Submitted by Maria Alice Zacharias null (mazacharias@hotmail.com) on 2017-10-26T18:33:09Z No. of bitstreams: 1 Maria Alice Zacharias - Dissertação 2017.pdf: 627827 bytes, checksum: 8ef184304af332e2ed47d133efea091a (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-10-26T18:49:38Z (GMT) No. of bitstreams: 1 zacharias_ma_me_arafcl.pdf: 627827 bytes, checksum: 8ef184304af332e2ed47d133efea091a (MD5) / Made available in DSpace on 2017-10-26T18:49:38Z (GMT). No. of bitstreams: 1 zacharias_ma_me_arafcl.pdf: 627827 bytes, checksum: 8ef184304af332e2ed47d133efea091a (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho teve como objetivo principal analisar a contribuição da mitologia africana como instrumento educativo de maneira interdisciplinar na educação de pessoas jovens e adultas (EJA). Foram focalizadas as metáforas contidas nos mitos africanos como elementos relevantes de articulação com o cotidiano dos sujeitos da EJA. Assim sendo, espera-se que a mitologia africana, articulada com os conteúdos escolares, possibilite às educandas e aos educandos maior compreensão dos conceitos científicos, quando estes partem de histórias orais produzidas pela humanidade para explicar a criação do mundo; a nossa existência e os ciclos da natureza; a vida e morte e outros temas. Deste modo, realizou-se uma pesquisa bibliográfica, seguida de uma análise crítica e reflexiva sobre as temáticas em questão e, posteriormente, seguindo o mesmo rigor científico analisou-se uma atividade educativa aplicada em sala de aula da educação de jovens e adultos do quinto ano do período noturno. Os resultados das análises das pesquisas demonstraram que a inserção da mitologia africana no ambiente escolar é potencializadora no processo de aprendizagem dos conteúdos científicos; a partir do momento em que os sujeitos da EJA conseguem perceber a articulação entre a metáfora e o conhecimento científico durante a participação no desenvolvimento das atividades educativas. Os resultados trouxeram elementos importantes, pois mostram a necessidade de um estudo mais aprofundado sobre as metáforas contidas nos mitos africanos, uma vez que, nem sempre é possível fazer essa articulação com facilidade. A pesquisa evidenciou a necessidade de mais pesquisas e leituras por parte dos professores para que a articulação entre o conteúdo científico e a metáfora seja perceptível durante a aplicação das atividades, consequentemente, para que os próprios estudantes consigam interagir e dialogar sobre o conteúdo científico e potencializar a aprendizagem. / This work aimed to analyze the contribution of African mythology as an educational tool as an interdisciplinary form in the education of youths and adults (EJA).The metaphors contained in the African myths were focused as relevant elements of articulation into the daily life of the students of the EJA. Thus, it is hoped that African mythology, articulated with school content, will enable learners to better understand scientific concepts, when they depart from oral histories produced by human kind to explain the creation of the world; our existence and the cycles of nature; life and death and other themes. In this way, a bibliographical research was carried out, followed by a critical and reflexive analysis on the subjects in question and, later, following the same scientific rigor an educational activity was applied in a fifth year classroom of the education of youths and adults of the night period. The results of the analysis of the researches showed that the insertion of the African mythology in the school environment is potentiating the process of learning the scientific contents; from the moment in which the students of the EJA can understand the articulation between the metaphor and the scientific knowledge during the participation in the development of the educative activities. The results have brought important elements, since they show the need for a more in-depth study of the metaphors contained in African myths, since it is not always possible to make this articulation with ease. The research evidenced the need for more research and reading by the teachers so that the articulation between the scientific content and the metaphor is perceptible during the application of the activities, consequently, so that the students themselves can interact and dialogue about the scientific content and potentialize the Learn.

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M.A. / This dissertation considers how shifts in the representation of mythological figures, images and tales are reflective of shifts in social ideology. The texts with which this study is concerned have been chosen because of the ways in which they deal with mythological themes and images and their transference from one historical and ideological context to another. This transference is effected principally through the device of what Viktor Shklovsky called “defamiliarisation”. In Neil Gaiman‟s American Gods, the fictional America of the novel is the framing context in which Gaiman considers the nature of mythology as it begins to shift from the ancient to the new. American Gods reveals how the natures of gods and the narrative patterns through which their exploits are told to men are altered as social idioms change. The battle between the gods of ancient mythologies and those of the new world is illustrative of a society undergoing ideological and religious change, especially in the conception of the godhead. Although disparate in time, style and culture, the Anglo-Saxon epic Beowulf also engages with a mythological shift, from pagan to Christian mythological idiomatic thought. Beowulf, the great pagan warrior, and the creatures by which he finds himself confronted intermingle in complex ways to demonstrate the shift, not only in myth, but in the perception of its archetypal figures and their roles. In particular, it is the human element of mythology that is emphasised through the process of defamiliarisation. To illustrate how a text‟s mythology can be adapted in order to be relevant to a temporally and ideologically distant society, this study will also examine the adaptation of the poem Beowulf into two filmic narratives. Beowulf 2007 and Beowulf and Grendel, are both concerned with the process of myth creation and dissemination and display an awareness of their own statuses as constructed narratives. In so doing, they draw attention to the constructed nature of mythology and its ideology. The films defamiliarise Beowulf and through the translation and adaptation of the poem are able to reinvent and thus revive the poetic material.

Aeolian is a creative work of poetry in which coming out, self-discovery, identity through LGBTQ+ community, family pressures, romantic struggles, secrecy, and survival are explored through myth, poetic form, sense-of-place, and music. The work is divided into three sections like an art triptych with each section titled: Vinyl, Mixtape, and Music Download. The piece is a journey through the speaker’s self-discovery, and coming out, and the heady queer “underworld” of clubbing during the height of the AIDS epidemic. A tone of melancholy pervades the work as friends are lost to the AIDS epidemic, and a brother succumbs to the pressures of heteronormativity, and many struggle economic struggle in a changing economic and political landscape. Elements of music and Greek Mythology are employed, adding levels of metaphor, symbolism, and a connecting motif to the work.

My research involves the reassertion of mythic experience in a manner considered contemporaneously relevant. The relevancy resides in the Jungian assumption that myth structures psychic experience to the benefit of the individual and ultimately, society. To this end, I have taken the hero myth of Heracles, and, by filtering it through Jung’s system promoting psychological maturation, that is what he called the individuation process, I have reconfigured it in fine art form

Traditional mythological themes have been repeatedly depicted in contemporary Inuit art since the late 1950s. This thesis examines the portrayals of the female sea spirit or Sedna and the male moon spirit in sculpture and graphics by contemporary Inuit artists from three Arctic art "communities": Baker Lake, Cape Dorset and Povungnituk. Analysis of the mythological depictions has led me to conclude that artists have tended to employ two distinct styles of illustration to represent these deities. These two types are iconic and narrative. Introduced by the first generation of contemporary Inuit artists working in the late 1950s these types functioned as tangible expressions of the unique nature and role of each deity in Inuit culture as these were perceived by the Inuit artists, and involved a complicated process of integrating both traditional and "alien" elements. Subsequent generations of artists have retained these prototypes and continued to incorporate elements based on these two influences. The complex evolution of Sedna and Moon Spirit imagery reflects the role contemporary Inuit mythological art has come to play as both a medium of communication to non-Inuit and a historical and cultural repository for the Inuit. / Arts, Faculty of / Art History, Visual Art and Theory, Department of / Graduate

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