Thesis (MA (Visual Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Submitted by Tiago Pereira Rodrigues (tiago7.letras@yahoo.com.br) on 2018-08-25T00:21:13Z No. of bitstreams: 1 pereira_rodrigues_t_me_arafcl.pdf: 1743860 bytes, checksum: dd5d3d44ee236f9d83c111ebe5043550 (MD5) / Rejected by Carolina Lourenco null (carolinalourenco@fclar.unesp.br), reason: Bom dia, Tiago, Para a aprovação no Repositório Institucional da UNESP serão necessárias algumas correções na sua dissertação. Solicitamos que realize uma nova submissão seguindo as orientações abaixo: *Remover as páginas em branco localizadas após a capa, folha de aprovação, epígrafe e lista de tabelas. A última p. do trabalho, que consta somente o nome da universidade, também deve ser excluída; *Numeração de páginas: de acordo com o Manual de Normalização da Biblioteca, todas as folhas pré-textuais do trabalho, a partir da p. de rosto, devem ser contadas sequencialmente, mas não numeradas. A ficha catalográfica não deve ser contada. A numeração deve figurar, a partir da primeira folha da parte textual, em algarismos arábicos, no canto superior direito da folha. Como a sua parte textual começa com uma Apresentação, você deve começar a numerar a partir dela. Portanto, após remover as folhas em branco, você deve numerar a Apresentação como p. 15. Lembrando também que quando o trabalho for digitado ou datilografado em anverso e verso, a numeração das páginas deve ser colocada no anverso da folha, no canto superior direito; e no verso, no canto superior esquerdo. *Adequar o sumário e listas de acordo com a nova numeração das páginas; *As margens devem ser: esquerda e superior de 3 cm e direita e inferior de 2 cm; *Ficha catalográfica: a entrada deve ser pelo último sobrenome: "Rodrigues, Tiago Pereira” e deve ser feita através do nosso sistema automático: http://www.fclar.unesp.br/#!/biblioteca/servicos/formulario-de-ficha-catalografica/ *De acordo com as exigências da FAPESP, você deve colocar o número de financiamento, tanto do CNPq quanto da FAPESP, na p. de rosto, folha de aprovação e agradecimentos; Para maiores esclarecimentos, acesse as normas da biblioteca: http://fclar.unesp.br/#!/biblioteca/normas-da-abnt/normalizacao/ ou procure as bibliotecárias da Seção de Referência (Elaine ou Camila): (16) 3334 6222. Agradecemos a compreensão. on 2018-08-27T12:14:11Z (GMT) / Submitted by Tiago Pereira Rodrigues (tiago7.letras@yahoo.com.br) on 2018-09-03T08:41:22Z No. of bitstreams: 1 Uma análise das criações lexicais mais frequentes na tradução da série Harry Potter para o português brasileiro.pdf: 1792723 bytes, checksum: 551f7e2255c41b6b705113f3f731b7ed (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-09-03T17:03:22Z (GMT) No. of bitstreams: 1 rodrigues_tp_me_arafcl.pdf: 1770741 bytes, checksum: b69dcfaabf6ce98df5538767b9e050a9 (MD5) / Made available in DSpace on 2018-09-03T17:03:22Z (GMT). No. of bitstreams: 1 rodrigues_tp_me_arafcl.pdf: 1770741 bytes, checksum: b69dcfaabf6ce98df5538767b9e050a9 (MD5) Previous issue date: 2018-04-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta pesquisa lida com a morfologia, os sentidos e as simbologias de 35 criações lexicais mais frequentes na versão britânica da série Harry Potter e de seus correspondentes linguísticos pertencentes à versão brasileira. Nesse sentido, um dos objetivos da pesquisa foi identificar os processos de criação lexical mais recorrentes entre os vocábulos de ambas as versões. Outro objetivo foi verificar se os processos criativos dos vocábulos que não foram mantidos no texto de chegada influenciaram as escolhas morfológicas e lexicais da tradutora da série no Brasil, na criação de novas formas lexicais e no emprego de palavras já existentes em português em novos contextos ou com novos significados, no texto de chegada. Para tanto, foram descritos os processos criativos e os sentidos primários dos vocábulos em tela. A fim de facilitar a consulta das criações lexicais analisadas e de contextualizá-las, foi elaborado, também, um glossário bilíngue. Além disso, entre os dados obtidos, foram selecionados os vocábulos Dumbledore, Malfoy e Quirrell, que foram mantidos na tradução, com o intuito de realizar uma análise comparativa e detalhada acerca das relações simbólicas envolvendo os três vocábulos, nos textos de partida e de chegada. Em termos teórico-metodológicos, considerou-se a tradução como uma atividade interpretativa produtora de significados que nunca escapa da hierarquia de valores culturais da língua de chegada. Além disso, foram empregados os pressupostos da Linguística de Corpus e dos Estudos da Tradução Baseados em Corpus, bem como aqueles advindos de teorias de cunho lexical-morfológico que são relevantes para o entendimento e a descrição de fenômenos de criação lexical. Para a extração dos dados, foram utilizados um corpus paralelo contendo os textos de partida e de chegada da série, o software WorldSmith Tools (versão 6.0), obras lexicográficas e os corpora British National Corpus (World Version) e Lácio-Ref. No que concerne aos resultados, constatou-se que, entre as 35 criações lexicais mais frequentes no texto de partida, os processos criativos mais recorrentes são a composição por justaposição e a passagem de nome comum para nome próprio. Constatou-se, também, que entre essas criações, a maioria (19) foi mantida no texto traduzido. Quanto aos 16 vocábulos do texto de chegada que não são manutenções, identificou-se que os processos criativos mais recorrentes entre eles são a passagem de nome comum para nome próprio e outros processos que não foram encontrados na bibliografia consultada. Ao comparar esses 16 vocábulos com seus correspondentes no texto de partida, observou-se que tal comparação não permite verificar se as escolhas morfológicas e lexicais da tradutora foram influenciadas pelos processos criativos desses correspondentes. Os vocábulos mostraram que outros fatores podem ter influenciado essas escolhas, que são: sentidos do vocábulo de partida, o fato de o vocábulo de partida ser ou suscitar o étimo do vocábulo de chegada, estrutura do vocábulo de partida, determinada característica do referente, sistema da língua de chegada. Por meio das análises simbólicas dos vocábulos Dumbledore, Malfoy e Quirrell, verificou-se que o texto traduzido rompe redes simbólicas ao mesmo tempo em que mantém relações e sentidos, gera novos significados e novas relações e veicula traços culturais da língua de chegada. / This research deals with the morphology, the meanings and the symbologies of 35 most frequent lexical creations in the British version of the Harry Potter series and of their linguistic correspondents belonging to the Brazilian version. In this sense, one of the aims of the research was to identify the most recurrent lexical creation processes among the words in both versions. Another aim was to verify whether the creative processes of the words that were not maintained in the target text influenced the morphological and lexical choices of the translator of the series in Brazil, in the creation of new lexical forms and in the use of words already existing in Portuguese in new contexts or with new meanings, in the target text. For both aims, the creative processes and the primary meanings of the words in question were described. Also, to facilitate the consultation of the analysed lexical creations and to contextualise them, a bilingual glossary was elaborated. Furthermore, among the obtained data, the words Dumbledore, Malfoy and Quirrell, which were maintained in translation, were selected, in order to carry out a comparative and detailed analysis about the symbolic relations involving these three words, in the source and target texts. In theoretical and methodological terms, translation was considered as an interpretative activity that produces meanings and never escapes the hierarchy of cultural values existing in the target language. Furthermore, the presuppositions from Corpus Linguistics and Corpus-Based Translation Studies, as well as those from lexical and morphological theories that are relevant to understand and to describe lexical creation phenomena, were employed. To extract the data, a parallel corpus containing the source and target texts of the series, the software WordSmith Tools (version 6.0), lexicographical works and the corpora British National Corpus (World Version) and Lácio-Ref were used. In respect of the results, composition by juxtaposition and the change from common name to proper name were found to be the most recurrent creative processes among the 35 most frequent lexical creations in the source text. Also among these creations, most (19) was found to have been maintained in the translated text. Concerning the 16 words in the target text that correspond to the other 16 lexical creations belonging to the source text, it was identified that the most frequent creative processes among them are the change from common name to proper name and other processes that were not found in the consulted bibliography. When comparing these 16 words with their correspondents in the source text, it was observed that this comparison does not permit to verify whether the translator’s morphological and lexical choices were influenced by the creative processes of these correspondents. The words showed that other factors can have influenced these choices, namely: meanings of the source word, the fact that the source word is or arouses the etymon of the target word, structure of the source word, a certain characteristic of the referent, system of the target language. Through the symbolic analyses of the words Dumbledore, Malfoy and Quirrell, it was verified that the translated text breaks symbolic nets, whilst maintaining relations and meanings, generating new meanings and new relations and conveying cultural features of the target language. / CNPq: 132918/2016-1 / FAPESP: 2016/03328-5

BARROS, Francisco Rafael Silva. Orlando e a tradução da personagem para as telas. 2012. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Letras, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-05-19T12:07:26Z No. of bitstreams: 1 2012_dis_frsbarros.pdf: 2691800 bytes, checksum: 06dba16e18916313999cad64e26c99d5 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-05-19T14:03:25Z (GMT) No. of bitstreams: 1 2012_dis_frsbarros.pdf: 2691800 bytes, checksum: 06dba16e18916313999cad64e26c99d5 (MD5) / Made available in DSpace on 2014-05-19T14:03:25Z (GMT). No. of bitstreams: 1 2012_dis_frsbarros.pdf: 2691800 bytes, checksum: 06dba16e18916313999cad64e26c99d5 (MD5) Previous issue date: 2012 / The following study analyses the translation of the novel/biography Orlando (1928), by Virginia Woolf, to its homonymous film adaptation in 1993, directed by Sally Potter. Orlando tells the story of an English nobleman who owns the gift of literary writing and lives for more than three hundred years, changing his sex, from male to female. The focus of our research is the translation of the main character, Orlando, from novel to film: we outlined some aspects of his/her personality to understand him/her actions throughout the novel/biography, and also considered some external aspects that complement or are part of his/her construction. Then, we submit the film character to the same process, to compare both. In order to do so, we started from a prior historical contextualization of the objects and their contexts of production. Our research is based on Itamar Even-Zohar’s polysystem theory (1978), the concept of translation as rewriting, by Andre Lefevere (2007), Antonio Candido’s study of the fictional character (2007), and Jacques Aumont’s studies about the aesthetics of cinema (1995). We do not intend to evaluate any of the objects (novel and movie), or to say that one is better than another. However, we aim to demonstrate what was the contribution of the character of the novel/biography to the construction of the film character, and to what extent the film character contributes and influences to the new readers of Woolf’s book. Primarily, we are aware that the construction of the character in the novel/biography is linked to two fundamental points: Vita Sackville-West, to whom the novel is dedicated, and the desire of freedom (intellectual and financial) to the writer, a relevant theme in Woolf’s speeches and writings of that decade. Sally Potter deals with her character’s immortality and freedom desire in a different way: her focus turns into implications of social and post-colonial issues, turning Orlando from an initial British identity to a more universal one. This research is sponsored by Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico – FUNCAP. / O presente trabalho analisa a tradução do romance/biografia Orlando (1928), de Virginia Woolf para as telas, no filme homônimo de 1993, da diretora Sally Potter. Orlando conta a história de um nobre inglês que cultiva o dom da escrita literária, vive por mais de trezentos anos e que sofre uma mudança de sexo, do masculino para o feminino. O foco da nossa pesquisa é a tradução da personagem principal, da literatura para o cinema: delineamos alguns traços de sua personalidade para compreendê-lo dentro do romance/biografia, como também consideramos alguns aspectos externos que o complementam ou fazem parte da sua construção; posteriormente, submetemos a personagem cinematográfica ao mesmo processo a fim de compararmos ambos. Para tal, partimos de uma prévia contextualização histórica dos objetos e de seus contextos de criação. Nossa pesquisa é fundamentada na teoria dos polissistemas de Itamar Even-Zohar (1978), no conceito de tradução como reescritura de André Lefevere (2007), no estudo da personagem de ficção de Antonio Candido (2007) e nos estudos de estética do cinema, de Jacques Aumont (1995). Não pretendemos com esta pesquisa lançar juízo de valor comparativo a nenhuma das obras, muito menos chegar a afirmar que uma é melhor em detrimento da outra. Todavia, almejamos demonstrar qual a contribuição da personagem do romance/biografia na construção da personagem cinematográfica e em que medida esta contribui e influencia na ampliação de novos leitores do livro de Woolf. A priori, compreendemos que a construção da personagem do romance/biografia está ligada a dois pontos fundamentais: Vita Sackville-West, a quem o romance é dedicado, e ao desejo de libertação (intelectual e financeira) da escritora, tema recorrente nas palestras e escritos de Woolf naquela década. Partimos da ideia de que Sally Potter trabalha a imortalidade e o desejo de liberdade de sua personagem de maneira diferente: seu foco se volta para o social e para implicações pós-coloniais, trazendo-a de uma personalidade de identidade britânica para uma mais universal. Esta pesquisa é financiada pela Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico – FUNCAP.

Made available in DSpace on 2018-07-27T18:26:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-08-07. Added 1 bitstream(s) on 2018-07-27T18:30:31Z : No. of bitstreams: 1 000869205.pdf: 1067197 bytes, checksum: dfb8b7697516bf4587ba49259e23cb65 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / In order to describe and verify the most common resources used in the creation of Harry Potter fanfictions in Brazil, this study presents the movement of consumers towards a more participative culture in the last two decades, its implications to debates on intellectual property and the impact of technological evolution on the production and circulation of media content. The work also examines the history of fanfiction and the existent mechanisms of reinterpretation of original narratives, as well as the expressive numbers that represent the success of J.K. Rowling's books both as an editorial phenomenon and fandom on the internet. Given the significant production inspired in the Harry Potter series by Brazilian fans, three representative fanfictions are analyzed, in the light of the specific ways the original is rewritten. Alternative universe, focus on secondary characters, slash and timeline expansion, which were found to be the most recurrent procedures in the rewritings, evince partiality for personal creation on the part of authors and readers

Hermione Granger is the most prominent female character in the Harry Potter series. She is also the only one in the trio of herself, Harry Potter, and Ron Weasley who is muggle-born. She is, therefore, most likely to be discriminated against in two aspects – on the basis of her sex and race. This essay examines Hermione with the help of Simone de Beauvoir’s The Second Sex and Edward W. Said’s Orientalism to show how she is represented and portrayed as “the Other” in these two aspects. In which aspect is she more likely to suffer from discrimination, or is it the combination of the two that is essential? As discrimination on the basis of sex, race, ethnicity, religion, and other aspects continues to grow in Western societies, it is important to look at how this widely popular literary series handles these issues.

This essay will examine the youth novel Harry Potter and the Philosopher’s Stone by J.K. Rowling. The aim of this essay is to find tendencies of how the novel favours non-stereotypical male behaviour and characteristics. Using gender criticism, the novel and its most central male characters are analysed to highlight their gender characteristics. Symbols and metaphors constitute a part of the analysis for a more comprehensive examination. The results of this essay show that the male characters are divided into two factions, the good side and the evil side. It is evident that the male characters on the evil side are characterised by stereotypical male gender behaviour and the male characters on the good side tend to show a lack of stereotypical masculine traits. The Fantasy genre, which dictates a strong good versus evil storyline, extends this polarisation. The stereotypical male gender roles are therefore opposed and non-stereotypical male behaviour is promoted in the narration by favouring male vulnerability and ridiculing stereotypical masculine traits.

This study considers the visual representation of the alchemical idea of the philosopher’s stone (lapis philosophorum) in the Harry Potter films: Harry Potter and the Philosopher’s Stone (Columbus 2001), Harry Potter and the Chamber of Secrets (Columbus 2002), Harry Potter and the Prisoner of Azkaban (Cuaron 2004), Harry Potter and the Goblet of Fire (Newell 2005), andHarry Potter and the Order of the Phoenix (Yates 2007). The lapis philosophorum was believed to turn base metals into gold and produce an Elixir of Life. As such, it is envisioned as the ultimate alchemical idea, and this study emphasises how the lapis can function as a signifier for an alchemical worldview within the Harry Potter films. Because the concept and symbolism of the Harry Potter films is largely based on JK Rowling’s (1997; 1998; 1999; 2000; 2003; 2005; 2007) original novels, this study provides a detailed comparison of how alchemical imagery is used in the novels and contrasts this with the visual imagery of the films. This study undertakes a hermeneutic analysis of the transmission of alchemical ideals from the literary to the visual medium. It also provides a detailed analysis of interrelated visual icons in the Harry Potter films that represent the idea of the lapis as an embodiment of alchemical perfection. In addition, by studying the interplay between alchemical imagery in the Harry Potter novels and films, and comparing the worldviews represented by each, this study is able to analyse the dynamics of the hermeneutic process. This study concludes with a consideration of how alchemical theory relates to the discipline of hermeneutics, how it influences the process of interpretation, and ultimately the relationship between the alchemical worldview and current perspectives on authorship. / Dissertation (MA)--University of Pretoria, 2008. / Visual Arts / unrestricted

How can a character from a children’s book become so divisive that he causes arguments amongst adults? This essay uses transactional reader response theory to explain the reason why the character Severus Snape from the Harry Potter book series by J.K. Rowling is so controversial. Applying notions from reader response theorists such as Rosenblatt and Iser together with earlier research on Snape will show how the reader’s opinion is affected by both the text itself and their own personal experience. A poll was created and posted on Facebook with over a thousand replies. This data is analysed and used to apply the theory on real examples. The conclusion of the essay is that Snape is both good and bad. He acts heroically but is also vindictive and petty. Snape is perhaps the most human of all Rowling’s characters and each reader recognises a little of themselves in him that they can relate to. Because of ongoing arguments regarding Snape readers have to constantly defend their opinion. As the opinion is re-evaluated it is also strengthened each time readers reconsider the story of Snape and, like Snape himself once asked Professor Quirrell to do, decide where their loyalties lie.

To be able to develop their reading skills, pupils need not only to practise but also to be willing to practise. Being enticed to read is therefore an important factor for the development of reading. Research has shown that part of the attraction of reading is that readers can recognize themselves in the different constituents of a book, for example being able to identify with characters and finding the setting plausible. The books about Harry Potter have enticed many young people all over the world to read, and the question of what this attraction consists of is an interesting one, especially with regard to the fact that the books have many elements of magic and seemingly alien elements. The aim of this study is to investigate and reveal potential opportunities for self-recognition offered to the reader by the Harry Potter books. The study consists of a textual analysis focusing on Harry Potter and the Philosopher’s Stone and Harry Potter and the Prisoner of Azkaban. The study shows that both books offer the reader multiple opportunities for self-recognition, which can be linked to factors such as the reader’s emotional participation and the motifs in the books.

Dieser Beitrag möchte Reflexionen über ein prominentes Beispiel der Kinder- und Jugendliteratur anhand des Zauberlehrlings Harry Potter mit seinen Geschichten und magischen Welten vorstellen. Die britische Autorin Joanne Kathleen Rowling hat im Jahr 1990 den Zauberschüler Harry Potter erfunden. Aus dem Blickwinkel von Hauptfiguren im Alter von Kindern und Jugendlichen beschreibt Rowling das Angesicht einer überraschenden, aufregenden und faszinierenden aber auch ungleichen, in sich zerrissenen und auseinanderdriftenden Schule und ihrer Umwelt – diese Welt wirkt wie ein Spiegel unserer Zeit und vielleicht ist genau deshalb Harry Potter als Bildungsromanreihe so erfolgreich.