e 1987. Para tanto, foi necessário considerar as transformações ocorridas no núcleo da vulgata da disciplina escolar nesse período, dominada pelo ensino de literatura. Isso demandou a consideração do intercâmbio estabelecido entre a disciplina escolar e a crítica literária. O corpus documental da pesquisa foi constituído, em primeiro lugar, por dezesseis títulos didáticos editados após as mudanças definidas pela Reforma Capanema. Associados a eles, foram considerados outros documentos. Destes, os principais eram programas e propostas do governo federal e do Estado de São Paulo para a disciplina. Tais programas e propostas foram elaborados em um contexto educacional que foi retomado (Reforma Capanema, LDB de 1961 e de 1971). Para um exame mais abrangente da produção didática, empreendemos a investigação da trajetória formativa, profissional e intelectual dos autores de livros didáticos e a configuração da disputa editorial pelo mercado do ensino médio. Nisso, um aspecto era a transformação pela qual passou a crítica literária, que se tornou acadêmica e elaborou novas referências bibliográficas. Os referencias teóricos foram as proposições de Bittencourt, Chervel e Choppin. Pelos exames realizados foi possível verificar que as obras literárias eram, nos livros didáticos destinados ao curso colegial, abordadas através de um esquema interpretativo de cunho regional e ocupavam uma posição de adendo na vulgata da disciplina. Houve um período de oscilação dessa vulgata e do critério para a abordagem das obras literárias: uma indefinição entre o critério regional e o temporal na produção didática do início dos anos 1970. Nesse mesmo período, entretanto, novos títulos didáticos estavam em elaboração e, publicados em 1975, definiram uma nova vulgata para a disciplina, um novo esquema interpretativo e um novo lugar para as obras literárias: 2ª fase da prosa modernista. As abordagens das obras de cada um dos escritores também foram examinadas e constatamos que foi mais enfatizado o diálogo com a realidade brasileira, relegando a um segundo plano pouco desenvolvido a dimensão propriamente literária das obras, as razões do valor literário delas. / This dissertation comes to the approaches to literary works of Graciliano Ramos, Jose Lins do Rego, Jorge Amado, Rachel de Queiroz and José Américo de Almeida in textbooks of Portuguese produced between 1944 and 1987. Therefore, it was necessary to consider the changes in the core of the vulgate of this school subject in this period, dominated by the teaching of literature. This required the consideration of the exchange established between the school discipline and literary criticism. The documentary corpus of this research primarily comprises sixteen textbooks published after the changes set by the Capanema reform. In association with them, other documents were considered, mainly the pedagogical programs and proposals set by the federal government and the State of Sao Paulo for the school discipline. Such programs and proposals have been developed in an educational context that was reconsidered (Capanema Reform, LDB of 1961 and of 1971). For a more comprehensive investigation of this didactic production, we researched the formative, professional and intellectual trajectory of the textbooks authors and also the configuration of the editorial battle for the secondary teaching market. One of the studied aspects is the transformation of the literary criticism, which turned academic and developed new bibliographic references. Bittencourts, Chervels and Choppins propositions were the theoretical references. After the investigation on these textbooks, we could observe that the approach to those literary works was made through an interpretive scheme of regional base, as an addendum in the vulgate of the subject. There was a period of oscillation of the vulgate and its criteria for the approach of literary works: an indefinition between the regional and temporal criterion in the production of textbooks in the early 1970s. During that same period, however, new textbook titles were being drafted and when they were published, in 1975, set a new vulgate for the subject, a new interpretive scheme and a new position to those literary works: 2nd phase of the modernist prose. The approaches of the works of individual writers were also examined and we could realice that the emphasis was given to the dialogue with the Brazilian reality, relegating to an underdeveloped background the properly literary dimension of these works, the reasons for their literary value.

abstract: It has become something of a scholarly truism that during the medieval period, gluttony was combatted simply by teaching and practicing abstinence. However, this dissertation presents a more nuanced view on the matter. Its aim is to examine the manner in which the moral discourse of dietary moderation in late medieval England captured subtle nuances of bodily behavior and was used to explore the complex relationship between the individual and society. The works examined foreground the difficulty of differentiating bodily needs from gluttonous desire. They show that moderation cannot be practiced by simply refraining from food and drink. By refiguring the idea of moderation, these works explore how the individual’s ability to exercise moral discretion and make better dietary choices can be improved. The introductory chapter provides an overview of how the idea of dietary moderation in late fourteenth- and fifteenth-century Middle English didactic literature was influenced by the monastic and ascetic tradition and how late medieval authors revisited the issue of moderation and encouraged readers to reevaluate their eating and drinking habits and pursue lifestyle changes. The second chapter focuses on Langland’s discussion in Piers Plowman of the importance of dietary moderation as a supplementary virtue of charity in terms of creating a sustainable community. The third chapter examines Chaucer’s critique of the rhetoric of moderation in the speech of the Pardoner and the Friar John in the Summoner’s Tale, who attempted to assert their clerical superiority and cover up their gluttony by preaching moderation. The fourth chapter discusses how late Middle English conduct literature, such as Lydgate’s Dietary, revaluates moderation as a social skill. The fifth chapter explores the issue of women’s capacity to control their appetite and achieve moderation in conduct books written for women. Collectively, the study illuminates how the idea of moderation adopted and challenged traditional models of self-discipline regarding eating and drinking in order to improve the laity’s discretion and capacity to assess its own appetite and develop a healthy lifestyle for the community. / Dissertation/Thesis / Doctoral Dissertation English 2018

Submitted by MIRTES ROSE ANDRADE DE MOURA MARIANI null (mirtes_mariani@hotmail.com) on 2016-04-11T19:38:36Z No. of bitstreams: 1 Dissertação Completa_Mirtes_2016.pdf: 50866046 bytes, checksum: 92db06f1bccc3dcf01e15d5ba219acbd (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-13T12:25:42Z (GMT) No. of bitstreams: 1 mariani_mram_me_mar.pdf: 50866046 bytes, checksum: 92db06f1bccc3dcf01e15d5ba219acbd (MD5) / Made available in DSpace on 2016-04-13T12:25:42Z (GMT). No. of bitstreams: 1 mariani_mram_me_mar.pdf: 50866046 bytes, checksum: 92db06f1bccc3dcf01e15d5ba219acbd (MD5) Previous issue date: 2016-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Trata-se de pesquisa de mestrado, com o objetivo geral localizar, identificar, reunir, selecionar, sistematizar, analisar e interpretar aspectos da disciplina de Didática no Curso Normal do Instituto Superior de Educação da cidade de Garça-SP (2003-2006). Tal formulação se originou da crença de que, as disciplinas escolares constituem corpos de saberes que elaborados, se tornam próprios para o estudo, a aprendizagem, e por meio da história das disciplinas escolares poderemos perceber a materialização da produção do conhecimento nas instituições escolares. Assim, se justifica a pesquisa cujos resultados ora apresento, centrado na história da disciplina Didática, no extinto Curso Normal Superior do Instituto Superior de Educação de Garça-SP (2003-2006), o qual faz parte de uma política de formação de professores pós LDB 9394/96. O método de análise e de interpretação dos dados e informações privilegiado é o dos “aspectos da configuração textual”, segundo Magnani (1993; 1997) /Mortatti (2000), baseado nos procedimentos de localização, identificação, recuperação, reunião, seleção, ordenação, sistematização e análise do corpus documental. O referencial teórico que subsidiou a análise dos dados e informações obtidos foi constituído pelas formulações de Chervel (1990) sobre o que esse pesquisador denomina de finalidades de objetivo e de finalidades reais, as quais fundamentam os saberes e permitem que eles se materializem nas instituições, por meio de todos os seus processos, dentre os quais, as disciplinas escolares e ou acadêmicas. Dentre as considerações finais tem-se que a as disciplinas de Didática deveria ter assumido no Curso Normal Superior de Garça, segundo o documento da instituição, papel relevante, ao lado da Pesquisa e Prática de Ensino e do Estágio Curricular Supervisionado como elementos integradores dos eixos curriculares. Entretanto, a pesquisa desenvolvida evidenciou que isso ficou apenas nas tentativas. / It is master's research, with the overall objective to locate, identify, gather, select, organize, analyze and interpret aspects of didactics of discipline in the Ordinary Course of the School of Education of the city of Garça SP (2003-2006). Such a formulation stemmed from the belief that school subjects are of knowledge that developed bodies become fit for study, learning, and through the history of school subjects can perceive the materialization of knowledge production in schools. Thus, it justifies the research whose results now present, centered in the history of Teaching discipline, extinct Training Course at the Higher Institute of Garça SP of Education (2003-2006), which is part of a post teacher training policy LDB 9394/96. The method of analysis and interpretation of data and privileged information is the "aspects of textual configuration," said Magnani (1993; 1997) / Mortatti (2000), based on the location of procedures, identification, recovery, meeting, selection, ordering , systematization and analysis of the documentary corpus. The theoretical framework that supported the analysis of the data and information obtained was constituted by Chervel formulations (1990) about what the researcher calls the objective purposes and real purposes, which underpin the knowledge and allow them to materialize in the institutions, through all its processes, among which the school and or academic disciplines. Among the final considerations it has been that the didactics of disciplines should have taken the Superior Normal Course of Garça, the report of the institution, role, next to the Research and Teaching Practice and Curriculum Supervised as the integrating elements of the axes curriculum. However, research carried out showed that it was only in attempts.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-30T12:34:01Z No. of bitstreams: 1 DissRRAM.pdf: 4438104 bytes, checksum: 87bbc0b21eeaabb31ace4a928895ac16 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:54:41Z (GMT) No. of bitstreams: 1 DissRRAM.pdf: 4438104 bytes, checksum: 87bbc0b21eeaabb31ace4a928895ac16 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:54:48Z (GMT) No. of bitstreams: 1 DissRRAM.pdf: 4438104 bytes, checksum: 87bbc0b21eeaabb31ace4a928895ac16 (MD5) / Made available in DSpace on 2016-10-04T18:54:54Z (GMT). No. of bitstreams: 1 DissRRAM.pdf: 4438104 bytes, checksum: 87bbc0b21eeaabb31ace4a928895ac16 (MD5) Previous issue date: 2015-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The main purpose of this dissertation is to investigate and discuss the relations established among grammar and literary text in two different periods of the history of the discipline Portuguese, the first one situated in the 1920s, and the second one between the decades of the 1930 and the 1940, based on the analyses of two main representative didactic works of each of these periods, the Gramática expositive: curso superior (17ª ed., 1925), from Eduardo Carlos Pereira, and O idioma nacional (1944), from Antenor Nascentes. In the teaching of the discipline Portuguese of the first half of the century is possible to recognize an articulation between grammar and literary text, in which sometimes the grammar and sometimes the literary text is prioritized. During the years of the 1920s the discipline Portuguese was characterized through the primacy of grammar, due to the fact that one was giving main priority to the learning of grammatical rules which were assured by the use of literature writers, mainly from Portuguese nationality. In the pursuit of highlighting the literary text in the classroom, in the decades of the 1930 and 1940 a new orientation in the studies of Portuguese was attempted, so that in the official programs as well as in the elaboration of didactic works it was advised first the reading of literary text and after the grammar teaching though the text that was read. / O objetivo principal desta dissertação é investigar e discutir as relações estabelecidas entre gramática e texto literário em dois períodos específicos da história da disciplina escolar Português, o primeiro situado nos anos de 1920, e o segundo entre as décadas de 1930 e 1940, a partir da análise de duas obras didáticas representativas de cada um desses períodos, a Gramática expositiva: curso superior (17ª ed., 1925), de Eduardo Carlos Pereira, e O idioma nacional (1944), de Antenor Nascentes. No ensino de língua portuguesa ministrado na primeira metade do século XX, observa-se uma articulação entre gramática e texto literário, em que ora se prioriza a gramática ora se evidencia o texto literário. Durante os anos de 1920, a disciplina escolar Português caracterizou-se pela primazia da gramática, quando se dava grande importância ao aprendizado das regras gramaticais abonadas pelo uso de escritores de literatura, principalmente de nacionalidade portuguesa. Com o propósito de dar maior destaque ao texto literário na sala de aula, a partir das décadas de 1930 e 1940, buscou-se dar uma nova orientação aos estudos de português, de modo que, tanto nos programas oficiais de ensino como na elaboração de livros escolares, recomendava-se primeiramente a leitura do texto literário, e depois o ensino da gramática por meio do texto lido.