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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-26T12:37:07Z No. of bitstreams: 1 Sheila Aparecida Pereira de Oliveira.pdf: 1782095 bytes, checksum: e9da761983129c4939f12e91e9ef62da (MD5) / Made available in DSpace on 2018-06-26T12:37:07Z (GMT). No. of bitstreams: 1 Sheila Aparecida Pereira de Oliveira.pdf: 1782095 bytes, checksum: e9da761983129c4939f12e91e9ef62da (MD5) Previous issue date: 2018-03-20 / This exploratory study aims to analyze a training offered in ATPC, using literary art as a mediator. The proposal of formation, inspired by the psychogenetic theory of HENRI WALLON that postulates the integration between the affectivity, cognition and movement sets, introduced small narratives of Eduardo Galeano to dialogue with texts of Paulo Freire. The context where the research was carried out was a Primary School and Secondary School, therefore with specialist teachers. The deponents' speech revealed that the use of different languages, in this case, literary art, positively affected the participants of the ATPC and mobilized them to use these resources with their students / Este estudo, de cunho exploratório, tem por objetivo analisar uma formação oferecida em ATPC, utilizando a arte literária como mediadora. A proposta de formação, inspirada na teoria psicogenética de HENRI WALLON que postula a integração entre os conjuntos afetividade, cognição e movimento, introduziu pequenas narrativas de Eduardo Galeano para dialogar com textos de Paulo Freire. O contexto onde se realizou a pesquisa foi uma escola de Ensino Fundamental II e Ensino Médio, portanto com professores especialistas. A fala dos depoentes revelou que a utilização de diferentes linguagens, nesse caso, a arte literária, afetou de forma positiva os participantes da ATPC e mobilizou-os para empregar esses recursos com seus alunos

This thesis deals with the evolution of literary and dramatic broadcasting of the CRo Plzeň station in 1993-2006. It tries to look at this issue through the staffing of the editorial staff, the content of the work of its members, the dramaturgy of the editorial staff and the cooperation with the nationwide stations. From the point of view of creation of the editorial board, which is reflected in the regular verbal program series from her workshop, it considers the most important works of creation and, last but not least, from the point of view of program schemes related to the broadcasting of its literary and dramatic programs. The question of the development of this type of broadcasting examines, using the qualitative method of the case study, through methods that are used for historical analysis. The most important source of information for finding answers to the research questions was the method of oral history and the materials provided by the personal archive by director M. Buriánek.

Analisar a ficção Água Viva, de Clarice Lispector, é o desafio desta dissertação, que integra autor, texto e leitor em uma discussão acerca de experiência estética e estrutura textual. Partindo de conceitos desenvolvidos pela Teoria do Efeito Estético, de Wolfgang Iser, o objetivo a ser atingido é o de identificar as ferramentas utilizadas pela autora Clarice Lispector que fazem de seu texto potência estética a ser desencadeada pelo leitor no ato da leitura. Ao investigar a estrutura desta obra, encontram-se elementos que tornam vulneráveis concepções pré-estabelecidas acerca da literatura, abrindo-se em vazios constitutivos que convidam o leitor a participar da criação de significações e da experimentação dos sentidos. A aproximação entre texto e artes plásticas, principalmente à pintura, tem forte presença nesta obra, que provoca a formação de imagens no momento do contato com o texto, acontecimento em que se fundem tempo e espaço para a irrupção do instante-já. Procurou-se, ainda, identificar tendências comuns entre a produção deste texto de Clarice Lispector e os questionamentos presentes em outras manifestações artísticas da época, notadamente quanto ao caráter transitório que a arte dos anos 70 assume, fazendo com que o próprio movimento, a própria transformação, tornem-se estrutura da arte de então / To analyse the ficction Água Viva, by Clarice Lispector, is the challenge of this lecture, that interacts author, text and reader in a debate about aesthetic experience and text structure. Starting with Aesthetic Effects Theory concepts, by Wolfgang Iser, the goal is identify the authors tools that makes a text aesthetic potency to be unchainned by the reader on the act of reading. Search into the text structure, is possible to find elements that turn vulnerable established conceptions about literature, beside open constitutives vacuities that invites the reader to join the creation of meanings and experimentation of senses. Put together text and plastic arts, meanly paint, has a strong appearence in this text, that incites images rise at the moment of contact with text, happening in which time and space comes together to the iruption of instante-já. Identify common tendencies between this text production and the artistic questions of that age has been seek, notedly about transitory feature thar 70 arts assume, making the movement, the transformation itself, turn the art structure of this time

Analisar a ficção Água Viva, de Clarice Lispector, é o desafio desta dissertação, que integra autor, texto e leitor em uma discussão acerca de experiência estética e estrutura textual. Partindo de conceitos desenvolvidos pela Teoria do Efeito Estético, de Wolfgang Iser, o objetivo a ser atingido é o de identificar as ferramentas utilizadas pela autora Clarice Lispector que fazem de seu texto potência estética a ser desencadeada pelo leitor no ato da leitura. Ao investigar a estrutura desta obra, encontram-se elementos que tornam vulneráveis concepções pré-estabelecidas acerca da literatura, abrindo-se em vazios constitutivos que convidam o leitor a participar da criação de significações e da experimentação dos sentidos. A aproximação entre texto e artes plásticas, principalmente à pintura, tem forte presença nesta obra, que provoca a formação de imagens no momento do contato com o texto, acontecimento em que se fundem tempo e espaço para a irrupção do instante-já. Procurou-se, ainda, identificar tendências comuns entre a produção deste texto de Clarice Lispector e os questionamentos presentes em outras manifestações artísticas da época, notadamente quanto ao caráter transitório que a arte dos anos 70 assume, fazendo com que o próprio movimento, a própria transformação, tornem-se estrutura da arte de então / To analyse the ficction Água Viva, by Clarice Lispector, is the challenge of this lecture, that interacts author, text and reader in a debate about aesthetic experience and text structure. Starting with Aesthetic Effects Theory concepts, by Wolfgang Iser, the goal is identify the authors tools that makes a text aesthetic potency to be unchainned by the reader on the act of reading. Search into the text structure, is possible to find elements that turn vulnerable established conceptions about literature, beside open constitutives vacuities that invites the reader to join the creation of meanings and experimentation of senses. Put together text and plastic arts, meanly paint, has a strong appearence in this text, that incites images rise at the moment of contact with text, happening in which time and space comes together to the iruption of instante-já. Identify common tendencies between this text production and the artistic questions of that age has been seek, notedly about transitory feature thar 70 arts assume, making the movement, the transformation itself, turn the art structure of this time

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-04-06T12:29:11Z No. of bitstreams: 1 Lilian Granziera.pdf: 470619 bytes, checksum: eb0006b6a535ba6649cd66514608b085 (MD5) / Made available in DSpace on 2016-04-06T12:29:11Z (GMT). No. of bitstreams: 1 Lilian Granziera.pdf: 470619 bytes, checksum: eb0006b6a535ba6649cd66514608b085 (MD5) Previous issue date: 2006-03-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work, of empirical nature, has as study object the conceptions of lesson presented by freshman students in the course of Languages at two specific moments, considering as categories, a priori, the traditional lessons and interdisciplinary lessons. The purpose is to demonstrate that the construction of the knowledge, by means of literary art, allows a creative and critical intellectualization through the conduction of lessons with interdisciplinary strategies. For the development of our reasoning, we support ourselves in theoretical references that prioritize the emergent scientific paradigm, as the theory of the complexity and the theory of multiple intelligences. For in such a way, we proceeded to an extensive bibliographical survey, followed by the analysis of after-tests and questionnaires filled out by the students. We evidenced that even those students who appraise the lesson as traditional, wait that the teacher leads it in an interdisciplinary form. In acknowledging these results, we defend that the proper practical research be a way in the development of a more humanistic look in Education. / O presente trabalho, de natureza emp?rica, tem como objeto de estudo as concep??es de aula apresentadas por alunos ingressantes no Curso de Letras em dois momentos espec?ficos, considerando como categorias, a priori, as aulas tradicional e interdisciplinar. O que se pretendeu demonstrar ? que a constru??o do conhecimento, por meio da arte liter?ria, permite uma intelectualiza??o criativa e cr?tica mediante a condu??o de aulas com estrat?gias interdisciplinares. Para o desenvolvimento de nosso racioc?nio, apoiamo-nos em refer?ncias te?ricas que priorizam o paradigma cient?fico emergente, como a teoria da complexidade e a teoria das intelig?ncias m?ltiplas. Para tanto, procedemos a um extenso levantamento bibliogr?fico, seguido da an?lise de pr?-testes e question?rios preenchidos pelos alunos. Constatamos que mesmo aqueles alunos que conceituam a aula como tradicional, esperam que o professor a conduza de forma interdisciplinar. De posse desses resultados, defendemos que a pesquisa da pr?pria pr?tica seja um caminho no desenvolvimento de um olhar mais human?stico na Educa??o.

This project asserts that male Naturalist authors were not “hypermasculine” acolytes of strident manhood, but instead offer alternative constructions which they portray as less traumatic and more cohesive than prevailing social notions of normative male behavior. I maintain that the rise of the concept of manhood advocated by Theodore Roosevelt in the early decades of the twentieth century contributed to this misconception, for it generated a discourse of “manly” individualism which became equated with socially acceptable performances of masculinity for many Americans. My first chapter illustrates the gradual evolution of an individualistic, violent, and strident concept of manhood, which I label “strenuous masculinity,” through the rhetoric of Theodore Roosevelt. The second chapter explores the ways in which Stephen Crane’s fiction illuminates the trauma and confusion inherent in strenuous concepts of manhood. Many of Crane’s stories, like “Five White Mice,” demonstrate the failure of individualism, while others, like “The Open Boat,” document a more positive construction of what I call “homosocial manhood.” In my third and final chapter, I attempt to prove that Richard Wright’s early texts showcase a range of possible outcomes of black male attempts to stand up to racial oppression. I document that Uncle Tom’s Children and Native Son both depict a continuum of confrontation, with individual violence on one end of the spectrum and non-violent group protest on the other. Furthermore, because individual resistance is consistently equated with the suffering and death of the protagonists, my project implies that strenuous manhood also fails to provide a site for effectual and sustainable opposition to the negating forces of racial oppression. / Theodore Roosevelt and the transformation of American masculinity -- "The youth leaned heavily on his friend" : alternative constructions of masculinity in Stephen Crane's fiction -- Richard Wright's early fiction as a rejection of the racial oppression of strenuous manhood. / Department of English

Abstract The empirical material for studying children's creative writing was collected in Taivalkoski, Lapland (a basic education course at Päätalo Institute, ten girls), and Oulu, Northern Finland (a creative writing project in a hospital school, two girls and two boys), in spring 2000. I was the instructor at the courses as well as the researcher. The children were 8–13 years in age. The subject of my study consists of the stories written by the children: what sort of stories they write and how creative writing suits hospital and school environments. I also look into bibliotherapy conducted among children and young people. In my study I describe, analyse and interpret by means of qualitative research the courses in creative writing offered by Päätalo Institute and the hospital school. As case studies, these two are stand-alone studies independent of each other. By qualitative approach in this work I mean that I describe how I build my interpretation as a researcher. The stories written by children provide material externalised from the subconscious as stories and writings which it is possible to interpret from a depth-psychological point of view. Sigmund Freud's understanding of dreams as manifestations of subconscious fears and hopes acquires a new form in the horror stories children write. The child works his or her activated energy charge through manipulating the dream-like and violent elements in stories in a controlled manner: by writing. In bibliotherapy, one studies one's own feelings, thoughts and memories and compares them to the experiences of others. This sort of work on feelings, thoughts and memories seemed to take place especially in the writer projects of the hospital school children: they worked on emotional processes while writing. On the basis of my study, creative writing and bibliotherapy offer a child or a young person a means for working out, at both conscious and subconscious levels, matters relating to the present stage of his or her development and current life condition. While writing, the child deals with his or her relations to friends, parents and the self. He or she treats hobbies and other topics of interest but problems as well. Studies already provide information as to the positive effects of bibliotherapy – reading and writing both have therapeutic effects – but more in-depth research is required. My dissertation shows that groups using bibliotherapy can function in the field of paediatric and adolescent psychiatry in homes for children and adolescents. They can also function in the environment of youth clubs and schools with bibliotherapy as a creative literary art activity to deter problems and foster growth and development. The method I developed, the Fantasy Treasure Chest (Fantasian aarrearkku), is one that can be taken in more general use for both instructing creative writing and collecting research material. / Tiivistelmä Lasten luovan kirjoittamisen tutkimuksen empiirinen aineisto kerättiin keväällä 2000 Taivalkoskella (Päätalo-instituutin sanataiteen perusopetuksen jakso, 10 tyttöä) ja Oulussa (sairaalakoulun luovan kirjoittamisen projekti, 2 tyttöä, 2 poikaa). Toimin itse sekä tutkijana että kurssien ohjaajana. Lapset olivat 8–13-vuotiaita. Tutkimuskohteina olivat lasten kirjoittamat tarinat: millaisia tarinoita he kirjoittavat, ja miten luova kirjoittaminen sopii sairaala- ja koulukontekstiin. Tein myös katsauksen lasten ja nuorten parissa toteutettuun kirjallisuusterapiaan. Tutkimuksessani kuvaan, analysoin ja tulkitsen laadullisen tutkimuksen keinoin Päätalo-instituutin ja sairaalakoulun luovan kirjoittamisen kursseja. Nämä ovat tutkimustapauksina itsenäisiä, toisistaan riippumattomia kokonaisuuksia. Laadullinen lähestymistapa työssäni on sitä, että kuvaan, miten tutkijana rakennan tulkintaani. Lasten kirjoittamista tarinoista löytyy tiedostamattoman materiaalia ulkoistuneina tarinoiksi ja kirjoituksiksi, jotka avautuvat syvyyspsykologisesta näkökulmasta tulkittuina. Sigmund Freudin käsitykset unista pelkojen ja toiveiden tiedostamattoman ilmentyminä saavat uudenlaisen muotonsa esimerkiksi lasten kirjoittamissa kauhukertomuksissa. Tarinoiden unenomaisten ja väkivaltaisten elementtien kautta lapsi käsittelee aktivoitunutta energialataustaan hallitussa muodossa: kirjoittamalla. Kirjallisuusterapiassa tutkitaan omia tunteita, ajatuksia ja muistoja, ja näitä verrataan toisten kokemuksiin. Tätä tunteiden, ajatusten ja muistojen käsittelyä näytti tapahtuvan etenkin sairaalakoulun lasten kirjoittajaprojektissa: lapset työstivät kirjoittamisen ohessa psyykkisiä prosessejaan. Tutkimukseni perusteella lasten luova kirjoittaminen ja kirjallisuusterapia tarjoavat lapselle ja nuorelle väylän työstää meneillään olevaan kehitysvaiheeseen ja elämäntilanteeseen liittyviä asioita sekä tietoisella että tiedostamattomalla tasolla. Lapsi käsittelee kirjoittaessaan suhdettaan kavereihin, vanhempiinsa ja itseensä. Hän käsittelee kirjoittamalla harrastuksiaan ja mielenkiinnonkohteitaan mutta myös ongelmiaan. Tutkimukset kertovat kirjallisuusterapian myönteisistä vaikutuksista – lukemisella ja kirjoittamisella on terapeuttinen vaikutus – mutta tarvitaan vielä perusteellisempia tutkimuksia. Väitöskirjani osoittaa, että kirjallisuusterapeuttisia ryhmiä voi toimia lasten- ja nuorisopsykiatriassa ja lasten- ja nuorisokodeissa sekä sanataidetoimintana ennaltaehkäisevänä, kasvua ja kehitystä tukevana ryhmätoimintana kerhoissa ja kouluissa. Kehittelemäni Fantasian aarrearkku -menetelmä on yksi keino käyttöön otettavaksi niin luovan kirjoittamisen ohjaukseen kuin tutkimusmateriaalin keräämiseenkin.