nÃo hà / Desde que se percebe no mundo o homem narra, e pela narrativa se compreende como parte de um todo maior. Por meio de desenhos, gestos, pela oralidade e pela escrita, narrar à antes de tudo, exposiÃÃo e troca de experiÃncias que se manifestam em cores, sons, imagens, sensaÃÃes e sentidos que envolvem tanto o objeto narrado, quanto o narrador e seu receptor. Quando uma narrativa migra de sua linguagem original para outra diferente ocorre um processo de traduÃÃo entre signos, rica em interpretaÃÃes e significados. à o que se dÃ, por exemplo, quando uma narrativa literÃria à levada para o bordado, em que as linhas que preenchem o espaÃo do tecido ganham sentidos tÃo importantes quanto as letras e palavras que cosem um conto. Tomando como ponto de partida a traduÃÃo intersemiÃtica do conto A MoÃa TecelÃ, de Marina Colasanti, em bordados do grupo Matizes Dumont na publicaÃÃo de 2004 da Editora Global, e dividida em duas partes, esta dissertaÃÃo dialoga, em O Direito, sobre o que à visto no bordado do grupo Matizes, sua materialidade e os significados das imagens, como um corpo hÃptico para as palavras Colasanti e como narrativa visual permeada de referenciais mÃticos. Em O Avesso, à traÃado um panorama das relaÃÃes que fundamentam o objeto, intrÃnsecas à evoluÃÃo e Ãs transformaÃÃes do bordado como prÃtica feminina, como cultura e como resultado do gesto criativo das mÃos. / Man tell stories ever since he is aware of his presence in the world, and through narrative he understands himself as part of a greater whole. Above all things, narrating is an exposition and exchange of experiences through drawings, gestures, orality and writing that are manifested in colors, sounds, images, sensations and senses involving all together: narrated object, narrator and its receiver. When a narrative migrates from its original language to a different one, occurs a process of translation between signs, rich in interpretations and meanings. This is the case, for example, when a literary narrative is taken to embroidery, where lines that fill the space of the fabric gain meaning as important as the letters and words that make up for a tale. Taking as foundation the intersemiotic translation of the tale A MoÃa Tecelà by Marina Colasanti, embroidered by Matizes Dumont group to ilustrations in the 2004 publication of Editora Global, this dissertation is divided in two parts. In O Direito, it brings to reflection what is seen in the embroidery of Matizes Group, its materiality and the meanings of the images, as a haptic body for the words written by Colasanti and as a visual narrative permeated by mythical references. In O Avesso, itâs drawn an overview of the relations that ground the object, intrinsic to the evolution and the transformations of the embroidery as a feminine practice, as culture and as a result of the creative gesture of the hands.

Orientador: Dagoberto Buim Arena / Resumo: Fundamentado nos estudos de Bakhtin, Volóchinov, Medviédev, Vigotski, Leontiev, Elkonin, Davidov, Davidov e Márkova, Jolibert e Miller o estudo teve como objetivo compreender o processo de formação de autoria em crianças quando criam contos. A pesquisa de natureza dialógica (Bakhtin; Volóchinov) foi realizada em uma escola pública de Uberaba, Minas Gerais, com nove crianças de nove e dez anos, do Tempo Integral, durante sete meses, no ano de 2017. A metodologia utilizada na geração de dados foi o experimento educativo dialógico e concretizou-se em três etapas: observação in loco das crianças, o desenvolvimento do Plano de unidade didática (Libâneo e Freitas) e a entrega do livro produzido por elas. O projeto de aprendizagem foi denominado pelas crianças de Contos imaginários e histórias reais, o mesmo nome do livro no qual registraram suas criações literárias. Os instrumentos de coleta dos dados foram as filmagens, as gravações de áudios, as fotos, os jogos e os discursos orais e escritos. Os dados foram organizados em pastas, no caderno de registro da pesquisadora, e depois transcritos. A apresentação e a análise foram organizadas em cinco núcleos temáticos: Jogos limítrofes: atividade da imaginação criadora; criação literária: desenvolvimento da imaginação criadora; autoria: tessitura do signo ideológico; autoria: responsividade e responsabilidade; e autoria: traços de singularidade. A análise baseada em Geraldi, Jakubinskij, Brait, Faraco, Duarte, Zilberman, além dos autor... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Based on the studies of Bakhtin, Volochinov, Medvedev, Vigotski, Leontiev, Elkonin, Davidov, Davidov and Márkova, Jolibert and Miller, the study aimed to understand the process of author formation in children when they create tales. The dialogical research (Bakhtin; Volóchinov) was carried out in a public school in Uberaba, Minas Gerais, with nine nine- and ten-year-old full-time children for seven months in 2017. The methodology used to generate the data was the educational-dialogical experiment and was implemented in three stages: on-site observation of the children, the development of the didactic unit plan (Libiliar and Freitas) and the delivery of the book produced by them. The learning project was called by the children Imaginary Tales and Real Stories, the same name as the book in which they recorded their literary creations. The data collection instruments were filming, audio recordings, photos, games and oral and written speeches. Data were organized in folders, in the researcher's notebook, and then transcribed. The presentation and analysis were organized in five thematic nuclei: Border games: activity of the creative imagination; literary creation: activity of the creative imagination; authorship: tessitura of the ideological sign; authorship: responsiveness and responsibility; and authorship: singularity traits. The analysis based on Geraldi, Jakubinskij, Brait, Faraco, Duarte, Zilberman, besides the authors already mentioned, made possible the following conclusi... (Complete abstract click electronic access below) / Doutor

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Made available in DSpace on 2016-04-28T19:59:22Z (GMT). No. of bitstreams: 1 Maria Aparecida da Silva Santos.pdf: 412401 bytes, checksum: df5b9eb60c00bdef11eafb9a44038e45 (MD5) Previous issue date: 2010-05-18 / Secretaria da Educação do Estado de São Paulo / This dissertation is centered at the structural reading of the Mário de Andrade s anthology, CONTOS NOVOS and its discursive, discontinuous and innovated process of the literary tales genre. The chosen corpus is composed by the following stories: Vestida de Preto, O Peru de Natal and O Poço. These stories present specifics aims: To illustrate the geniality of the author about the enlargement of the limits of his esthetic scheme of the literary tales genre; the modern man and his alterity which comes from his identity; the questions about o fazer literário ; the transgression of literary language; the linguistics experiments; the Brazilian language assimilation and stylization; the textual performance of the storyteller, the character, and the reader, who is merged in hypertextual connections suggested by the main subject of the literary tales. Our hypothesis is very well demonstrated and supported by the subsequent authors and their theories: Mikhail Bakhtin, Julio Cortázar, Ricardo Piglia, Manual Bandeira, Edgar Allan Poe, Alfredo Bosi, Afrânio Coutinho, Massaud Moisés, André Jolles, Paul Zumthor, Pierre Lévy, and Wayne Booth, among other ones. It is also supported by Mário de Andrade s interview, as well as by his private letters and articles. This academic study exposes the subthemes as follows: The first chapter exibites an idea about the course, the structural features and the metamorphosis of the literary tales genre, including the oral tradition and even the modern literary writing. This chapter also lists the Brazilian tales writers, mainly Mário de Andrade, in the context of the modernism; his latest guidelines and connections, according to the non-linear logic, antecipating the structure of the modern novel. The second chapter describes the multifaceted narrative process, the storyteller and his many-sided expressions in CONTOS NOVOS: interconnections between first- person tales, which is showed by the storyteller-character relationship: from the oral to the written word. The third chapter demonstrates our focal hypothesis that says about the hypertext structure which is inside the multi-linear system of the CONTOS NOVOS; This chapter shows the importance of the memory and of the imaginary word in the construction of the narrative process and also shows all the experimental procedures of the storyteller-character, relating memory experience: interaction, alterity and identity are in the base of the new hypertextual content in a dramatic unit / O objetivo desta dissertação está centrado na leitura estrutural da antologia de Mário de Andrade, CONTOS NOVOS e seu processo discursivo descontínuo inovador do gênero conto. O corpus escolhido, os contos: Vestida de Preto, O Peru de Natal e O Poço apresenta objetivos específicos: evidenciar a genialidade do autor em relação à proposta estética de ampliação das fronteiras do gênero conto; a temática do homem moderno, e sua identidade a partir da alteridade; a preocupação com o fazer literário ; a transgressão da linguagem literária; os experimentos lingüísticos; a incorporação e a estilização da língua brasileira ; as performances do jogo textual do narrador, da personagem e do leitor imersivo em conexões hipertextuais sugeridas pelas matrizes dos contos. Esta é a nossa hipótese demonstrada e sustentada pela leitura de alguns teóricos e suas teorias: Mikhail Bakhtin, Julio Cortázar, Ricardo Piglia, Mário de Andrade, Manuel Bandeira, Edgar Allan Poe, Alfredo Bosi, Afrânio Coutinho, Massaud Moisés, André Jolles, Paul Zumthor, Pierre Lévy, Paul Ricoeur, Lúcia Santaella, Fernando Segolin, João Luiz Lafetá, Luis Costa Lima, Telê Ancona Lopez, Nádia Gotlib, Massaud Moisés, Anatol Rosenfeld, Wayne Booth, bem como os testemunhos do próprio Mário de Andrade, a partir de entrevistas, correspondências e artigos particulares do autor. O desenvolvimento dissertativo considerou as seguintes subtemáticas: Capítulo I apresenta o percurso, os traços estruturais e as metamorfoses do gênero do conto, desde a tradição oral até a escritura literária moderna, apontando os contistas brasileiros, em especial Mário de Andrade, no alvorecer do Modernismo brasileiro; suas novas diretrizes e conexões do conto sob o tratamento da lógica alinear, profetizando a estrutura do romance moderno. O capítulo II descreve o complexo processo narrativo, o narrador e suas máscaras presente em CONTOS NOVOS: interconexões entre os contos de primeira pessoa evidenciados no movimento do narrador-personagem em saltos discursivos: da oralidade à escrita. O capítulo III evidencia nossa hipótese central referente à presença da estrutura do hipertexto no sistema multilinear dos CONTOS NOVOS; a importância da memória e do imaginário no processo narrativo e os procedimentos experimentais do narradorpersonagem em trabalho de relato de experiência memorialística: interação, alteridade, identidade sob novas matrizes hipertextuais em uma única célula dramática

Cette recherche s’intéresse à l’utilisation du conte dans le domaine de l’enseignement des langues étrangères. Elle s’appuie sur l’analyse d’un échantillon de contes d’origines algérienne et française pour démontrer le potentiel pédagogique de cette forme littéraire. L’analyse de notre corpus a permis de mettre en lumière les diverses exploitations du conte dans le domaine de la didactique des langues. En effet, grâce à son contenu culturel, ce genre littéraire est un excellent médiateur pour initier l’élève à la culture-cible. Nous avons expliqué que le conte était parfaitement adapté pour mener les élèves à prendre conscience des dimensions intertextuelle et interculturelle de l’oeuvre littéraire. En s’appropriant ces deux notions, les apprenants construisent une culture littéraire essentielle pour développer leurs compétences dans les domaines de la lecture et de l’écriture. Le conte permet aussi de proposer des exercices féconds qui concernent les domaines de lecture, d’écriture, ainsi que les aspects linguistiques.L’expérience pédagogique, menée auprès d’un public de collégiens en Algérie, a été l’occasion de valider notre hypothèse sur l’utilité des contes dans le domaine de l’enseignement des langues étrangères. En effet, l’instauration de notre dispositif pédagogique, basé sur l’exploitation d’une série de contes, a conduit les élèves à prendre conscience de l’intérêt de la mise en valeur de leur culture dans le domaine scriptural. L’analyse intertextuelle et interculturelle des contes proposés par les élèves dans la macro-tâche du post-test, indique leur reprise des motifs caractéristiques des contes arabes et européens. De même, nous avons constaté que les élèves avaient amélioré la qualité structurelle de leurs textes. En effet, l’analyse formelle de leurs écrits a permis de conclure que la majorité des apprenants avait produit des contes qui satisfont aux règles de la cohérence textuelle. Ce résultat indique que le conte est un genre qui convient pour conduire les élèves à produire des textes cohérents. Par ailleurs, la macro-tâche a également été un moyen pour vérifier l’évolution de leur compétence linguistique. Plus précisément, l’observation de leurs écrits indique qu’ils ont fait des progrès dans les domaines lexical et morphologique. En revanche, en ce qui concerne la syntaxe, les élèves nécessitent plus d’accompagnement pour maîtriser cet aspect de la langue-cible. / This research focuses on the use of storytelling in the field of teaching foreign languages. It is based on the analysis of a sample of stories from Algerian and French origins to demonstrate the pedagogical potential of this literary form.The analysis of our corpus has made it possible, to highlight the various storytelling operations in the area of language teaching.In fact, because of its cultural content, this literary type represents an excellent mediator to introduce students to the culture-target. We explained that storytelling was perfectly suited to help students become aware of the intertextual and intercultural dimensions of literary work. By appropriating these two concepts, learners build an essential literary culture to develop their skills in the reading and writing fields. Storytelling allows also to offer fruitful exercises in the reading and writing domains, as well as the linguistics aspects. The educational experience, conducted among a college students audience in Algeria, was an opportunity to validate our hypothesis on the usefulness of tales in the field of foreign languages teaching. Indeed, the establishment of our educational system, based on the exploitation of a series of tales, has led students to realize the value of enhancing their culture in the scripture domain.The intertextual and intercultural analysis of the tales proposed by the students in the macro-task of the post-test indicates their resumption of the grounds that are characteristic of the Arabic and European ones. Moreover, we found that students had improved the structural quality of their texts. Indeed, the formal analysis of their writings led to the conclusion that the majority of learners had produced stories that satisfied the rules of textual coherence.This result indicates that storytelling is an appropriate way to lead students to produce coherent texts. Furthermore, the macro-task has also been an efficient way to verify the evolution of their language skills.More specifically, the observation of their writings indicates that they have made progress in the lexical and morphological domains. On the other hand, students need more coaching, for all what is related to syntax, to control this aspect of the target language. / هذا البحث يتناول موضوع استعمال الحكايات في مجال تعليم اللغات الأجنبية. يستند هذا العمل على تحليل مجموعة من الحكايات تنتمي إلى الثقافتين الجزائرية و الفرنسية من أجل إيضاح مختلف الاستعمالات للحكاية في مجال تعليم اللغات الأجنبية. هذا النوع الأدبي يعد وسيلة ممتازة لتنمية معارف التلميذ فيما يتعلق بالثقافة الأجنبية. لقد شرحنا أن الحكاية مناسبة لتوعيته حول البعد التناصيّ و المتعدد الثقافات للنص الأدبي. بإدراكه لهاتين النقطتين، يُكوّن التلميذ ثقافة أدبية أساسية من أجل تنمية كفاءته في مجاليّ القراءة و الكتابة. الحكاية تسمح أيضا باقتراح تمارين خصبة تتعلق بمجالات القراءة، الكتابة و قواعد اللغة.التجربة البيداغوجية التي قمنا بها مع مجموعة من تلاميذ الطور الإكمالي، كانت فرصة لإثبات فرضيتنا حول فائدة الحكايات في مجال تعليم اللغات الأجنبية . استعمال نظام بيداغوجي يستند على مجموعة من القصص قاد التلاميذ لإدراك أهمية استغلال ثقافتهم في مجال الكتابة.التحليل التناصي و المتعدد الثقافات للحكايات المقترحة من طرف التلاميذ في التمرين النهائي يبرز اعادتهم لمقاطع أدبية تنتمي لحكايات غربية و أوروبية. لاحظنا أيضا أنّ التلاميذ اقترحوا حكايات تلتزم بقواعد الترابط النصي. هذه النتيجة تبيّن أنّ الحكاية هي جنس أدبي يناسب لقيادة التلاميذ نحو كتابة نصوص مترابطة. كما أنّ التمرين النهائي كان وسيلة لفحص تطور الكفاءة اللغوية عند التلاميذ الذين قاموا بتطوير مهاراتهم في مجالي اللغة و القواعد. لكن فيما يتعلق بمجال النحو، لقد لاحظنا أنّهم يحتاجون للمزيد من المرافقة حتى يتقنون هذا المجال اللغوي.