In this thesis – concerning didactics of literature – I perform a reading and theoretical analysis of two pivotal works within reader-response theory, more precisely: Literature as Exploration (1938) and The Reader, the Text, the Poem – The Transactional Theory of the Literary Work (1978), both written by Louise M. Rosenblatt. The object of this analysis is to examine whether Rosenblatts’ theory and methodology can be used to accomplish understanding for ”the other”, what Martha C. Nussbaum have called ”narrative imagination”. For a theoretical basis I use postcolonial theory, implicating a poststructuralistic och constructivistic understanding of language and linguistics. The reader-oriented theory and methodology of Rosenblatt – what she calls an aesthetic transaction, or a ”total situation” – has been discussed as problematic in relation to ”narrative imagination” mainly because reader has to be understood as centered, i.e. to be able to understand why a reader performs a specific reading Rosenblatt focus is fixed on the reader her-/himself, ignoring the linguistic, social and discursive context surrounding her/him. I have, with reference to postcolonial theory made the argument that teaching literature must be understood as a discursive practice in which context and discourse limits and influences the readers’ perception and appreciation, and thereby found Rosenblatts method restricted and unsatisfactory. Finally I have, in the light of the results above, proposed a postcolonial version of ”narrative imagination” in which ambitions to understand ”the other” is not formulated in terms of personal, empathic and cosmopolitic cultivation, but rather a reflective practice in which the limitations and principles of discourse is taken into account. A certain attitude or a certain reading must be recognized as a concretion of an institutional (social and linguistic) order of thought. This is a theoretical aspect that needs to be considered in future research, as well as in the classroom.

Purpose: The purpose of this study is to clarify and analyze alienation, as a social phenomenon described in two teenage books. The study will also examine the creation of sympathy towards main characters and what impact the novel as a whole could have on it. The intention is also to uncover the role of the Other, as well as to visualize the creation of distance between different ethnic groups. Method: The study is based on a qualitative text-analysis. It includes four different dimensions, including the author’s background and the researcher´s interpretation. Conclusion: The study demonstrates that it´s possible to find values in both of the novels, and therefore makes it possible to create opinions and statements that may contribute to alienation. It also demonstrates that alienation can appear in different forms based on the characters different background. Question formulation: What attitudes and values towards immigration, ethnicity and alienation can be found in the two novels? How are they conveyed in the two novels? What differences and similarities could be found in the characters' ethnic alienation?

This study investigates women’s possibilities to actively participate in societal change in Egypt. It aims at enhancing the understanding of structural conditions for women’s agency and how these enables and/or restrains women’s participation in the aspiration for societal change as well as their aspiration to live a ‘full life’. Egypt was chosen as a field for studying women’s understanding of their opportunities of participation and empowerment before and during the revolution. The informants in the study are all consciously working for awareness and equality in society. Formal education in Egypt is criticized and the country suffers from a high illiteracy rate, making informal education an important way to attain knowledge that can assist women in their quest for societal change. The acknowledgment of participation as a human right is one of the issues women are fighting for in Egypt today. A specific interest in this study is what motivates some women to oppose social, cultural and political structures despite the often high personal cost, and how informal (educational) channels are being used in the quest for societal change. The theoretical construction in which the analysis is carried out is based on frictions between societal structures and agency, using the Capability Approach (Sen, 1999) which aims at understanding what agency women have in societal change. The concept of functionings is used to indicate what someone is able to do and be. By analyzing women’s valued functionings, their conditions and thus their sense of empowerment and their experienced opportunity costs emerge. Central to the analytically framed societal structures and how agency can be perceived within each structure are the social conversion factors, the norms that allow or hinder action. To frame the complexity of women’s conditions for active agency and the outcome of their actions, I use a theoretical framework that will comprise both goals and processes. Sen’s (1999) ideas on social choice along with Archer’s (1995) theory on social change, using her model of structural elaboration / reproduction, have proved useful when investigating women’s valued functionings and attained social changes. The results of the study show that when formal education is not adequate, knowledge is obtained outside the formal educational institutions. This is done through both non-formal and informal learning. However, to get access to informal learning, a number of valued functions have to be gained. These functionings are thus both conditions for change and an end in themselves. I try to show that the costs involved in transgressing the prevailing norms are high, but lack of hope, agency and empowerment are also experienced as a high cost for those who have, in fact, imagined another better life and are in opposition to the inhibitory societal structures. This is, however, a part of what motivates some women to continue to be involved in societal change in order to achieve a life they have reason to value.

No description available.

This survey is a theoretical analysis concerning didactics of literature, in which I problematize what Martha C. Nussbaum describes as ”narrative imagination”. By using postcolonial theory, more specific: Gayatri Spivaks essay ”Can the Subaltern Speak?” and her theoretical formula ”a leap into the other’s sea”, I try to answer the following question: Can ”narrative imagination” be understood as a manifistation or concretisation of ”a leap into the other’s sea”? The answer that is given concerning my general question is simply: No. Nussbaums’ reader is far to active, whereas Spivak strongly argues that hearing and/or listening to the subaltern requires a state of self-suspendedness. Nussbaum also shows a great belief in literature as a representation of something truly real, but also as a representation of the Other. Drawing on Spivaks critique of Deleuze and Foucault, I have suggested that representation of this kind should, from a poststructuralistic and Marxist point of view, be seen as a theoretical misstake, for: representation postulates objectiveness or/and transparentness. Finally Nussbaums goals, in terms of cultivating the humanity, has been problematized. Her cosmopolitan and democratic approach is based upon – a form of – universalism and an ambition towards consensus, which – again: from a poststructuralistic perspective – is highly debatable. With this background I have concluded two implications concerning didactics of literature: Firstly, there are plenty of voices not represented by literature, a fact that needs to be considered. Thus, to base a world citizenship, a democracy or an understanding of the Other on works of literature is to restrict ”the world” or ”the Other” to the fictional, literary characters that has been written. Secondly Spivak urges us to reflect on the reader as an interpreter. A total suspension of the self is a naive statement – but she is right to point to the occidental subject as a member and reproducer of postcolonial discourse.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-06-02T12:17:00Z No. of bitstreams: 1 carloseduardopalettaguedes.pdf: 2451030 bytes, checksum: 78337d494b448a90e35151900cd791ad (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-02T16:18:38Z (GMT) No. of bitstreams: 1 carloseduardopalettaguedes.pdf: 2451030 bytes, checksum: 78337d494b448a90e35151900cd791ad (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-06-02T16:19:05Z (GMT) No. of bitstreams: 1 carloseduardopalettaguedes.pdf: 2451030 bytes, checksum: 78337d494b448a90e35151900cd791ad (MD5) / Made available in DSpace on 2017-06-02T16:19:05Z (GMT). No. of bitstreams: 1 carloseduardopalettaguedes.pdf: 2451030 bytes, checksum: 78337d494b448a90e35151900cd791ad (MD5) Previous issue date: 2017-03-14 / A presente pesquisa parte de uma análise crítica da educação jurídica brasileira, primordialmente voltada para a linguagem oficial do Estado, pouco reflexiva, enciclopédica e afastada de qualquer imaginação ou empatia. Nesse contexto, iniciativas inovadoras que quebrem esse paradigma merecem ser pesquisadas, tal como a disciplina Instituições de Direito, da Universidade Federal de Juiz de Fora, com seu método pedagógico que inclui filmes e plataforma online, objeto dessa dissertação. A pergunta de pesquisa consiste em verificar se a disciplina Instituições de Direito, na forma como foi estruturada e organizada, pode auxiliar na promoção do pleno desenvolvimento do educando no processo de formação jurídica, para além de uma análise dogmática estrita. Utilizando o conceito de cultivo da humanidade de Martha C. Nussbaum como marco teórico, realizou-se uma pesquisa empírico-qualitativa a partir de dois filmes trabalhados em aula (Grande Sertão: Veredas e Senhor das Moscas) e textos produzidos pelos estudantes, como unidades de análise, a fim de verificar se aquele método desenvolvia as capacidades elencadas por Nussbaum, notadamente a imaginação narrativa. A análise qualitativa indica que as inovações têm se mostrado eficazes ao desenvolver essas capacidades, incluindo uma maior percepção cívica e empática por parte dos estudantes. / The present research begins with a critical account of Brazilian legal education, devoted primarily to official State language, lack of reflexiveness, encyclopaedic and far from any imagination of empathy. In this context, innovative initiatives that break this paradigm deserve to be researched, such as the focus of this dissertation, the discipline Institutions of Law taught at the Universidade Federal de Juiz de Fora, which adopts a pedagogical method, which encompasses movies and an online platform. The research question is whether Institutions of Law, as it has been conceived and organized, may contribute to the development of the student in the acquisition of juridical skills beyond the exclusive dogmatic analysis. Using Martha C. Nussbaum concept of cultivating humanity as theoretical reference, empirical-qualitative research was implemented, taking two movies presented during the classes (Grande Sertão: Veredas and Lord of the flies) as well as the collaborative texts elaborated by the students as units of analysis, so as to verify if this method has been effective in fostering the capacities Nussbaum describes, especially the narrative imagination. The data and the qualitative analysis indicate that those innovations have been successful in developing those capacities, especially an increased civic and empathic perception.

This essay argues that Mark Twain’s novels The Adventures of Huckleberry Finn and Pudd’nhead Wilson can be applied in Swedish upper secondary schools to address racial inequality in the purpose of achieving intercultural competence and understanding. Racism is a vast issue, evident in both schools and in our society, locally as well as globally, where ethnical minorities are abused or disfavored societal privileges. This leaves teachers with the vital task of counteracting racism in classrooms, in accordance with the educational goals of imparting democratic values. The essay is conducted through a Close Reading, which is beneficial in exposing a text’s complexity by examining its literary aspects. The primary focus from the Close Reading is put on narration and its subordinate categories. Word choice, repetition or metaphors are highlighted and analyzed from the selected passages as they are literary aspects that the students can react to and further discuss in relation to racism in their everyday lives. The findings show that Twain’s ways of narrating racism and stimulating empathy are integral features in promoting an increased understanding to meet the curriculum’s requirements.

Nesta dissertação, analisam-se alguns ditos populares retomados em músicas do cancioneiro popular, com base na teoria da metáfora conceptual (Lakoff e Jonhson, 1980; Kövecses, 2002), e na teoria da integração conceptual (Fauconnier e Turner, 2002). Busca se investigar se a projeção metafórica presente no dito empregado em situações cotidianas se sustenta, quando o mesmo é retomado em uma letra de música. Este estudo encontra sua justificativa em uma das assunções basilares da linguística cognitiva de que as metáforas conceptuais estão presentes tanto nas conversas cotidianas quanto nas manifestações literárias e artísticas. Pretende se, assim, observar a multidirecionalidade dos processos de significação desse tipo de construção linguística, a fim de postular seu poder projetivo e metafórico na mente dos falantes. Dentro do repertório de construções proverbiais em português, é perceptível a construção proverbial condicional com a configuração sintático semântica [x P Q], entre as quais foi escolhida como objeto de estudo a configuração [Quem P Q]. A escolha das músicas foi aleatória, já que não se buscou um gênero ou estilo específico, mas canções que possuíssem ditos populares em suas letras. Na análise, de cunho interpretativo, procedeu-se a identificação do papel da metáfora conceptual presente no dito empregado em situações cotidianas e nas 10 músicas selecionadas para este estudo. Em seguida, postularam-se redes de integração conceptual subjacente ao sentido dos ditos nas interações em geral e nas músicas, de modo a explicar que as diferenças de sentido observadas ou não nos ditos transpostos para letras de músicas estão relacionadas ao tipo de rede de integração conceptual ativado durante o processo de mesclagem. As redes de integração postuladas para explicar a construção de sentido dos ditos e destes nas músicas analisadas, revelam compressões das relações de CAUSA EFEITO, MUDANÇA, IDENTIDADE, ANALOGIA DESANALOGIA e TEMPO, devido, sobretudo, ao papel que os ditos desempenham ao ilustrar cenas da vida das pessoas. Entre as metáforas que estruturam os ditos, nas interações e nas músicas, encontram-se A VIDA É UMA VIAGEM / A VIDA É UM TRAJETO QUE DEVE SER PERCORRIDO COM CAUTELA / VIDA É UM JOGO DE AZAR; TEMPO É LOCAL PARA ONDE ALGO SE DESLOCA; DIFICULDADES SÃO IMPEDIMENTOS (IN) TRANSPONÍVEIS; RELIGIÃO É UMA TRANSAÇÃO COMERCIAL; MORAL É UM OBJETO PRECIOSO (MAS FRÁGIL COMO O VIDRO); EXAGEROS SÃO GOLPES INCERTOS. Espera-se que a hipótese aventada com este estudo motive outras pesquisas sob o escopo teórico da Linguística Cognitiva; em especial, as teorias da metáfora e da mesclagem conceptual, as quais revelaram um potencial descritivo promissor para análise de fenômenos semântico-pragmáticos da língua portuguesa, como os ditos populares, construções situadas no topo da escala de idiomaticidade / In this dissertation, some popular sayings found in folk songs, based on conceptual metaphor theory (Lakoff and Johnson, 1980; Kövecses, 2002), and conceptual integration theory (Fauconnier and Turner, 2002) are analyzed. We investigate if this metaphorical projection in those popular saying is sustained in everyday situations, when it is taken up in a lyric. This study finds its justification in one of the basic assumptions of cognitive linguistics that conceptual metaphors are present both in everyday conversations and in the literary and artistic manifestations. The aim is to observe the processes of significance of this type of linguistic construction in order to posit its power projective and metaphorical in the speakers minds. Within the repertoire of proverbial constructions in portuguese, it is noted the proverbial conditional construction with this syntax semantics configuration [x PQ], among these, it was chosen as the object of this study the setting [About PQ]. The choice of songs was random, since no attempt was made to a specific genre or style, but songs that possess popular sayings in his lyrics. In this analysis, interpretive nature, we proceeded to identify the role of conceptual metaphor in that this employee in everyday situations and in the 10 songs selected for this study. Then, it was postulated conceptual integration networks underlying the effect of said interactions in general and in music, in order to explain the observed differences in meaning or not the sayings translated into lyrics. Those songs are related to the type of conceptual integration of network activated during the merge process. The network integration postulated to explain the construction of meaning of these sayings and the songs are analyzed and it shows the compression of the relations of CAUSE AND EFFECT, CHANGE, IDENTIDY, ANALOGY AND DISANALOGY, TIME, due mainly to the role that those plays illustrate scenes of people's lives. Among the metaphors that structure those popular sayings in the interactions and in the songs are: LIFE IS A JOURNEY / LIFE IS A PATH TO BE TRAVELED WITH CAUTION / LIFE IS A GAMBLING GAME, TIME IS A PLACE WHERE SOMETHING MOVES; DIFFICULTIES ARE BARS (IN) TRANSPOSABLE; RELIGION IS A COMMERCIAL TRANSACTION, MORAL IS A PRECIOUS OBJECT (BUT FRAGILE AS GLASS). It is expected that the hypothesis of this study will motivate further research on the theoretical scope of Cognitive Linguistics, in particular, theories of metaphor and conceptual blending, which revealed a potential promise for descriptive analysis of semantic-pragmatic phenomena of Portuguese as the sayings popular construction on the top idiomatic scale

Nesta dissertação, analisam-se alguns ditos populares retomados em músicas do cancioneiro popular, com base na teoria da metáfora conceptual (Lakoff e Jonhson, 1980; Kövecses, 2002), e na teoria da integração conceptual (Fauconnier e Turner, 2002). Busca se investigar se a projeção metafórica presente no dito empregado em situações cotidianas se sustenta, quando o mesmo é retomado em uma letra de música. Este estudo encontra sua justificativa em uma das assunções basilares da linguística cognitiva de que as metáforas conceptuais estão presentes tanto nas conversas cotidianas quanto nas manifestações literárias e artísticas. Pretende se, assim, observar a multidirecionalidade dos processos de significação desse tipo de construção linguística, a fim de postular seu poder projetivo e metafórico na mente dos falantes. Dentro do repertório de construções proverbiais em português, é perceptível a construção proverbial condicional com a configuração sintático semântica [x P Q], entre as quais foi escolhida como objeto de estudo a configuração [Quem P Q]. A escolha das músicas foi aleatória, já que não se buscou um gênero ou estilo específico, mas canções que possuíssem ditos populares em suas letras. Na análise, de cunho interpretativo, procedeu-se a identificação do papel da metáfora conceptual presente no dito empregado em situações cotidianas e nas 10 músicas selecionadas para este estudo. Em seguida, postularam-se redes de integração conceptual subjacente ao sentido dos ditos nas interações em geral e nas músicas, de modo a explicar que as diferenças de sentido observadas ou não nos ditos transpostos para letras de músicas estão relacionadas ao tipo de rede de integração conceptual ativado durante o processo de mesclagem. As redes de integração postuladas para explicar a construção de sentido dos ditos e destes nas músicas analisadas, revelam compressões das relações de CAUSA EFEITO, MUDANÇA, IDENTIDADE, ANALOGIA DESANALOGIA e TEMPO, devido, sobretudo, ao papel que os ditos desempenham ao ilustrar cenas da vida das pessoas. Entre as metáforas que estruturam os ditos, nas interações e nas músicas, encontram-se A VIDA É UMA VIAGEM / A VIDA É UM TRAJETO QUE DEVE SER PERCORRIDO COM CAUTELA / VIDA É UM JOGO DE AZAR; TEMPO É LOCAL PARA ONDE ALGO SE DESLOCA; DIFICULDADES SÃO IMPEDIMENTOS (IN) TRANSPONÍVEIS; RELIGIÃO É UMA TRANSAÇÃO COMERCIAL; MORAL É UM OBJETO PRECIOSO (MAS FRÁGIL COMO O VIDRO); EXAGEROS SÃO GOLPES INCERTOS. Espera-se que a hipótese aventada com este estudo motive outras pesquisas sob o escopo teórico da Linguística Cognitiva; em especial, as teorias da metáfora e da mesclagem conceptual, as quais revelaram um potencial descritivo promissor para análise de fenômenos semântico-pragmáticos da língua portuguesa, como os ditos populares, construções situadas no topo da escala de idiomaticidade / In this dissertation, some popular sayings found in folk songs, based on conceptual metaphor theory (Lakoff and Johnson, 1980; Kövecses, 2002), and conceptual integration theory (Fauconnier and Turner, 2002) are analyzed. We investigate if this metaphorical projection in those popular saying is sustained in everyday situations, when it is taken up in a lyric. This study finds its justification in one of the basic assumptions of cognitive linguistics that conceptual metaphors are present both in everyday conversations and in the literary and artistic manifestations. The aim is to observe the processes of significance of this type of linguistic construction in order to posit its power projective and metaphorical in the speakers minds. Within the repertoire of proverbial constructions in portuguese, it is noted the proverbial conditional construction with this syntax semantics configuration [x PQ], among these, it was chosen as the object of this study the setting [About PQ]. The choice of songs was random, since no attempt was made to a specific genre or style, but songs that possess popular sayings in his lyrics. In this analysis, interpretive nature, we proceeded to identify the role of conceptual metaphor in that this employee in everyday situations and in the 10 songs selected for this study. Then, it was postulated conceptual integration networks underlying the effect of said interactions in general and in music, in order to explain the observed differences in meaning or not the sayings translated into lyrics. Those songs are related to the type of conceptual integration of network activated during the merge process. The network integration postulated to explain the construction of meaning of these sayings and the songs are analyzed and it shows the compression of the relations of CAUSE AND EFFECT, CHANGE, IDENTIDY, ANALOGY AND DISANALOGY, TIME, due mainly to the role that those plays illustrate scenes of people's lives. Among the metaphors that structure those popular sayings in the interactions and in the songs are: LIFE IS A JOURNEY / LIFE IS A PATH TO BE TRAVELED WITH CAUTION / LIFE IS A GAMBLING GAME, TIME IS A PLACE WHERE SOMETHING MOVES; DIFFICULTIES ARE BARS (IN) TRANSPOSABLE; RELIGION IS A COMMERCIAL TRANSACTION, MORAL IS A PRECIOUS OBJECT (BUT FRAGILE AS GLASS). It is expected that the hypothesis of this study will motivate further research on the theoretical scope of Cognitive Linguistics, in particular, theories of metaphor and conceptual blending, which revealed a potential promise for descriptive analysis of semantic-pragmatic phenomena of Portuguese as the sayings popular construction on the top idiomatic scale

Denna vetenskapliga essä syftar till att undersöka läsning på fritidshemmet, vi har i våra berättelser skildrat situationer om hur läsning och läsaktiviteter kommer till uttryck på våra fritidshem och de dilemman som kan uppstå i arbetet med läsning. I elevernas vardag på fritidshemmet så prioriteras inte läsning av vare sig pedagogerna eller eleverna samtidigt ser vi hur läsningen upplevs som en lust- och meningsfull aktivitet när vi besöker biblioteket med eleverna. Vi ställer oss frågorna varför och hur fritidshemmet ska arbeta med läsning och läsaktiviteter samt om det är det kloka överhuvudtaget. Med en hermeneutisk utgångspunkt och utifrån begreppen bildning, narrativ fantasi samt kunskapsteori söker vi i uppsatsen legitimeringsgrunder till varför läsning bör prioriteras i fritidshemmets verksamhet. Empirin i uppsatsen består av observationer i vår vardag på våra respektive fritidshem och även deltagande observation i ett skolbibliotek. Våra observationer samt litteratur kring läsning och fritidshemmet används för att få en fördjupad förståelse av de handlingar som gestaltas i de två berättelserna. / This scientific essay aims to examine reading at after-school centers. In our stories, we have described situations in which reading and reading activities are expressed at our after-school centers and the dilemmas that may arise in the work with reading. In the daily lives of the students at the after-school center, reading is not prioritized by either the educators or the students, yet we see how reading is experienced as a pleasurable and meaningful activity when we visit the library with the students. We ask ourselves why and how the after-school center should work with reading and reading activities, and whether it is wise to do so at all. With a hermeneutic starting point and based on the concepts of education (bildning), narrative imagination, and knowledge theory, we seek legitimizing grounds in the essay for why reading should be prioritized in the after-school center's activities. The empirical part of the essay consists of observations in our daily lives at our respective after-school centers and also participating observations in a school library. Our observations and literature on reading and after-school centers are used to gain a deeper understanding of the actions that are shaped in the two stories.