L’éducation à distance se devellope très vite dans le monde et au Brésil, de tel sorte qu’elle est présente, aujourd’hui, dans touts les niveaux educationnels. Au Brésil, spécialement, nous voyons un offre chaque fois plus grande de cours de graduation virtuelle, accompagné de l’augmentation du nombre de personnes qui doivent travailler ensembles pour les préparer. Puis que la graduation est un point de base à la formation académique des étudiants et des professionels, nous avons choisi cet univers de recherche pour étudier comennt sont developpés les procès de construction, offre et réformulation de cours virtuels de graduation, à partir de l’interlocution – façon tipiquement humaine d’intération. Nous parlons, au long du rapport refléxive qui a resulté de cette recherche, de quelques aspects historiques de l’éducation à distance como modalité éducationnelle, comunicative e organizationelle, pour la réintégrer à la chaîne d’événements qui composent l’histoire humaine, aspects qu’on minimize ou qu’oublie, grâce à la vitesse de son developpement. Au même temps, en observant les réseaux conversationnels qui se forment entre les personnes qui composent la grille administrative, téchnologique et pédagogique responsable par un cours de graduation virtuelle, nous voulons comprendre comment chaque personne et chaque équipe se posent dans cette structure, en exerceant ses droits d’intervention et d’autorie, qui sont conséquentes de la pratique interlocutive. En utilisant le référentiel théorique de Mikhail Bakhtil (dialogisme et polyphonie, deux concepts beaucoup travaillés par la PhD Margaret Axt, orientatrice de cette recherche, dans le PGIE – UFRGS - Brésil) et Edgar Morin (compléxité et altérité), nous voulons reprendre les dimensions emotionnelles qui se cachent sous les différents niveaux intelectuels, téchnologiques et administratifs qui composent un cours de graduation par l’web, en constatant que, même qu’elle soit construite et intermédiée par les machines, et née des besoins propres du context industriel/commercial, la graduation à distance continue à être un proces intératif humain, et qu’elle doit être vue et comprise de cette forme par ceux qui la vivent, pour qu’elle puisse accomplir son rôle de promotion des humains par des humains. / A educação a distância vem se expandindo no mundo e no Brasil de maneira rápida, alcançando cada vez mais todos os níveis de educação. No Brasil, em especial, observamos uma oferta cada vez maior de cursos de graduação virtual, com conseqüente aumento do número de pessoas que se envolvem na preparação de cursos dessa natureza. Como a graduação constitui um ponto nevrálgico na formação acadêmica de estudantes e profissionais, escolhemos esse universo de pesquisa para estudar como esses processos de construção, oferta e reformulação de cursos virtuais são desenvolvidos neles, tomando a interlocução – modo tipicamente humano de interação – como eixo organizador. Abordamos, durante o relato/reflexão que resultou da pesquisa, aspectos da historicidade da educação a distância como modalidade educacional, comunicacional e organizacional, para vinculá-la à cadeia de eventos da história humana, aspecto que tende a ser minimizado e/ou esquecido, devido à velocidade de sua progressão. Ao mesmo tempo, observando as redes conversacionais que ocorrem entre as pessoas que compõem a malha administrativa, pedagógica e tecnológica responsável por um curso de graduação virtual, procuramos compreender como cada pessoa e cada equipe se posicionam nessa estrutura, no exercício da intervenção e da autoria, decorrentes das práticas interlocutivas. Utilizando os referenciais teóricos de Mikhail Bakhtin (dialogismo e polifonia, dois conceitos profusamente trabalhados pela Prof. Dra. Margarete Axt, no PGIE da UFRGS, e sob cuja orientação se desenvolveu esta pesquisa) e Edgar Morin (complexidade/alteridade), procuramos resgatar as dimensões emocionais que se ocultam nas diferentes camadas intelectivas, tecnológicas e administrativas que compõem um curso de graduação via web, constatando que, mesmo construída e intermediada pela máquina, e nascida de necessidades próprias do contexto industrial/comercial, a educação a distância, na qual os cursos virtuais de graduação se inserem, continua sendo um processo interacional humano, e que assim deve ser vista por seus vivenciadores, para que cumpra o seu papel de promoção dos humanos que dela participam, de alguma forma. / The e-learning is growing fast, in the world and in Brazil and it is present in every education levels. In Brazil, we observe the offer more and more significant of graduation on-line courses, and a growing number of people that work to prepare and develop them. The on-line graduation is a very important step in the academic formation of students and professionals, and we chose this research’s universe to study how this process of construction, offer and reformulation courses are developed, taking interlocution – typical human interactive way - by organizational axe. We discuss, during this report/reflection resulting of this research, historic aspects of e-learning that we minimize or forget, to reconnect it to the historic events chain of human history, because it is developed so fast and lots of people don’t know, even more, its origins. In the same time, we want to understand how every person and team works in these administrative, pedagogic and technological net, using interlocutive practices. Mikhail Bahktin’s (dialogism and polyphony, two concepts worked for a long time by PhD Margaret Axt, in the PGIE – UFRGS program) and Edgar Morin’s (complexity and alterity) theories are used by references, to rescue emotional dimensions hided in the different intellectual, pedagogical and administrative procedures that make up a web graduation course, which should be understood as a human interactive process to promoting humans, by humans.

L’éducation à distance se devellope très vite dans le monde et au Brésil, de tel sorte qu’elle est présente, aujourd’hui, dans touts les niveaux educationnels. Au Brésil, spécialement, nous voyons un offre chaque fois plus grande de cours de graduation virtuelle, accompagné de l’augmentation du nombre de personnes qui doivent travailler ensembles pour les préparer. Puis que la graduation est un point de base à la formation académique des étudiants et des professionels, nous avons choisi cet univers de recherche pour étudier comennt sont developpés les procès de construction, offre et réformulation de cours virtuels de graduation, à partir de l’interlocution – façon tipiquement humaine d’intération. Nous parlons, au long du rapport refléxive qui a resulté de cette recherche, de quelques aspects historiques de l’éducation à distance como modalité éducationnelle, comunicative e organizationelle, pour la réintégrer à la chaîne d’événements qui composent l’histoire humaine, aspects qu’on minimize ou qu’oublie, grâce à la vitesse de son developpement. Au même temps, en observant les réseaux conversationnels qui se forment entre les personnes qui composent la grille administrative, téchnologique et pédagogique responsable par un cours de graduation virtuelle, nous voulons comprendre comment chaque personne et chaque équipe se posent dans cette structure, en exerceant ses droits d’intervention et d’autorie, qui sont conséquentes de la pratique interlocutive. En utilisant le référentiel théorique de Mikhail Bakhtil (dialogisme et polyphonie, deux concepts beaucoup travaillés par la PhD Margaret Axt, orientatrice de cette recherche, dans le PGIE – UFRGS - Brésil) et Edgar Morin (compléxité et altérité), nous voulons reprendre les dimensions emotionnelles qui se cachent sous les différents niveaux intelectuels, téchnologiques et administratifs qui composent un cours de graduation par l’web, en constatant que, même qu’elle soit construite et intermédiée par les machines, et née des besoins propres du context industriel/commercial, la graduation à distance continue à être un proces intératif humain, et qu’elle doit être vue et comprise de cette forme par ceux qui la vivent, pour qu’elle puisse accomplir son rôle de promotion des humains par des humains. / A educação a distância vem se expandindo no mundo e no Brasil de maneira rápida, alcançando cada vez mais todos os níveis de educação. No Brasil, em especial, observamos uma oferta cada vez maior de cursos de graduação virtual, com conseqüente aumento do número de pessoas que se envolvem na preparação de cursos dessa natureza. Como a graduação constitui um ponto nevrálgico na formação acadêmica de estudantes e profissionais, escolhemos esse universo de pesquisa para estudar como esses processos de construção, oferta e reformulação de cursos virtuais são desenvolvidos neles, tomando a interlocução – modo tipicamente humano de interação – como eixo organizador. Abordamos, durante o relato/reflexão que resultou da pesquisa, aspectos da historicidade da educação a distância como modalidade educacional, comunicacional e organizacional, para vinculá-la à cadeia de eventos da história humana, aspecto que tende a ser minimizado e/ou esquecido, devido à velocidade de sua progressão. Ao mesmo tempo, observando as redes conversacionais que ocorrem entre as pessoas que compõem a malha administrativa, pedagógica e tecnológica responsável por um curso de graduação virtual, procuramos compreender como cada pessoa e cada equipe se posicionam nessa estrutura, no exercício da intervenção e da autoria, decorrentes das práticas interlocutivas. Utilizando os referenciais teóricos de Mikhail Bakhtin (dialogismo e polifonia, dois conceitos profusamente trabalhados pela Prof. Dra. Margarete Axt, no PGIE da UFRGS, e sob cuja orientação se desenvolveu esta pesquisa) e Edgar Morin (complexidade/alteridade), procuramos resgatar as dimensões emocionais que se ocultam nas diferentes camadas intelectivas, tecnológicas e administrativas que compõem um curso de graduação via web, constatando que, mesmo construída e intermediada pela máquina, e nascida de necessidades próprias do contexto industrial/comercial, a educação a distância, na qual os cursos virtuais de graduação se inserem, continua sendo um processo interacional humano, e que assim deve ser vista por seus vivenciadores, para que cumpra o seu papel de promoção dos humanos que dela participam, de alguma forma. / The e-learning is growing fast, in the world and in Brazil and it is present in every education levels. In Brazil, we observe the offer more and more significant of graduation on-line courses, and a growing number of people that work to prepare and develop them. The on-line graduation is a very important step in the academic formation of students and professionals, and we chose this research’s universe to study how this process of construction, offer and reformulation courses are developed, taking interlocution – typical human interactive way - by organizational axe. We discuss, during this report/reflection resulting of this research, historic aspects of e-learning that we minimize or forget, to reconnect it to the historic events chain of human history, because it is developed so fast and lots of people don’t know, even more, its origins. In the same time, we want to understand how every person and team works in these administrative, pedagogic and technological net, using interlocutive practices. Mikhail Bahktin’s (dialogism and polyphony, two concepts worked for a long time by PhD Margaret Axt, in the PGIE – UFRGS program) and Edgar Morin’s (complexity and alterity) theories are used by references, to rescue emotional dimensions hided in the different intellectual, pedagogical and administrative procedures that make up a web graduation course, which should be understood as a human interactive process to promoting humans, by humans.

Made available in DSpace on 2014-12-17T14:35:45Z (GMT). No. of bitstreams: 1 AlmiraN.pdf: 374864 bytes, checksum: 651e5d35db36dcc0f9139e835a581cb5 (MD5) Previous issue date: 2005-07-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present work highlights the importance of Dialogue in dealing with situations of crisis, and human conflicts. It has a starting point in some ideas of David Bohm, and in so doing, it presents itself with the challenge of testing the premise that dialogical strategies, of thought and action, can make the human choices inherent to those situations, more coherent and creative. They also allow us to elucidate and grasp them, towards broader comprehension and resolution, while keeping the framework of consistent assessment. However, we believe that said strategies are not, necessarily, problem solvers. With that in mind, we expanded the notion of Dialogue , systematizing dialogical visions of the world, derived from the ideas of David Bohm, Paulo Freire and Mikhail Bakhtin, in which they give priority to the Dialogue component, in all human relations within crucial contexts. From the elaboration of that systemic and dialogical interface, in which Dialogue appears as common theme, and pervasive tool, we detected the emerging of ancillary themes such as Liberty , Consciousness , Creativity , Ethics and Responsibility . We see these themes as ways of comprehending Life, as each one embodies interests, needs and shared human motivations. We have articulated them as a network, and added to that the need of Reflection in conjunction with Dialogue as a watchful call for noticing the incoherence / Este trabalho destaca a import?ncia do di?logo no enfrentamento de situa??es de crise e conflitos humanos, tomando como fundamento algumas id?ias de David Bohm. Nesse intento, a aposta ? a de que estrat?gias dial?gicas de pensamento e a??o podem tornar as escolhas, em tais situa??es, mais coerentes e criativas, permitindo elucid?-las e desvel?-las para que possam ser compreendidas e enfrentadas de forma mais alargada, num processo de reflex?o permanente. Todavia, acreditamos que tais estrat?gias n?o s?o, necessariamente, solucionadoras de problemas. Para isso, ampliamos a no??o de di?logo, sistematizando-o em cosmovis?es dial?gicas a partir das id?ias de David Bohm, Paulo Freire e Mikhail Bakhtin, naquilo em que principalizam o di?logo nas rela??es humanas em contextos de crise. A partir da composi??o dessa interface dial?gica, na qual o di?logo se configura como tema comum e como ferramenta, observamos a emerg?ncia de temas como liberdade, consci?ncia, criatividade, ?tica e responsabilidade que denominamos grandes temas humanos e os entendemos como maneiras de compreens?o da vida por conterem interesses, necessidades e motiva??es humanas compartilhadas. Articulamos esses temas em rede e acrescentamos a necessidade da reflex?o junto ao di?logo, no sentido de alertar para a incoer?ncia

L’éducation à distance se devellope très vite dans le monde et au Brésil, de tel sorte qu’elle est présente, aujourd’hui, dans touts les niveaux educationnels. Au Brésil, spécialement, nous voyons un offre chaque fois plus grande de cours de graduation virtuelle, accompagné de l’augmentation du nombre de personnes qui doivent travailler ensembles pour les préparer. Puis que la graduation est un point de base à la formation académique des étudiants et des professionels, nous avons choisi cet univers de recherche pour étudier comennt sont developpés les procès de construction, offre et réformulation de cours virtuels de graduation, à partir de l’interlocution – façon tipiquement humaine d’intération. Nous parlons, au long du rapport refléxive qui a resulté de cette recherche, de quelques aspects historiques de l’éducation à distance como modalité éducationnelle, comunicative e organizationelle, pour la réintégrer à la chaîne d’événements qui composent l’histoire humaine, aspects qu’on minimize ou qu’oublie, grâce à la vitesse de son developpement. Au même temps, en observant les réseaux conversationnels qui se forment entre les personnes qui composent la grille administrative, téchnologique et pédagogique responsable par un cours de graduation virtuelle, nous voulons comprendre comment chaque personne et chaque équipe se posent dans cette structure, en exerceant ses droits d’intervention et d’autorie, qui sont conséquentes de la pratique interlocutive. En utilisant le référentiel théorique de Mikhail Bakhtil (dialogisme et polyphonie, deux concepts beaucoup travaillés par la PhD Margaret Axt, orientatrice de cette recherche, dans le PGIE – UFRGS - Brésil) et Edgar Morin (compléxité et altérité), nous voulons reprendre les dimensions emotionnelles qui se cachent sous les différents niveaux intelectuels, téchnologiques et administratifs qui composent un cours de graduation par l’web, en constatant que, même qu’elle soit construite et intermédiée par les machines, et née des besoins propres du context industriel/commercial, la graduation à distance continue à être un proces intératif humain, et qu’elle doit être vue et comprise de cette forme par ceux qui la vivent, pour qu’elle puisse accomplir son rôle de promotion des humains par des humains. / A educação a distância vem se expandindo no mundo e no Brasil de maneira rápida, alcançando cada vez mais todos os níveis de educação. No Brasil, em especial, observamos uma oferta cada vez maior de cursos de graduação virtual, com conseqüente aumento do número de pessoas que se envolvem na preparação de cursos dessa natureza. Como a graduação constitui um ponto nevrálgico na formação acadêmica de estudantes e profissionais, escolhemos esse universo de pesquisa para estudar como esses processos de construção, oferta e reformulação de cursos virtuais são desenvolvidos neles, tomando a interlocução – modo tipicamente humano de interação – como eixo organizador. Abordamos, durante o relato/reflexão que resultou da pesquisa, aspectos da historicidade da educação a distância como modalidade educacional, comunicacional e organizacional, para vinculá-la à cadeia de eventos da história humana, aspecto que tende a ser minimizado e/ou esquecido, devido à velocidade de sua progressão. Ao mesmo tempo, observando as redes conversacionais que ocorrem entre as pessoas que compõem a malha administrativa, pedagógica e tecnológica responsável por um curso de graduação virtual, procuramos compreender como cada pessoa e cada equipe se posicionam nessa estrutura, no exercício da intervenção e da autoria, decorrentes das práticas interlocutivas. Utilizando os referenciais teóricos de Mikhail Bakhtin (dialogismo e polifonia, dois conceitos profusamente trabalhados pela Prof. Dra. Margarete Axt, no PGIE da UFRGS, e sob cuja orientação se desenvolveu esta pesquisa) e Edgar Morin (complexidade/alteridade), procuramos resgatar as dimensões emocionais que se ocultam nas diferentes camadas intelectivas, tecnológicas e administrativas que compõem um curso de graduação via web, constatando que, mesmo construída e intermediada pela máquina, e nascida de necessidades próprias do contexto industrial/comercial, a educação a distância, na qual os cursos virtuais de graduação se inserem, continua sendo um processo interacional humano, e que assim deve ser vista por seus vivenciadores, para que cumpra o seu papel de promoção dos humanos que dela participam, de alguma forma. / The e-learning is growing fast, in the world and in Brazil and it is present in every education levels. In Brazil, we observe the offer more and more significant of graduation on-line courses, and a growing number of people that work to prepare and develop them. The on-line graduation is a very important step in the academic formation of students and professionals, and we chose this research’s universe to study how this process of construction, offer and reformulation courses are developed, taking interlocution – typical human interactive way - by organizational axe. We discuss, during this report/reflection resulting of this research, historic aspects of e-learning that we minimize or forget, to reconnect it to the historic events chain of human history, because it is developed so fast and lots of people don’t know, even more, its origins. In the same time, we want to understand how every person and team works in these administrative, pedagogic and technological net, using interlocutive practices. Mikhail Bahktin’s (dialogism and polyphony, two concepts worked for a long time by PhD Margaret Axt, in the PGIE – UFRGS program) and Edgar Morin’s (complexity and alterity) theories are used by references, to rescue emotional dimensions hided in the different intellectual, pedagogical and administrative procedures that make up a web graduation course, which should be understood as a human interactive process to promoting humans, by humans.

This thesis comprises detailed readings of nine early-modern plays featuring female witches in an attempt to recover an understanding of how they were represented on the early-modern stage and what they meant to their first audiences. Drawing on twentieth-century theories of subjectivity, it offers an avenue for the explanation of moments of misogyny in the plays and identifies an unconscious communal anxiety which was revealed and perpetuated by the stage representation of the witch. Although we cannot fully recapture the experience of an audience of 400 years ago, this study attempts to do so in order to place the plays in the context of anxieties detectable in the period. By reading the plays in reference to theatrical conditions, this thesis identifies moments when the drama enlisted the subjectivity of the audience and the witch was constructed as uncanny. Such an approach contributes to the debate on the ages of actors performing certain female characters and suggests potential staging approaches for future performances.

This thesis deals with the problems of genre and narrative techniques in two novels by the Swedish author Hjalmar Bergman, 1883-1931. Although regarded as one of the foremost novelists in Swedish literature, with novels such as Markurells i Wadköping, 1919, and Farmor och vår Herre, 1921, Bergman's narrative techniques have not previously been systematically analyzed. Instead critics have focussed either on the biographical and philosophical aspects of his work, or on the meaning of his specific use of symbols and metaphorical language. Hjalmar Bergman wrote more than twenty novels, a large number of plays, short stories, fairy tales and screenplays. His most innovative period was in the 1910s, which is also the period focussed on here. The study begins with the reception of the seven novels written from 1912 to 1918. These novels were considerably different from what the critics at the time were wont to expect. Consequently they had trouble understanding not only the purpose of the narrative techniques in the novels, but also in determining their specific genre and subject matter. The aim of this thesis is to demonstrate that by analyzing Hjalmar Bergman's narrative techniques, we can learn more about the genre of the novel, about its status in the Swedish literary institution of the 1910s, and about Hjalmar Bergman's contribution to its development in Sweden. For this purpose the methods of the Russian theorist of the novel, Mikhail Bakhtin, have proved to be useful. In the succeeding chapters two novels, Loewenhistorier, 1913 (Loewen Stories) and En döds memoarer, 1918 (The Memoirs of a Dead Man), are analyzed for a deeper understanding of Hjalmar Bergman's specific use of novelistic subgenres such as the adventure story, the picaresque, the Bildungsroman, the confession, the memoir etc. Hjalmar Bergmanhas been considered a 'pre-modernist' in Swedish prose fiction. If this is the case, it is not primarily because hetried to invent new ways of writing novels, but rather that he made use of seemingly well-defined genres, combining them in new and often surprising ways. He thereby investigates not only a subject matter or a protagonist, but also the relevance, with regard to the stories hesets out to tell, of the genre-bound plots and perspectives. The result is novels that are simultaneously highly structured and 'law-abiding', in accordance with their genre patterns, and characterized by a certain open-ended 'brokenness'. Nothing ever turns out as the reader might expect, judging from the genres used in the novels. / digitalisering@umu

This dissertation examines fifteen films produced in seven political eras from 1926 thru 2008 in Soviet / Post-Soviet Russia. Its aim is to determine if the cinematic presence of Bakhtin’s ten signifiers of the carnivalesque (parody, death, grotesque display, satirical humor, billingsgate, metaphor, fearlessness, madness, the mask, and the interior infinite) increase in their significance with the historical progression from a totalitarian State (e.g., USSR under Stalin) to a federal semi-residential constitutional republic (e.g., The Russian Federation under Yeltsin - Putin). In this study, the carnivalesque signifiers act as a gauge of dialogism, the presence of which is indicative of some cinematic freedom of expression. The implication being, that in totalitarian States, a progressive relaxation of censorship in cinema (and conversely, an increase in cinematic freedom of expression) is indicative of a move towards a more representative form of governance, (e.g., the collapse of the totalitarian State). The fifteen films analyzed in this study include: Battleship Potemkin (1925), End of St. Petersburg (1927), Chapaev (1934), Ivan the Terrible, Part II (1946, released in 1958), Spring on Zarechnaya Street (1956), The Cranes are Flying (1957), Stalker (1979), Siberiade (1979), The Legend of Suram Fortress (1984), Repentance (1984, released in 1987), Cold Summer of 1953 (1987), Little Vera (1988), Burnt by the Sun (1994), House of Fools (2002) and Russian Ark (2002). All fifteen films were produced in the Soviet/Post-Soviet space and directed by Russian filmmakers; hence, the films portray a distinctly Russian perspective on reality. These films emphasize various carnivalesque features including the reversal of conventional hierarchies, usually promoting the disprivileged masses to the top, thus turning them into heroes at the expense of traditional power structures.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-11-27T16:11:46Z No. of bitstreams: 1 Wertheimer Ana Maria TESE.pdf: 2097323 bytes, checksum: cad8fb9418167a5eb2fb432f32536371 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-11-28T12:09:42Z (GMT) No. of bitstreams: 1 Wertheimer Ana Maria TESE.pdf: 2097323 bytes, checksum: cad8fb9418167a5eb2fb432f32536371 (MD5) / Made available in DSpace on 2018-11-28T12:16:15Z (GMT). No. of bitstreams: 1 Wertheimer Ana Maria TESE.pdf: 2097323 bytes, checksum: cad8fb9418167a5eb2fb432f32536371 (MD5) Previous issue date: 2018-09-28 / This thesis proposes a tripartite approach to dialogism for the analysis of three novels by Jos? Saramago (1922-2010), namely, A jangada de pedra, O Evangelho segundo Jesus Cristo and Ensaio sobre a cegueira, which were selected by the reason that they approach political, religious and social issues, respectively. Based on the theories of Mikhail Bakhtin (1895-1975), whose intellectual production lasted for about sixty years ? which may justify the use of the term dialogue in different contexts and with distinct concepts ?, this study is guided by three possible meanings within dialogism: the dialogue in the theory of language, the dialogue in the novel and the dialogue in the genre memory. Without ignoring the vast critical reviews of the Portuguese writer?s work, this thesis intends to answer a question: how are dialogic relationships established in Saramago's novels? Searching for an answer, a second, more complex question arises: is it possible that the dialogic relationships in the narrative structure of Saramago?s characters and narrator represent his process of literary creation? The hypothesis is that the artistic form of the writer represents, besides a tendency, a renewal of the genre itself. This study is, therefore, divided into three parts: the first is dedicated to the dialogue at the level of language, regarding the ideological sense of the linguistic sign and the different types of the reported speech; the second part approaches the dialogue in the novel, focusing on the plurilingual and polyphonic features of the discourse in the novel; and the third part, in the sphere of the memory of the genre, investigates aspects of carnival literature and chronotopic structures that constitute the narratives. It is added to this study the ideas of researchers such as Michael Holquist, Gary Saul Morson, Caryl Emerson and, from Brazil, Irene Machado, Beth Brait, Carlos Alberto Faraco, and Cristov?o Tezza, among others who seek to understand and systematize Bakhtin?s concepts. It is expected that a study that examines Saramago's writing can contribute both to a reflection on his creative process and also to a (re)reading of Bakhtin's dialogic principle in Literature. / Esta tese prop?e uma abordagem tripartida do dialogismo para a an?lise de tr?s romances de Jos? Saramago (1922?2010), quais sejam, A jangada de pedra, O Evangelho segundo Jesus Cristo e Ensaio sobre a cegueira, selecionados por tratarem, respectivamente, temas de cunho pol?tico, religioso e social. ? luz das teorias de Mikhail Bakhtin (1895?1975), cuja produ??o intelectual se prolongou por cerca de sessenta anos ? o que pode justificar o uso do termo di?logo em contextos e com conceitos distintos ?, este estudo ? orientado por tr?s poss?veis acep??es dentro da teoria do dialogismo: o di?logo na teoria da linguagem, o di?logo no romance e o di?logo na mem?ria dos g?neros. Sem fazer t?bula rasa da vasta fortuna cr?tica do escritor portugu?s, esta tese pretende responder a uma quest?o: como as rela??es dial?gicas se constituem nos romances de Saramago? Na busca por uma resposta, surge uma segunda quest?o, mais complexa, ? ? poss?vel que as rela??es dial?gicas na tessitura do discurso das personagens e do narrador saramaguiano representem uma teoria do processo de cria??o liter?ria? A hip?tese norteadora ? a de que a forma art?stica do escritor, precisamente a prosa polif?nica, constitua, para al?m de uma tend?ncia, uma renova??o pr?pria do g?nero. Este trabalho, portanto, est? organizado em tr?s partes: a primeira dedica-se ao di?logo no n?vel da linguagem, no que tange ao sentido ideol?gico do signo lingu?stico e aos diferentes tipos de discurso citado; a segunda parte aborda o di?logo no romance, o que corresponde ? heterogl?ssia e ? polifonia no discurso romanesco; e a terceira parte, na esfera da mem?ria dos g?neros, investiga aspectos da literatura carnavalesca e das estruturas cronot?picas que constituem as narrativas. Acrescenta-se ? leitura das teorias bakhtinianas, considera??es de pesquisadores como, Michael Holquist, Gary Saul Morson, Caryl Emerson e, do Brasil, Irene Machado, Beth Brait, Carlos Alberto Faraco, Cristov?o Tezza, entre outros que buscam compreender e sistematizar as concep??es do te?rico russo. Estima-se que um trabalho que atente para a an?lise da escrita de Saramago possa contribuir tanto para um estudo de seu processo criativo quanto para uma (re)leitura do princ?pio dial?gico de Bakhtin nos dom?nios da Teoria da Literatura.

“Learning on the Run” refers to the educational experiences of the primary school children travelling along the agricultural show ‘circuits’ in coastal and western Queensland. This thesis examines those educational experiences by drawing on the voices of the show children, their parents, their home tutors and their teachers from the Brisbane School of Distance Education, which from 1989 to 1999 implemented a specialised program of Traveller education for these children (in 2000 a separate school was established for them). The thesis focusses on the interplay among marginalisation, resistance and transformation in the spaces of the show people’s itinerancy. It deploys Michel de Certeau’s (1984, 1986) concept of ‘tactics of consumption’ and Mikhail Bakhtin’s (1986a) notions of ‘outsiddness’ and ‘creative understanding’ to interrogate the show people’s engagement with their absence of place, the construction of their otherness and forms of seemingly unproblematic knowledge about their schooling. Data gathering techniques included semi-structured interviews with forty-two people between 1992 and 2000 in seven sites in Queensland - Mackay, Bundaberg (over two years), Emerald, Brisbane, Rockhampton and Yeppoon - and document collection. The thesis’s major finding is that the show people’s resistance and transformation of their marginalising experiences have enabled them to initiate and implement a significant counternarrative to the traditional narrative (and associated stereotypes) attending their itinerancy. This counternarrative has underpinned a fundamental change in their schooling provision, from a structure that worked to marginalise and disempower them to a specialised form of Traveller education. This change contributes crucially to understanding and theorising the spaces of itinerancy, and highlights the broader significance of the Queensland show people’s “learning on the run”.

This thesis analyzes William Golding&rsquo / s Rites of Passage using a detailed examination of the Bakhtinian concepts of heteroglossia, polyphony and the carnivalesque to investigate the points of mutual illumination and confirmation between Bakhtin&rsquo / s ideas and Golding&rsquo / s novel. Therefore the method of analysis is divided between a close study of Rites of Passage and an equally close examination of Bakhtin&rsquo / s ideas. The Bakhtinian concepts studied in this thesis are central to his idea of language and theory of the novel and their analysis in Rites of Passage reveals that while these concepts shed light on the stylistic, structural and thematic complexities of the novel, the novel also verifies the working of these concepts in practice. Moreover, the results of the analysis indicate two main points in which Golding&rsquo / s novel and Bakhtin&rsquo / s ideas confirm and illuminate each other. The first point is related to Bakhtin&rsquo / s celebration of the novel genre for its capacity to include diverse elements, a celebration that find its counterpart in Golding&rsquo / s novel due to the novel&rsquo / s heteroglot nature, polyphonic structure and inclusion of the carnivalesque. The second point is related to Bakhtin&rsquo / s notion of dialogism which emerges as a relational property common to his mentioned concepts. As this thesis shows, Golding&rsquo / s Rites of Passage is a dialogic novel in this regard, with its foregrounding of dialogic relations between heteroglot languages, characters&rsquo / voices and social classes. This thesis ends with a discussion indicating postmodern aspects of Bakhtin&rsquo / s ideas and Golding&rsquo / s novel, which include intertextuality, the problematization of truth, and the blurring of boundaries between opposites.