Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Teoria Literária e Literaturas, 2008. / Submitted by Priscilla Brito Oliveira (priscilla.b.oliveira@gmail.com) on 2009-09-09T20:59:14Z No. of bitstreams: 1 Dissert_Janaina Fontes.pdf: 962665 bytes, checksum: d3e9bfcb2facb6d6d8d11970f7ce2ec6 (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2009-12-12T12:18:06Z (GMT) No. of bitstreams: 1 Dissert_Janaina Fontes.pdf: 962665 bytes, checksum: d3e9bfcb2facb6d6d8d11970f7ce2ec6 (MD5) / Made available in DSpace on 2009-12-12T12:18:06Z (GMT). No. of bitstreams: 1 Dissert_Janaina Fontes.pdf: 962665 bytes, checksum: d3e9bfcb2facb6d6d8d11970f7ce2ec6 (MD5) Previous issue date: 2008 / A experiência da maternidade tem suscitado complexos sentimentos desde os mitos existentes nas primeiras sociedades, que comparavam a capacidade reprodutiva das mulheres às forças da natureza. Durante os séculos, tal comparação foi distorcida pela sociedade patriarcal para satisfazer seus interesses, causando a opressão e o sofrimento de milhares de mulheres. Esse processo está presente também na literatura, que é capaz de refletir e perpetuar essas distorções ou desconstruí-las, contribuindo para novas visões dessa complexa experiência. Neste trabalho, analiso a representação da maternidade em romances de autoria feminina, mais precisamente, Maria, or the Wrongs of Woman e Mary, a Fiction, de Mary Wollstonecraft (escritora inglesa do século XVIII), e Fair Exchange, de Michèle Roberts (escritora inglesa contemporânea), auxiliada por exemplos em diversos textos teóricos de como o papel da mãe foi construído ao longo do tempo e pela contribuição dos estudos feministas para a desconstrução dos mitos patriarcais sobre a maternidade. _________________________________________________________________________________________ ABSTRACT / The experience of motherhood has roused complex feelings since the myths existing in the first societies, wich used to compare women’s reproductive capability to the forces of nature. Throughout the centuries, such comparison was distorted by the patriarchal society in order to satisfy its interests, causing the oppression and the suffering of thousands of women. This process is also present in literature, which is able to reflect and perpetuate these distortions or deconstruct them, contributing to new views on this complex experience. In this work I analyze the representation of motherhood in novels written by women, more precisely, Maria, or the Wrongs of Woman and Mary, a Fiction, by Mary Wollstonecraft (eighteenth-century English writer) and Fair Exchange, by Michèle Roberts (comtemporary English writer), assisted by examples in different texts of how the mother’s role has been constructed throughout time and by the contributions of the feminist studies for the deconstruction of patriarchal myths about motherhood.

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This thesis aims to investigate the patriarchal values and feminist ideas in the novel Emma in Jane Austen. The focus of this thesis is on how patriarchy and feminism is portrayed in the novel Emma. In this thesis, I will primarily use close reading by applying Mary Wollstonecraft's theory of marriage as friendship in her tract A Vindication Of The Rights of Woman. The study concludes that there are concepts of both feminism theory and patriarchy depicted through the situations that the character faces in terms of marriage, social class, and relationships. The result of this paper and my argument is that there is a new emerging society portrayed through the protagonist Emma Woodhouse, in terms of her personal growth, the patriarchal relationship, and independence that stems from her education.

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The word "necrophilia" brings a particular definition readily to mind – that of an act of sexual intercourse with a corpse, probably a female corpse at that. But the definition of the word did not always have this connotation; quite literally the word means "love of the dead," or "a morbid attraction to death." An examination of nineteenth-century literature reveals a gradual change in relationships between the living and the dead, culminating in the sexualized representation of corpses at the close of the century. The works examined for necrophilic content are: Mary Wollstonecraft’s Mary, A Fiction, Mary Shelley’s Frankenstein, Emily Brontë’s Wuthering Heights, and Bram Stoker’s Dracula and The Jewel of Seven Stars.

This narrative inquiry documents the inaugural Performance at the Center summer institute, a professional development program in which teachers worked alongside students to generate an original multimodal performance piece inspired by Mary Shelley’s Frankenstein. Specifically, the study examines text-inspired creation: how readers identify and then create out of the gaps and spaces in a given text through remix and performance. This researcher employs qualitative methods to address the following questions: (1) How do Performance at the Center facilitators set up the conditions for text-inspired creation? (2) How do teacher and student players describe what effect, if any, Performance at the Center has on their reading of Frankenstein? and (3) How do select teacher players describe what effect, if any, Performance at the Center has had on their design and implementation of curriculum? Examining her data through the lens of “the gift” (Marcel Mauss and Lewis Hyde), this researcher finds that facilitators set up the conditions for text-inspired creation by stepping into the role of muse—offering both tangible and intangible “gifts” to prompt production. Teachers and students describe the ways in which Performance at the Center invites sensory entry into Shelley’s text, enabling readers to compose meanings potentially inaccessible through words alone. Select teachers describe the ways in which Performance at the Center catalyzes a reconceptualization of what it means to teach literature, underscoring as it does the profound distinction between dissecting a text and experiencing a text. This investigation suggests that positioning the study of literature within a gift culture—receiving literature as a living gift to be passed on through student text-inspired creation—has the potential revitalize texts, teachers and the classroom itself.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [295]-314). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [295]-314). Also available on the Internet.