Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-29T12:56:40Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_MariaLuiza-BC.pdf: 938722 bytes, checksum: be7c46c2bd834496f171f32afa38dfc7 (MD5) / Made available in DSpace on 2016-07-29T12:56:40Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_MariaLuiza-BC.pdf: 938722 bytes, checksum: be7c46c2bd834496f171f32afa38dfc7 (MD5) Previous issue date: 2016-02-25 / CAPEs / Este trabalho consiste no estudo dos romances Slash (1985), da escritora okanagan Jeannette Armstrong, e Mean Spirit (1990), da chickasaw Linda Hogan, e busca examinar de que forma as autoras ficcionalizaram, nas suas obras, certos acontecimentos da história dos povos ameríndios no século XX, como os que envolveram a militância política que se fortaleceu a partir dos anos 60 na América do Norte e os assassinatos de membros da nação Osage na década de 1920. Para tanto, recorri ao conceito de metaficção historiográfica proposto por Linda Hutcheon (1988, 1989) e aos estudos em memória de Anh Hua (2005), Maurice Halbwachs (2006), Márcio Seligmann-Silva (2008), Marianne Hirsch (2008) e Aleida Assmann (2011). Considerando as obras de Armstrong e Hogan como espaços de enunciação de uma resistência cultural que vai além dos limites tribais, optei por adotar uma perspectiva cosmopolita tal qual sustentada por Arnold Krupat (2002), e que se apoia nas teorias póscoloniais segundo Mary Louise Pratt (1999), Homi Bhabha (2013), Ella Shohat (1996), Stuart Hall (2003), Kwame Anthony Appiah (1997) e Liane Schneider (2002, 2008). Ademais, foram de suma importância os diálogos com alguns nomes da crítica indígena como Graça Graúna (2013), Michael Dorris (1979), Craig S. Womack (1999), Louis Owens (1922), Simon Ortiz (2001), Winona Stevenson (1998), Paula Gunn Allen (1992) e Robert Warrior (2014). Intentei, assim, verificar como a resistência ameríndia toma corpo na escrita de Armstrong e Hogan, que constroem narrativas artisticamente complexas e de imensa relevância política. / This work consists of the study of Slash (1985), by Okanagan writer Jeannette Armstrong, and Mean Spirit (1990), by Chickasaw Linda Hogan, and it aims to examine the way in which the writers have fictionalized, in their books, certain events of the history of the American Indian peoples in the twentieth century, such as those concerning the militancy that gained strength in the 60s and the Osage murders that took place in the 20s. With that in mind, I have resorted to the concept of historiographic metafiction, proposed by Linda Hutcheon (1988, 1989) and to the memory studies by Anh Hua (2005), Maurice Halbwachs (2006), Márcio Seligmann-Silva (2008), Marianne Hirsch (2008) and Aleida Assmann (2011). Considering the works of Armstrong and Hogan as sites of enunciation of a type of cultural resistance that goes beyond tribal limits, I have chosen to adopt a cosmopolitan perspective such as sustained by Arnold Krupat (2002) and which leans on the postcolonial theories by Mary Louise Pratt (1999), Homi Bhabha (2013), Ella Shohat (1996), Stuart Hall (2003), Kwame Anthony Appiah (1997) and Liane Schneider (2002, 2008). Moreover, dialogues with the following authors of Native criticism were of the utmost importance: Graça Graúna (2013), Michael Dorris (1979), Craig S. Womack (1999), Louis Owens (1922), Simon Ortiz (2001), Winona Stevenson (1998), Paula Gunn Allen (1992) and Robert Warrior (2014). Thus, I have attempted to verify how the Amerindian resistance takes form in the writings of Armstrong and Hogan, who build narratives artistically complex and of an immense political relevance.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-08-03T13:52:33Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_MariaLuiza-BC.pdf: 938722 bytes, checksum: be7c46c2bd834496f171f32afa38dfc7 (MD5) / Made available in DSpace on 2016-08-03T13:52:33Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert_MariaLuiza-BC.pdf: 938722 bytes, checksum: be7c46c2bd834496f171f32afa38dfc7 (MD5) Previous issue date: 2016-02-25 / CAPEs / Este trabalho consiste no estudo dos romances Slash (1985), da escritora okanagan Jeannette Armstrong, e Mean Spirit (1990), da chickasaw Linda Hogan, e busca examinar de que forma as autoras ficcionalizaram, nas suas obras, certos acontecimentos da história dos povos ameríndios no século XX, como os que envolveram a militância política que se fortaleceu a partir dos anos 60 na América do Norte e os assassinatos de membros da nação Osage na década de 1920. Para tanto, recorri ao conceito de metaficção historiográfica proposto por Linda Hutcheon (1988, 1989) e aos estudos em memória de Anh Hua (2005), Maurice Halbwachs (2006), Márcio Seligmann-Silva (2008), Marianne Hirsch (2008) e Aleida Assmann (2011). Considerando as obras de Armstrong e Hogan como espaços de enunciação de uma resistência cultural que vai além dos limites tribais, optei por adotar uma perspectiva cosmopolita tal qual sustentada por Arnold Krupat (2002), e que se apoia nas teorias póscoloniais segundo Mary Louise Pratt (1999), Homi Bhabha (2013), Ella Shohat (1996), Stuart Hall (2003), Kwame Anthony Appiah (1997) e Liane Schneider (2002, 2008). Ademais, foram de suma importância os diálogos com alguns nomes da crítica indígena como Graça Graúna (2013), Michael Dorris (1979), Craig S. Womack (1999), Louis Owens (1922), Simon Ortiz (2001), Winona Stevenson (1998), Paula Gunn Allen (1992) e Robert Warrior (2014). Intentei, assim, verificar como a resistência ameríndia toma corpo na escrita de Armstrong e Hogan, que constroem narrativas artisticamente complexas e de imensa relevância política. / This work consists of the study of Slash (1985), by Okanagan writer Jeannette Armstrong, and Mean Spirit (1990), by Chickasaw Linda Hogan, and it aims to examine the way in which the writers have fictionalized, in their books, certain events of the history of the American Indian peoples in the twentieth century, such as those concerning the militancy that gained strength in the 60s and the Osage murders that took place in the 20s. With that in mind, I have resorted to the concept of historiographic metafiction, proposed by Linda Hutcheon (1988, 1989) and to the memory studies by Anh Hua (2005), Maurice Halbwachs (2006), Márcio Seligmann-Silva (2008), Marianne Hirsch (2008) and Aleida Assmann (2011). Considering the works of Armstrong and Hogan as sites of enunciation of a type of cultural resistance that goes beyond tribal limits, I have chosen to adopt a cosmopolitan perspective such as sustained by Arnold Krupat (2002) and which leans on the postcolonial theories by Mary Louise Pratt (1999), Homi Bhabha (2013), Ella Shohat (1996), Stuart Hall (2003), Kwame Anthony Appiah (1997) and Liane Schneider (2002, 2008). Moreover, dialogues with the following authors of Native criticism were of the utmost importance: Graça Graúna (2013), Michael Dorris (1979), Craig S. Womack (1999), Louis Owens (1922), Simon Ortiz (2001), Winona Stevenson (1998), Paula Gunn Allen (1992) and Robert Warrior (2014). Thus, I have attempted to verify how the Amerindian resistance takes form in the writings of Armstrong and Hogan, who build narratives artistically complex and of an immense political relevance.

This is a project that takes inequality as its starting point to ask not why it persists in all its myriad forms, but rather how we might better understand its resiliency in order to re-orient our responses. It asks how we can re-imagine one another and work across asymmetrical divides in ways that move us towards substantial forms of social justice, actively disallowing the entrenchment of hierarchical valuing systems, and how we can engage with literature as part of reconfiguring ‘equality’ in the process. These questions are traced through Indigenous women’s literatures in Canada and black South African women’s literatures as sites of deeply textured resistance and re-imagined relationality. My analysis focuses on select texts from the 1980s to present in two primary archives: from Indigenous Canada, The Book of Jessica: A Theatrical Transformation (Maria Campbell in collaboration with Linda Griffiths) and Monkey Beach (Eden Robinson); and from South Africa, Mother to Mother (Sindiwe Magona) and Coconut (Kopano Matlwa). I use conversation as my methodological and thematic compass for seeking modes of enabling comprehension across perniciously unequal systems of making meaning and considering the possibilities for transformative knowledge production and textual interpretation at sites of unequal intersubjective exchange. I employ an uneasy comparative practice that I base on horizontal forms of juxtaposition within conversational structures, and I argue that conversation’s generative instability and risky uncertainty open onto hopeful possibilities for transformative change. / Dissertation / Doctor of Philosophy (PhD) / This project examines a small selection of the literatures by Indigenous women writers in Canada and black South African women writers to conceptualize anti-oppressive approaches to working across differences in both literary/scholarly and activist/lived contexts. It uses conversation as a critical methodology for engaging four primary texts and practicing an uneasy comparative method based on horizontal forms of juxtaposition rather than vertical relations of evaluative power: Mother to Mother (Sindiwe Magona) and The Book of Jessica (Maria Campbell and Linda Griffiths); and Coconut (Kopano Matlwa) and Monkey Beach (Eden Robinson). The overall aim is to re-imagine forms of engaging across difference along a range of registers – racialization, gender, nation, class, language, and geographical location – that create conditions for more expansive and substantive forms of social justice than are currently visible. The project draws on feminist, Indigenous, postcolonial, critical race, and related areas of scholarship with an orientation towards social justice.

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa apresenta um estudo investigativo sobre a questão da identidade leitora de estudantes do Ensino Fundamental II, por meio da aplicação de uma proposta de letramento literário envolvendo as literaturas negra e indígena, realizada com alunos do 7° ano da Escola Estadual Segismundo Pereira, em Uberlândia (MG). O objetivo principal deste estudo foi investigar como (ou se) as temáticas pertinentes às leis federais 10.639/03 e 11.645/08 vinham sendo trabalhadas nas aulas de literatura da escola analisada, a fim de proporcionar aos estudantes o conhecimento das identidades e alteridades que constituem os povos negro e indígena, através de experiências de leitura literária, capazes de intervir na ressignificação da própria identidade dos alunos envolvidos na pesquisa. Para tanto, inicialmente, realizou-se um estudo teórico sobre a representação histórica do negro e do indígena na literatura infantil e juvenil desde o final do século XIX até os dias atuais, e sobre a formação da identidade por meio da leitura literária, além de ser realizada a análise de documentos oficiais pertinentes ao ensino de literatura como um todo e particularmente em relação à escola pesquisada, tais como os Parâmetros Curriculares Nacionais (BRASIL, 1998), o Projeto Político-Pedagógico e o livro didático de Língua Portuguesa adotados na instituição, considerando o respeito desses materiais às temáticas étnico-raciais. Após essa etapa, foi desenvolvida uma proposta de intervenção pedagógica utilizando a metodologia do letramento literário, com escopo na leitura de histórias africanas e indígenas, a fim de criar condições para o acontecimento das práticas de leitura literária entre os estudantes de Ensino Fundamental e procurando desmistificar alguns preconceitos dos educandos em relação às temáticas da África e do índio. Dentre os métodos de coleta de dados, foram utilizados questionários, entrevistas grupais orais e diários reflexivos de leitura, seguindo os postulados de Rouxel (2012). O aporte teórico que subsidiou as análises e a proposta de intervenção pautou-se, principalmente, nos preceitos sobre letramento literário de Cosson (2012), nas considerações sobre o racismo na escola de Munanga (2005), nos ensaios sobre literatura e humanização de Candido (2011), nos estudos sobre literaturas infantil e juvenil de Gregorin Filho (2007; 2011) e, ainda, nas análises de outros autores sobre a temática étnico-racial, tais como Graça Graúna (2013), Zilá Bernd (1988; 1992; 2011) e Janice Thiél (2013; 2014). Após as análises e proposta de intervenção, concluiu-se que, mesmo depois de mais de uma década de promulgação da Lei 10.639/03 e de sete anos da promulgação da Lei 11.645/08, ainda há uma sub-representação dos negros e dos índios nos materiais didáticos, bem como ainda percebe-se uma visão estereotipada desses grupos na escola e no imaginário dos educandos. Esta pesquisa pretende contribuir para reflexões que visem a revisitar essas concepções, oferecendo subsídios a profissionais que queiram desenvolver as temáticas étnico-raciais em sala de aula, procurando valorizar a literatura enquanto meio de humanização capaz de ser, além de uma fonte de prazer estético, um caminho para a conscientização dos sujeitos. / This research presents an investigative study on the question of reader identity of students of the Elementary School II, through the application of a proposal for literary literacy involving black and indigenous literatures, conducted with students from the 7th year of the State School Segismundo Pereira in Uberlandia (MG). The main objective of this study was to investigate how (or if) the relevant issues to federal laws 10.639/03 and 11.645/08 were being worked on school literature classes analyzed, in order to provide students with the knowledge of identities and otherness that are black and indigenous peoples, through literary reading experience able to intervene in the ressignification of self-identity of the students involved in the research. For this, initially, we do a theoretical study on the black and indigenous historical representation in children’s and juvenile literature from the late nineteenth century to the present day, and the formation of identity through literature reading, besides being performed analysis of relevant official documents to teaching literature as a whole and particularly in relation to school researched, such as the National Curriculum Parameters (BRAZIL, 1998), the Political- Pedagogical Project and the textbook Portuguese adopted in the institution, considering the respect of these materials to ethnic-racial themes. After this step, a proposal for a pedagogical intervention using the methodology of literary literacy, scoped in reading African and indigenous stories, was developed in order to create conditions for the event of literary reading practices among students of primary and looking demystify some prejudgements of students in relation to the themes of Africa and the indigenous. Among the data collection methods were used questionnaires, oral group interviews and reflective reading daily, following the postulates of Rouxel (2012). The theoretical framework that supported the analysis and the intervention proposal was marked mainly in Cosson’s precepts (2012) on the literary literacy, in Munanga’s considerations (2005) on the racismo in school, in Candido’s essays (2011) on the literature and humanization, in Gregorin Filho’s studies (2007; 2011) on children’s and juvenile’s literature and also in the analysis of other authors on the ethnic-racial themes such as Graça Graúna (2013), Zilá Bernd (1988; 1992; 2011) and Janice Thiél (2013; 2014). After the analysis and intervention proposal, it was concluded that, even after more than a decade of enactment of Law 10.639/03 and seven years of the enactment of Law 11.645/08, there is still underrepresentation of blacks and indigenous in teaching materials and still perceive a stereotypical view of these groups at school and in the minds of students. This research aims to contribute to reflections aimed at revisit these concepts, offering support to professionals who want to develop ethno-racial issues in the classroom, trying to value the literature as a means of humanization can be in addition to a source of aesthetic pleasure, a path to awareness of the individual. / Dissertação (Mestrado)

Pendant la deuxième moitié du vingtième siècle, les régions du Pacifique, et notamment l’Australie et la Nouvelle-Zélande, ont vu augmenter les mouvements de migrations. Ces derniers ont permis une diversification des concepts de nationalité, d’identité, de langage et d’espace. De ce fait, bon nombre d’auteurs ont donc décidé d’approcher leurs écrits à travers le spectre du transnationalisme et ont cherché à repousser les limites culturelles et les frontières géographiques -imposées par un état colonial.- Par conséquent, c’est avec une approche comparative que j’analyserai, en tenant ainsi compte de la constante évolution des nouveaux cadres géographiques et culturels, le recueil de poèmes Star Waka (1999) de l’auteur maori Robert Sullivan, le roman graphique Night Fisher (2005) de l’artiste hawaiien R. Kikuo Johnson et le roman Carpentaria de l’autrice waanyi Alexis Wright. En effet, j’examinerai la formation des identités autochtones en lien avec le lieu natal respectif de chaque auteur tout en tenant compte de l’évolution de la notion de frontière, qu’elle soit locale ou nationale. En se détournant de la perspective coloniale, je mettrai ainsi en lumière les différents outils que les auteurs utilisent dans leurs oeuvres pour permettre de définir une ou plusieurs identité(s) autochtone(s) qui se lisent entre les lignes et au-delà des limites spatiales. La question de l’enracinement et du déplacement est au coeur de ce réseau d’alliances autochtones, et permet une approche et une lecture transnationales, ainsi qu’une vision d’un monde littéraire commun et partagé. Ce réseau va au-delà des frontières locales et nationales, créant ainsi des géographies alternatives. / The second part of the twentieth century saw movements of migration increased, notably in Australia, New Zealand, and the Pacific regions, resulting in a diversification of the concepts of nationhood, identity, language, and space. As such, many authors have worked through the lens of transnationalism and have sought to think beyond the concept of borders, since locality is ultimately attached to a specific identity. Thus, to account for shifting geographical and cultural frameworks, I aim to paint a cross-cultural comparison within different genres of Indigenous literatures in Oceania. Through an analysis of Robert T. Sullivan’s Star Waka (1999), R. Kikuo Johnson’s Night Fisher (2005), and Alexis Wright’s Carpentaria (2006), I examine the formation of Indigenous identities in relation to the authors’ respective homelands while also interacting with the changing concepts of local and national boundaries. By decentering the Western definition of the border I highlight the way in which these authors can be read through the semantic lines of their works as well as across geographical borders, thereby challenging the dichotomy between the local and the global by disorientating and regenerating creative Indigenous identities on a larger scale. As the twenty-first century engages with new sorts of narratives, the issue of rootedness and displacement within a network of Indigenous alliances allows for a comparative and transnational approach, and a vision of a shared literary world that crosses over local and national boundaries, thereby enabling alternative geographies and accounting for contrasting perceptions of the world.

En prenant en compte le contexte des nombreuses dépossessions, de l’arrachement et de l’invisibilisation des langues Autochtones, puis de l’imposition des langues coloniales dont la littérature des pensionnats témoigne avec force détail, cette thèse aménage une réflexion autour de la manière dont les autrices Autochtones contemporaines, qui écrivent en anglais ou en français (Virginia Pésémapéo Bordeleau, Kateri Akiwenzie-Damm, Marie-Andrée Gill, Leanne Betasamosake Simpson, Natasha Kanapé Fontaine et Cherie Dimaline), négocient avec le langage dans leurs œuvres. Plus spécifiquement, par une lecture au plus près des textes littéraires, cette thèse étudie la façon dont les écritures Autochtones sont des lieux de savoir profondément corporéïsés, situés et relationnels et, en tant que telles, elles donnent à penser les pouvoirs du langage en employant les moyens du littéraire. L’hypothèse formulée est donc que les littératures Autochtones actuelles élaborent des théories critiques du langage dans lesquelles le corps, la langue et le territoire (physique et métaphysique) sont intimement liés; le langage et sa conceptualisation par les écrivaines font ainsi se manifester une toile de relations que supporte la littérature par la création et la mise en présence de cette interconnexion entre le monde sensible et spirituel, entre les êtres humaines et les êtres autres qu’humaines. Bref, en appuyant les réflexions sur les épistémologies Autochtones (Kovach, Wilson, Ermine, Bazile, Sioui, Simpson, Bacon, Vizenor), cette thèse avance que, moins par un retour à des structures linguistiques que par le truchement d’une imagination poétique et narrative, les autrices à l’étude réclament les épistémologies et créent des théories du langage qui sont ramenées sur la scène de la présence littéraire. / Considering the context of multiple dispossessions, the extraction and invisibilization of Indigenous languages, and the subsequent imposition of colonial languages, which residential school literature recounts in great detail, this dissertation reflects on how contemporary Indigenous women writers, who write in English or in French (Virginia Pésémapéo Bordeleau, Kateri Akiwenzie-Damm, Marie-Andrée Gill, Leanne Betasamosake Simpson, Natasha Kanapé Fontaine and Cherie Dimaline), are attempting to (re)negotiate both Indigenous and colonial languages in their works. More specifically, through a close reading of selected texts, this thesis explores how Indigenous literatures are deeply embodied, situated, and relational places of knowledge and, as such, they convey the possibilities of language through their literary interventions. Thus, I argue that contemporary Indigenous literatures enable the creation of critical theories of language, in which body, language, and land (both physical and metaphysical) are intimately connected; language, and its conceptualization by women writers, enables a web of relations through writing that presents this interconnectedness between the sensible and spiritual worlds, and between human and other-than-human beings. Building on Indigenous epistemologies (Kovach, Wilson, Ermine, Bazile, Sioui, Simpson, Bacon, Vizenor), this thesis argues that through poetic and narrative imagination, which differs from a return to the linguistic structures of Indigenous languages, the creative writers explored in this dissertation are reclaiming epistemologies and creating theories of language by putting them at the forefront of their literary practices.