The thesis describes the work of Josef Hejzlar, Czech journalist, translator, sinologist and historian of arts, specifically, his cultural journalistic work in the periodical press in 1957- 2011. It focuses on Asian culture, especially Chinese arts, which he studied at Beijing University of oriental arts in 1951-1956. The aim is to map art publications by Josef Hejzlar and analysis of selected essays, which were published in 1957-2011 in Kultura, Literární noviny and magazine Výtvarné umění. This text will also describe the main features of Hejzlar's writing style.

Made available in DSpace on 2016-08-10T11:07:10Z (GMT). No. of bitstreams: 1 VALERIA MARQUES DE OLIVEIRA.pdf: 3562091 bytes, checksum: 487868be9180c5e5871fd9db95139309 (MD5) Previous issue date: 2015-03-16 / This paper aims to analyze and understand the aesthetic effect of the reader s interaction with the literary work, based on the theory of the aesthetic effect of Wolfgang Iser. The paper presents the results of the research realized with High School subjects, from Colégio Estadual Murilo Braga, of the state system of education on the State of Goiás. The methodology used for the achievement of the study was the Focus Group through the intensive direct observation and the extensive observation, with questionnaires containing open questions, field diary, audiovisual recordings during the meetings with volunteer subjects. The texts that were used: the tale Eu estava ali deitado , by Luiz Vilela, extracted from work No Bar (1984), the chronicle Um domingo , by Paulo Mendes Campos, from work O amor acaba (1999); the poems [Cimitério] de bolso , by Carlos Drummond de Andrade, and Tudo , by Arnaldo Antunes, inserted in the works Fazendeiro do Ar (1954) and Tudos (1991), respectively. The field research includes three main steps: awareness, realization of the proposal and the conclusion from the application of the questionnaire. The data analysis of the activities performed enable to realize the subjects distance with the experiences linked to the aesthetic, considering that it was necessary to repeat several times the reading of texts. It is necessary to evidence that, after several readings, there was an interaction of the reader with the texts, and the aesthetic effect was activated. / O presente trabalho tem como objetivo analisar e compreender o efeito estético da interação do leitor com a obra literária, com base na teoria do efeito estético de Wolfgang Iser. O texto apresenta os resultados da pesquisa realizada com estudantes do Ensino Médio, do Colégio Estadual Murilo Braga, da rede estadual de educação do Estado de Goiás. A metodologia utilizada para a realização do estudo foi a do Grupo Focal, por meio de observação direta intensiva e observação extensiva, com questionários contendo questões abertas, diário de campo e gravações de audiovisuais durante os encontros com os sujeitos voluntários. Os textos utilizados foram: o conto Eu estava ali deitado , de Luiz Vilela, extraído da obra No Bar (1984); a crônica Um domingo , de Paulo Mendes Campos, da obra O amor acaba (1999); os poemas [Cemitério] de bolso , de Carlos Drummond de Andrade, e Tudo , de Arnaldo Antunes, inseridos nas obras Fazendeiro do Ar (1954) e As Coisas (2000), respectivamente. A pesquisa de campo contempla três etapas principais: sensibilização, realização da proposta e a conclusão a partir da aplicação do questionário. A análise dos dados das atividades realizadas possibilita perceber o distanciamento dos sujeitos com experiências ligadas ao estético, considerando que se fez necessário repetir várias vezes a leitura dos textos. É preciso evidenciar que, após várias leituras, houve a interação do leitor com os textos, e o efeito estético foi ativado.

Made available in DSpace on 2016-07-27T13:44:44Z (GMT). No. of bitstreams: 1 DANIEL ALDO SOARES.pdf: 2290957 bytes, checksum: 304ac6a1e36d1fb0985d7470b55f6267 (MD5) Previous issue date: 2013-05-17 / This thesis emerges as the study of a theoretical reflection on the place of the literary text and the ways of its approach by Brazilian school system, from the experience I had in High School as a teacher of Literature. By reading and analyzing the Parâmetros Curriculares Nacionais (1989, 2002 and 2006), it was possible to understand the trend of these official documents to integrate Literature to Language studies, which triggered a series of problems and inconsistencies in the teaching of literature. Among these issues, the absence of literary texts in the classroom was analyzed, and because it is unthinkable to teach Literature with this absence, this thesis discusses two theoretical perspectives: a formalist and a phenomenological. These led us to discuss the need and urgency of studying Literature by reading the literary text in and outside the classroom. So, after a general introduction about the problem, I present the idea of estranhamento as placed by the Russian formalists, more precisely by Chklovski. The choice of this phenomenon is because we have to consider the impossibility of one noticing the literary estranhamento without reading a text. Accordingly, the second part of this thesis is built, however, based on studies of the poetic images by Gaston Bachelard. Through a phenomenological perspective, the philosopher shows the urgency of the confrontation between reader and literary text, as a sense of ruptura and perception of a transgression, that allows one to create new images or new metaphors. Therefore, the third part of this thesis discusses the National Documents that regulate and compose the guidelines of teaching Literature in Brazilian High Schools. The theoretical positions used in the previous chapters convey this debate, and for it, I stand for the idea of teaching Literature through estranhamento , because it is urgent to bring back the practice of reading literary texts during the classes of Literature. The proposal made here certainly do not want to bring answers to a problem of national education, but it opens spaces for discussing and studying, more vehemently, the study of literary texts. / A partir da experiência em sala de aula de Ensino Médio como professor de Literatura, esta tese surge como estudo de reflexão teórica sobre o lugar do texto literário e os modos de sua abordagem pela escola. Através da leitura e análise dos Parâmetros Curriculares Nacionais de 1989, 2002 e 2006, foi possível compreender a tendência dos documentos oficiais em integrar a Literatura aos estudos de linguagem, o que desencadeou uma série de problemas e incoerências para o ensino de Literatura no Ensino Médio brasileiro. Dentre várias questões, a ausência do texto literário em sala de aula foi analisada e, por ser impensável se ensinar Literatura com esta ausência, esta tese discorre sobre duas perspectivas teóricas: uma formalista e outra fenomenológica, para se discutir a necessidade e urgência de se estudar Literatura pelo e através da leitura do texto literário dentro e fora da sala de aula. Assim, após uma introdução geral sobre o problema, apresento a ideia de estranhamento como posta pelos formalistas russos, mais precisamente por Chklovski. A escolha deste fenômeno se dá pela impossibilidade de se perceber o estranhamento literário sem a leitura do texto. Nesse sentido, a segunda parte desta tese é construída com base nos estudos de Gaston Bachelard sobre a imagem poética. Numa perspectiva fenomenológica, o filósofo mostra a urgência do confronto entre o leitor e o texto literário, num sentido de ruptura e percepção de uma transgressão que permite a criação de novas imagens ou de novas metáforas. Por essa razão, a terceira parte desta tese discute os documentos nacionais que regularizam e compõem as diretrizes do ensino de Literatura no Ensino Médio no Brasil. Os pressupostos teóricos postos nos capítulos anteriores veiculam esse debate e, por ele, defendo o ensino pelo estranhamento, no sentido de ser urgente a leitura do texto literário nas aulas de Literatura. A proposta aqui feita, certamente, não pretende trazer respostas a um problema do ensino nacional, mas possibilita abrir espaços para se discutir e se estudar, com mais veemência, o estudo do texto literário.

In this essay I plan to show how Wharton, through Lily, criticised society, and more specifically its expectations of women. My thesis is that Wharton and her character Lily exposed the upper class society of New York, and its ruthlessness, by voicing a woman’s point of view. Therefore, the main purpose here is to reveal the complexity of the lives women led in order to fulfil society’s expectations and I thereby plan to explore what it was like living in a world governed by strict rules of conduct.

This essay investigates the colonized self in Kazuo Ishiguro’s An Artist of the Floating World and The Remains of the Day, by analyzing the novels from a postcolonial perspective. Furthermore, it discusses how and why Masuji Ono and Mr. Stevens are affected by Japanese imperialism and British colonialism. Through a close reading of the novels, this essay argues that the protagonists are ‘colonized’ by their own countries, and eventually also ‘imperialized,’ or influenced, by America following the Second World War. Ono is ‘colonized’ by his colleague Matsuda, while Mr. Stevens is ‘colonized’ by his employer, Mr. Darlington. Later on, they are both ‘imperialized’ through the American occupation and influence.

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study investigates differences in L1 and L2 Grade 12 learners' interpretation of an English literary text. In particular, the research focuses on pragmatic features of the text, or features which require knowledge of the cultural and situational context in order to be understood. It is hypothesised from the outset that L1 learners will be more adept at interpreting the pragmatic features of the text since L2 learners may lack the necessary linguistic and cultural knowledge needed to derive meaning from an English literary text. The research takes the form of a qualitative study in which data was derived from ten participants in the form of a standardised test and semi-structured interviews. The test was based on F. Scott Fitzgerald's The Great Gatsby and aimed to determine learners' textual and pragmatic competence through a series of questions. Semi-structured interviews then followed in order to investigate the students' own reasons for shortcomings in the test. In addition, the research draws on theories put forth by Brown and Levinson (1978) and Sperber and Wilson (2005) regarding “pragmatic competence”, Hymes‟ (1972) notion of "communicative competence‟, as well as research into how narratives are embedded into cultural mores, customs and norms. These concepts and ideas were incorporated into the research so far as they could assist in articulating the reasons for shortcomings in the literacy test. The two methods of data collection and subsequent analysis generated significant information which was then correlated. First, the L1 learners outperformed their L2 peers in the literary test, both in terms of understanding the literary elements and in terms of understanding the cultural and contextual elements of the text. Second, the semi-structured interviews revealed two contrasting methods of language socialisation pertaining to the learners: while the L1 learners acquired English through direct methods and were found to engage more with English literary texts in the home, the L2 learners generally revealed that English was not practised outside of the classroom and engagement with English or English texts was not explicitly encouraged in the home. The study reveals that inadequate exposure to a language not only affects text-comprehension on a grammatical level, but prevents the learner from engaging with and understanding critical pragmatic elements of the literary text such as idioms, metaphors and other cultural references.

Orientador: Benedito Antunes / Banca: Maria de Lourdes Ortiz Gandini Baldan / Banca: Sandra Aparecida Ferreira / Resumo: Este trabalho tem por objetivo verificar a aplicabilidade dos princípios da teoria do efeito de Wolfgang Iser em textos literários com diferentes estruturas composicionais apresentados a diferentes leitores. Como corpus do trabalho utilizamos o texto bíblico "Coríntios", a canção "Monte Castelo", de Renato Russo, o soneto "Amor é fogo que arde sem se ver", de Camões, e o poema concreto "Ferida", de Augusto de Campos. Além das diferentes estruturas, consideramos a temática do amor e as relações de intertextualidade presentes nos textos. Ao entrevistarmos um grupo de trinta homens e trinta mulheres, procuramos observar o efeito estético na recepção dos textos. Verificamos que houve uma grande preferência pelo texto bíblico e um maior estranhamento em relação ao poema concreto, o que nos fez redefinir o corpus da pesquisa. Utilizamos, desta forma, o poema concreto para analisar os elementos que causaram seu estranhamento pelos leitores. Considerando o texto literário um conector entre o sujeito e a realidade, nosso intuito foi verificar em que medida a percepção dos elementos estéticos aproximou o leitor da função comunicativa do texto ficcional ou nos mostrou o quanto uma leitura escolarizada pode significar uma prática social que, mais do que formar, deforma, transformando leitores reais em simples ledores de textos literários / Abstract: The aim of this study is to understand the theory of aesthetic response and check its application to literary texts read by different readers. The corpus consists of four texts with different structures: text 1 - THE biblical text "Coríntios", text 2 - The lyrics of "Monte Castelo", by Renato Russo, text 3 - the concrete poem "Ferida", by Augusto de Campos and text 4 - the sonnet "Amor é fogo que arde sem se ver", by Camões. The selection of texts took into account not only the different text structures but also the love theme and the intertextuality among the texts. We interviewed thirty men and thirty women to check the aesthetic response in the readers' receptions of the texts. The biblical text was the favorite one and the concrete poem was not so appreciated by the readers. These data led us to modify the corpus. So, we focused on the concrete poem in order to analyse elements that triggered the different response from the readers. Considering the communicative role of literary texts, which approach man and reality, we wanted to understand how relevant the esthetic elements are to the communicative role of literary texts as well as to check the relationship between basal reading and social formation, which can form, deform and transform real readers into innocent readers of literary texts / Mestre

The diploma thesis is focused on literary texts in the teaching of German language at the 2nd grade of elementary school and corresponding years of multiannual grammar or high schools. The essence of the thesis is to define the place of literature and current working with the literary text in the present teaching of German compared to the way it was in the past. The analysis of the occurrence of literary texts in teaching and working with them is elaborated on the basis of textbooks and supplementary materials of the German language which were and are being used in our territory.

SOUZA, Letícia Joaquina de Castro Rodrigues Souza e. A inserção do texto literário nas aulas de e/le: diretrizes para o núcleo de línguas estrangeiras da UECE. 2008. 265 f. Dissertação (Mestrado) - Universidade Estadual do Ceará, Curso de Mestrado Acadêmico em Linguística Aplicada, Fortaleza, 2008. / Submitted by anizia almeida (aniziaalmeida80@gmail.com) on 2016-09-22T14:43:50Z No. of bitstreams: 1 2008_dis_ljcrsesouza.pdf: 44932149 bytes, checksum: 411ac5bb40048c1b13b1e86d0a1cc4c9 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-27T16:26:29Z (GMT) No. of bitstreams: 1 2008_dis_ljcrsesouza.pdf: 44932149 bytes, checksum: 411ac5bb40048c1b13b1e86d0a1cc4c9 (MD5) / Made available in DSpace on 2016-09-27T16:26:29Z (GMT). No. of bitstreams: 1 2008_dis_ljcrsesouza.pdf: 44932149 bytes, checksum: 411ac5bb40048c1b13b1e86d0a1cc4c9 (MD5) Previous issue date: 2008 / The present study deals with the inclusion of literary texts in the lessons of Spanish as a foreign language within the teaching-learning context of the Núcleo de Línguas Estrangeiras da Universidade Estadual do Ceará (UECE). For a theoretical basis we have resorted to several authors such as Albaladejo (2004), Cosson (2006) and Mendoza (2004), who tackles the use of literary texts in the language classroom as tools for the formation of competent readers, and to the works of Goodman (1990), Kato (1999), Kleiman (2004), among others, about the reading process in general and about reading strategies. By means of questionnaires we tried to detect students’ and teachers’ motivation and beliefs about the reading of literature, teachers’ difficulties in the inclusion of literary texts in the language classroom and students’ difficulties in the reception of those texts in the target language. Another aim of the investigation was to find out whether the Núcleo had any framework for the inclusion of activities with literary texts. The results show that there is no such a framework. As a pedagogic consequence of our findings and with the help of the theoretical contributions of the authors mentioned above, we have elaborated some guidelines which are intended to serve as a foundation for the building of a framework for the didactic treatment of the literary text at the Núcleo de Línguas. The focus of that model should be the development of reading strategies and the raising of aesthetic pleasure. / No presente estudo, exploramos a prática da inclusão de textos literários nas aulas de espanhol como língua estrangeira, dentro do contexto de ensino-aprendizagem do Núcleo de Línguas Estrangeiras da Universidade Estadual do Ceará (UECE). Como base teórica valemo-nos das contribuições de autores como Albaladejo (2004), Cosson (2006) e Mendoza (2004), no que se refere à questão da inclusão de textos literários na sala de aula de língua espanhola como ferramentas para a formação leitora e a Goodman (1990), Kato (1999), Kleiman (2004), dentre outros, para as teorias sobre o processo leitor e sobre o trabalho com as estratégias de leitura. Através de questionários procuramos detectar as motivações e crenças dos alunos e professores sobre a leitura de textos literários, as dificuldades dos docentes em incluir esse tipo de texto em suas aulas e as dificuldades dos alunos na recepção dos textos literários em língua espanhola. Outro objetivo do nosso estudo foi verificar se o Núcleo de Línguas Estrangeiras da UECE possuía um modelo de tratamento didático para a inclusão de atividades com o texto literário. Nossa pesquisa constatou a ausência de tal modelo. Por essa razão, apoiados nas contribuições teóricas que serviram de base para o nosso estudo e na análise dos dados obtidos através do questionário respondido por professores e alunos de língua espanhola do Núcleo de Línguas Estrangeiras, elaboramos algumas diretrizes que poderão servir de alicerce para a construção de um modelo de tratamento didático do texto literário, para o programa de extensão supracitado, centrado no despertar do prazer estético e no desenvolvimento de estratégias de leitura.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Face the deficit manifestations in literary reading associated with the narrowing and "erase" the place of the literary text in elementary school. Developed an action research through didactic sequence, favoring the use of daily reading as a tool with potential for intervention and data collection. The pilot application was with 9th grade students in a school of public municipal system (Banzaê-BA). Therefore, objective with this report to present and analyze the read daily paper in the literary text apprehension process (recording and sharing). It emphasizes that the practice diarist, adopted here, only materializes fully in their socialization, whose reading circle is an effective community of readers (the class). For the purpose of teaching literature, must not be confused with the daily reading the diary - Private genre in which the holder, individual space, records intimate revelations and personal feelings. Daily reading is part of the educational sphere. It is a public genre with diary elements. We can define it then as a text written in the first person singular, from pre-established by the teacher instructions. In it, the reader, as we read, reflectively dialogues with the text read, can evoke his repertoire readings and experiences. Primarily, the survey drew on theoretical assumptions Machado (1998), Buzzo (2010), Lejeune (2008) Cosson (2014b), Fish (1992), Compagnon (1999) Rouxel (2013) and Langlade (2013) . We analyzed four inputs of the students, after reading two short stories "The Head", Luiz Vilela (2006) and "To win the game," Rubem Fonseca (2002). These, according reread instrumentation for reinterpretation via crossing with other languages (music and film), presentation of data / images of the authors and contact with literary criticism. The productions of the students had as an analytical criterion the four items of pre-established teaching guidance for the preparation of records (first and third records), as well as criteria related to reinterpretation (second and fourth records). The results showed a more protagonist student-reader who is responsible for the construction of meanings of the texts read. They pointed out, along with the formal data and literary text content, the subjective intervention of readers linked to construction and / or identity-building (s). The students records also showed gaps, problems whose teaching intervention is imperative by proposing solutions and / or reflections on the understanding of the listed phenomena. Finally, we inferred that there was in the process of reading the students a combination of personal and social levels. / Face a manifestações deficitárias em leitura literária associadas ao estreitamento e apagamento do lugar do texto literário no ensino fundamental. Desenvolveu-se uma pesquisa-ação por meio de sequência didática, privilegiando-se a utilização do diário de leitura enquanto instrumento com potencialidades para intervenção e coleta de dados. A aplicação piloto ocorreu com alunos do 9ºano em uma escola da rede pública municipal (Banzaê-BA). Diante disso, objetiva-se com este relatório apresentar e analisar o papel do diário de leitura no processo de apreensão do texto literário (registro e compartilhamento). Enfatiza-se que a prática diarista, aqui adotada, só se concretiza plenamente na sua socialização, cujo círculo de leitura constitui uma efetiva comunidade de leitores (a classe). Para o propósito do ensino da literatura, não se pode confundir o diário de leitura com o diário íntimo - gênero privado em que o produtor, no espaço individual, registra revelações íntimas e sentimentos pessoais. O diário de leitura faz parte da esfera educacional. É um gênero público com elementos do diário íntimo. Podemos defini-lo, então, como um texto escrito em primeira pessoa do singular, a partir de instruções pré-estabelecidas pelo docente. Nele, o leitor, à medida em que lê, dialoga de forma reflexiva com o texto lido, podendo evocar seu repertório de leituras e vivências. Precipuamente, a pesquisa valeu-se de pressupostos teóricos de Machado (1998), Buzzo (2010), Lejeune (2008), Cosson (2014b), Fish (1992), Compagnon (1999), Rouxel (2013) e Langlade (2013). Analisou-se quatro entradas dos alunos, após leitura de dois contos A cabeça , de Luiz Vilela (2006) e Ganhar o jogo , de Rubem Fonseca (2002). Estes, relidos consoante instrumentalização para reinterpretação via cruzamento com outras linguagens (música e cinema), apresentação de dados/imagens dos autores e contato com textos de crítica literária. As produções dos alunos tiveram como critério analítico os quatro itens de orientação docente pré-estabelecidos para a elaboração dos registros (primeira e terceira entrada), assim como critérios vinculados à reinterpretação (segunda e quarta entradas). Os resultados evidenciaram um aluno-leitor mais protagonista que se responsabiliza pela construção dos sentidos dos textos lidos. Apontaram, junto aos dados formais e de conteúdo do texto literário, a intervenção subjetiva dos leitores vinculada à construção e/ou reforço de identidade (s). Os registros discentes, também, apresentaram lacunas, problemas, cuja intervenção docente se faz imperativo por meio da proposição de soluções e/ou reflexões na compreensão dos fenômenos arrolados. Por fim, depreendemos que houve no processo de leitura dos alunos a conjugação das instâncias pessoal e social.