This dissertation focuses on niilism in its differents imaginaries significances in order to draw a social and historical comparison. Which contrasts can be point between niilism, in connection with the meanings of temporality and individuality at 19th century Europe and United States and the contemporary? In the analyses of 19th century, the objects are russian and western european s revolutionaries (the narodniki and the anarchist-terrorists). Works of Ivan Turgueniev and Fiodor Dostoievki besides anarchists s speeches, memoirs and deeds are analysed to search some of the niilism s significances of that time. Within the comparative method, contemporary s significances of niilism are searched by the discution of self-help literature . This kind of literature is helpful to the reflexion of contemporary individual s insecurity and anguish and these connection with the construction of actual meanings of individual and duration. / Esta dissertação possui uma preocupação central: pensar o niilismo em suas diferentes significações imaginárias em duas realidades sócio-históricas distintas: a Europa e Estados Unidos na segunda metade do século XIX e nossa sociedade contemporânea. Seu objetivo principal é a realização de uma comparação, com ênfase nos contrastes, entre as significações históricas do niilismo em suas relações com as elaborações da temporalidade e, principalmente, da individualidade. Nas análises do século XIX, o foco recai inicialmente sobre os revolucionários narodnik russos, sobre os quais o termo niilismo foi imposto na época pela imprensa e a literatura. As principais fontes neste momento da pesquisa são obras literárias de Ivan Turgueniev e Fiódor Dostoiévski, que fornecem as primeiras significações sobre o niilismo e suas relações com a temporalidade e a formação da individualidade. A seguir, analiso os anarquistas-terroristas ocidentais, seus discursos, depoimentos, memórias e ações, como forma de ampliar as discussões sobre os sentidos do niilismo, epíteto também dado a eles pela imprensa de massa. Para a análise comparativa com a contemporaneidade, a principal fonte é a chamada literatura de auto-ajuda , que permite a discussão sobre as inseguranças e angústias do indivíduo atual frente à fluidez dos laços, valores e instituições da sociedade presente. Nesse sentido, a noção de narcisismo surge como uma ferramenta a mais nas reflexões sobre o niilismo contemporâneo e sua relação com a formação da individualidade no imaginário social. / Mestre em História

Cette thèse étudie le phénomène de la présence et de la circulation de la littérature de développement personnel destinée à l’éducation dans les licences de Pédagogie. Elle se propose de comprendre et de problématiser l’insertion du genre développement personnel parmi les pratiques de lecture d’étudiants en formation pour l’exercice de la profession d’enseignant. Elle a pour objectifs d’analyser les modes par lesquels les étudiantes établissent des rapports avec ces lectures, leurs motivations et les répercussions dans leurs pratiques, ainsi que la problématisation des significations attribuées à l’ascension de la littérature de développement personnel tournée vers la profession d’enseignant. L’enquête a rassemblé des informations sur les pratiques de lecture de deux cents vingt-quatre (224) étudiantes de licence en Pédagogie dans cinq Institutions d’Enseignement Supérieur (IES), situées dans l’État de Rio Grande do Sul. L’empirie est constituée de données quantitatives et qualitatives, issues des réponses obtenues à partir d’un questionnaire et d’entretiens semi-directifs avec les étudiantes et les chefs de département de licence de Pédagogie. La problématisation théorique s’appuie sur des auteurs thématisant la littérature de développement personnel, la formation d’enseignants et les pratiques de lecture, dont Roger Chartier, Bernard Charlot, Francisco Rüdiger, Fernando Ampudia de Haro, Arquilau Romão e Dora Marín-Díaz. Les données recueillies nous permettent d’affirmer que la littérature de développement personnel pour les enseignants intègre les pratiques de lecture d’étudiantes de la licence de Pédagogie, soit comme lectures de formation, suggérées par les professeurs de la licence en question, soit comme lecture professionnelle ou lecture du temps libre. D’après les étudiantes, la littérature de développement personnel se présente comme une lecture accessible, pratique, facile à comprendre, stimulante et agréable. Une approche émotionnelle est évoquée par la discursivité caractéristique du genre et est fortement présente dans les publications d’Augusto Cury, Içami Tiba, Gabriel Chalita e Hamilton Werneck. D’après les récits des étudiantes, ces publications suscitent une réflexion sur leurs pratiques d’enseignement et les aident dans la préparation des cours. En outre, les ouvrages de développement personnel ont été indiqués par quelques professeurs de licence de Pédagogie, ce qui rend évident l’urgence de dialogues et d’appréciations critiques dans les licences des IES qui ont participé à cette étude sur les effets de légitimité produits à partir des indications issues du corps enseignant dans la formation initiale. / Trata-se de tese que investiga o fenômeno da presença e circulação da literatura de autoajuda voltada à educação em cursos de Pedagogia. Propõe compreender e problematizar a inserção do gênero autoajuda entre as práticas de leitura de estudantes em formação para o exercício da profissão docente. Dentre os objetivos, destaca-se a análise dos modos como as estudantes se relacionam com essas leituras, suas motivações e as repercussões em suas práticas, bem como a problematização dos significados que assume o ascenso da literatura de autoajuda considerando a profissão docente. A investigação reuniu informações sobre práticas de leitura de duzentas e vinte e quatro (224) estudantes de cursos de Pedagogia de cinco Instituições de Ensino Superior (IES), situadas no Estado do Rio Grande do Sul. A empiria está composta por dados quantitativos e qualitativos, resultantes de respostas obtidas a partir da aplicação de questionário e de entrevistas semiestruturadas com estudantes e coordenações de cursos de Pedagogia. A problematização teórica se pauta em autores que tematizam a literatura de autoajuda, a formação de professores e as práticas de leitura, em especial Roger Chartier, Bernard Charlot, Francisco Rüdiger, Fernando Ampudia de Haro, Arquilau Romão e Dora Marín-Díaz. Os dados coletados permitem afirmar que a literatura de autoajuda para professores integra as práticas de leitura de estudantes de cursos de Pedagogia, seja como leitura de formação, sugerida pelos docentes do curso, seja como leitura profissional ou de tempo livre. Segundo as estudantes, a literatura de autoajuda apresenta-se como leitura acessível, prática, fácil de entender, motivadora, prazerosa. Uma abordagem emocional é evocada pela discursividade característica do gênero e está fortemente presente nas publicações de Augusto Cury, Içami Tiba, Gabriel Chalita e Hamilton Werneck. Ainda segundo os relatos das estudantes, estas promovem a reflexão sobre suas práticas docentes e auxiliam no planejamento pedagógico. As narrativas das estudantes apontaram que títulos de autoajuda foram indicados por alguns professores de seus cursos de Pedagogia, o que evidencia a urgência de diálogos e apreciações críticas nos cursos das IES participantes sobre os efeitos de legitimidade que são produzidos a partir das indicações vindas do corpo docente na formação inicial. / This is a thesis that investigates the phenomenon of the presence and circulation of Education-focused self-help literature in Pedagogy courses. It aims to understand and discuss the inclusion of self-help genre among reading practices of students working to become teachers. Among the objectives, the highlight is the analysis of the ways in which students relate to these readings, their motivations and the impact on their practices, as well as the discussion of the meanings of the rise of self-help literature considering the teaching profession. The research gathered information about reading practices of two hundred and twenty four (224) students of Pedagogy courses from five Higher Education Institutions (HEI), located in the state of Rio Grande do Sul. The empiria is composed of quantitative and qualitative data resulting from responses to questionnaires and semi-structured interviews with students and coordinators of Pedagogy courses. The theoretical discussion is based on authors who thematise self-help literature, teacher education and reading practices, especially Roger Chartier, Bernard Charlot, Francisco Rüdiger, Fernando Ampudia de Haro, Arquilau Romao and Dora Marín-Díaz. The collected data enables to state that the self-help literature for teachers is part of the reading practices of Pedagogy students, both as class readings, recommended by the course teachers, and as professional or free time readings. According to the students, the self-help literature is easy to read and understand, practical, motivating, enjoyable. An emotional approach is evoked by the typical discursivity of this genre and is strongly present in publications of Augusto Cury, Içami Tiba, Gabriel Chalita and Hamilton Werneck. According to the students’ statements, these publications promote reflections on their teaching practices and are helpful for the pedagogic planning process. The students’ narratives indicated that self-help books were suggested by some of their teachers from the Pedagogy courses, which highlights the urgent need for dialogue and critical assessment in the participating HEI’s courses about the effects of legitimacy that are produced by course teachers’ reading suggestions in the early years of teacher education.

Trata-se de estudo sobre o fenômeno da literatura de autoajuda que consta entre as práticas de leitura de autoformação de professoras que atuam nos anos iniciais do Ensino Fundamental. Toma como ponto de partida o atual cenário profissional da educação, caracterizado simultaneamente pelos imperativos da constante atualização e pela desvalorização dos professores. Neste contexto encontra-se em circulação uma farta literatura baseada no modelo da autoajuda (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003), dirigida aos professores (e a quem interessar ou “julgar-se” educador), com o fim de proporcionar receitas para a obtenção do sucesso pessoal e profissional, além de apresentar-se como alternativa de leitura que visa amenizar frustrações e insatisfações. A primeira hipótese desta pesquisa refere-se à afirmação de que o livro Pais Brilhantes, Professores Fascinantes (CURY, 2003) vem sendo um dentre aqueles mais lidos ou conhecidos entre as professoras que atuam nos anos iniciais do ensino fundamental, ou seja, formadas em cursos de Pedagogia. O estudo não intenta opor-se a essa leitura de livros de autoajuda pelas professoras, mas objetiva compreender suas razões, indagar em que medida esta literatura é percebida como apoio pedagógico ao invés de um apoio de reflexão. Inspirando-se nos pressupostos teóricos e conceitos da história cultural relativamente à cultura escrita, nos marcos da história do livro e da leitura, o estudo lança uma mirada contemporânea a esse fenômeno a partir de três questões intimamente relacionadas: formação e autoformação de professores; práticas de leitura de professores; literatura de autoajuda no campo da Educação. A investigação foi realizada a partir de 69 questionários e seis entrevistas semiestruturadas colhidos junto a seis escolas de Porto Alegre/RS, sendo duas privadas, duas públicas estaduais e duas públicas municipais. A problematização pautou-se, em especial, nos estudos de autores como Roger Chartier, António Nóvoa, Francisco Rüdiger, Arnaldo Chagas e Arquilau Romão. As narrativas das professoras possibilitaram constatar que estas aceitam a literatura de autoajuda como leitura legítima no campo da Educação. Para essas professoras, as publicações desse gênero têm sintonia com suas expectativas. Para fins de análise, a leitura foi concebida como uma prática complexa, não há significados estáveis nos textos, mesmo naqueles tão prescritivos quanto à literatura de autoajuda. As professoras leitoras inventam muitos sentidos ao que leem, ao que fazem posteriormente com essas leituras, ao que escolhem dentre o que lhes é oferecido pelo mercado editorial. A leitura se apresenta, para as professoras participantes da pesquisa, como uma prática fundamental à produção de suas identidades e intervém sobre como se percebem na condição de educadoras, sobretudo a partir dos modos como são narradas pelos autores de autoajuda cujos textos comparecem dentre suas práticas de leitura. / It is the study of the phenomenon of self-help literature in the self-education that appears among readings practice by teachers who work in the early years of elementary school. The starting point is the current teaching professional scenario, which is characterized by both the imperatives of constant updating and teacher depreciation. In this context there is an abundant literature based on the self-help model is available (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003). Heads straight to teachers (and to whom may be interested or "consider themselves" an educator), in order to provide them formulas to obtain personal and professional success, to ease frustrations and dissatisfactions. The first hypothesis of this research refers to the claim that the book “Pais Brilhantes, Professores Fascinantes” (CURY, 2003) has been one of the most widely read or known among the teachers who work in the early years of elementary school (what means: teachers graduated in Pedagogy). The study does not intend to oppose the self-help books reading by teachers, but aims to understand their reasons and to ask how much this literature is perceived not an educational support, but a support for reflection. Drawing on the theoretical principles and concepts of cultural history in relation to written culture, on landmarks in the history of books and reading, the study releases a glance to this contemporary phenomenon from three closely related questions: teacher education and self- education; reading practices; self-help literature in the field of Education. The study was made conducting a survey of 69 questionnaires and six semistructured interviews collected in six schools of Porto Alegre/RS, two of them private, two public and two municipal public. The theoretical questioning was based in particular on studies of authors such as Anthony Nóvoa, Roger Chartier, Francisco Rüdiger, Arnaldo Chagas and Arquilau Romão. The teachers’ narratives show out that they accept the self-help literature as legitimate reading on the education field. For these teachers, such printed production is consistent with their expectations. For analysis purposes, reading is recognized as a complex practice, there are no stable meanings in texts, even in those prescripts as self-help literature. These readers, or rather, reading teachers, formulate many meanings to what they read, to what they do after that reading and to what they choose among what is offered by the publishing market. The reading is presented, to the teacher which participated in the study, as a fundamental practice for the production of their identities and intervenes in how they perceive themselves in teachers’ condition, especially from how they are reported by the self-help authors whose texts show up among their reading practices.

Trata-se de estudo sobre o fenômeno da literatura de autoajuda que consta entre as práticas de leitura de autoformação de professoras que atuam nos anos iniciais do Ensino Fundamental. Toma como ponto de partida o atual cenário profissional da educação, caracterizado simultaneamente pelos imperativos da constante atualização e pela desvalorização dos professores. Neste contexto encontra-se em circulação uma farta literatura baseada no modelo da autoajuda (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003), dirigida aos professores (e a quem interessar ou “julgar-se” educador), com o fim de proporcionar receitas para a obtenção do sucesso pessoal e profissional, além de apresentar-se como alternativa de leitura que visa amenizar frustrações e insatisfações. A primeira hipótese desta pesquisa refere-se à afirmação de que o livro Pais Brilhantes, Professores Fascinantes (CURY, 2003) vem sendo um dentre aqueles mais lidos ou conhecidos entre as professoras que atuam nos anos iniciais do ensino fundamental, ou seja, formadas em cursos de Pedagogia. O estudo não intenta opor-se a essa leitura de livros de autoajuda pelas professoras, mas objetiva compreender suas razões, indagar em que medida esta literatura é percebida como apoio pedagógico ao invés de um apoio de reflexão. Inspirando-se nos pressupostos teóricos e conceitos da história cultural relativamente à cultura escrita, nos marcos da história do livro e da leitura, o estudo lança uma mirada contemporânea a esse fenômeno a partir de três questões intimamente relacionadas: formação e autoformação de professores; práticas de leitura de professores; literatura de autoajuda no campo da Educação. A investigação foi realizada a partir de 69 questionários e seis entrevistas semiestruturadas colhidos junto a seis escolas de Porto Alegre/RS, sendo duas privadas, duas públicas estaduais e duas públicas municipais. A problematização pautou-se, em especial, nos estudos de autores como Roger Chartier, António Nóvoa, Francisco Rüdiger, Arnaldo Chagas e Arquilau Romão. As narrativas das professoras possibilitaram constatar que estas aceitam a literatura de autoajuda como leitura legítima no campo da Educação. Para essas professoras, as publicações desse gênero têm sintonia com suas expectativas. Para fins de análise, a leitura foi concebida como uma prática complexa, não há significados estáveis nos textos, mesmo naqueles tão prescritivos quanto à literatura de autoajuda. As professoras leitoras inventam muitos sentidos ao que leem, ao que fazem posteriormente com essas leituras, ao que escolhem dentre o que lhes é oferecido pelo mercado editorial. A leitura se apresenta, para as professoras participantes da pesquisa, como uma prática fundamental à produção de suas identidades e intervém sobre como se percebem na condição de educadoras, sobretudo a partir dos modos como são narradas pelos autores de autoajuda cujos textos comparecem dentre suas práticas de leitura. / It is the study of the phenomenon of self-help literature in the self-education that appears among readings practice by teachers who work in the early years of elementary school. The starting point is the current teaching professional scenario, which is characterized by both the imperatives of constant updating and teacher depreciation. In this context there is an abundant literature based on the self-help model is available (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003). Heads straight to teachers (and to whom may be interested or "consider themselves" an educator), in order to provide them formulas to obtain personal and professional success, to ease frustrations and dissatisfactions. The first hypothesis of this research refers to the claim that the book “Pais Brilhantes, Professores Fascinantes” (CURY, 2003) has been one of the most widely read or known among the teachers who work in the early years of elementary school (what means: teachers graduated in Pedagogy). The study does not intend to oppose the self-help books reading by teachers, but aims to understand their reasons and to ask how much this literature is perceived not an educational support, but a support for reflection. Drawing on the theoretical principles and concepts of cultural history in relation to written culture, on landmarks in the history of books and reading, the study releases a glance to this contemporary phenomenon from three closely related questions: teacher education and self- education; reading practices; self-help literature in the field of Education. The study was made conducting a survey of 69 questionnaires and six semistructured interviews collected in six schools of Porto Alegre/RS, two of them private, two public and two municipal public. The theoretical questioning was based in particular on studies of authors such as Anthony Nóvoa, Roger Chartier, Francisco Rüdiger, Arnaldo Chagas and Arquilau Romão. The teachers’ narratives show out that they accept the self-help literature as legitimate reading on the education field. For these teachers, such printed production is consistent with their expectations. For analysis purposes, reading is recognized as a complex practice, there are no stable meanings in texts, even in those prescripts as self-help literature. These readers, or rather, reading teachers, formulate many meanings to what they read, to what they do after that reading and to what they choose among what is offered by the publishing market. The reading is presented, to the teacher which participated in the study, as a fundamental practice for the production of their identities and intervenes in how they perceive themselves in teachers’ condition, especially from how they are reported by the self-help authors whose texts show up among their reading practices.

This essay explores the dynamics of literature and reading within the Swedish educational context, focusing on teachers' perspective on student self-selected literature and how self-selected literature can be included in the school curriculum. The two key questions are “What opportunities and challenges do teachers identify when working with student-selected fiction literature?” and “What role do librarians play in encouraging reading among the students?” Through survey responses from teachers, the pros and cons of working with student selected literature are discussed. Subsequently, interviews with school librarians follow to deepen the understanding of the role of school libraries. The study uses the sociocultural perspective, which means considering how learning is tied to the situation and how students are influenced by their social surrounding. Major findings highlights that the free choice serves as motivation and ignites engagement, but it is not without its challenges. Both educators and librarians emphasize the importance of cultivating habits related to library navigation and literature selection. The study underscores the essential role of librarians alongside teachers in guiding students through the world of literature. Additionally, it explores factors influencing literature teaching such as the tension between canonized literature and youth literature, access to literature, the challenge of selecting appropriately leveled text and the need to ensure students are engaging with their book of choice.

Text in German / Summary in English / Max Frisch's work centres around the question of authenticity of the individual, of true self-identity. It is difficult and problematic if ever possible to discover the true inner self. Stereotypical thinking, prejudice as well as societal demands, rules and norms are great obstacles in the way for attaining this goal. Frisch's protagonists fail in one or another way. The emphasis lies therefore not in the answer but rests on the questions as to why and how failure occurred and contemplate possible alternatives. The message is: the task is arduous, never completed. The goal lies in the process rather than in the end. It is a continuous struggle, appraisal and renewal resulting in raising awareness and consciousness and thus find more true and independent solutions. Frisch's work is an appeal to the public to take charge, to exercise one's choices wisely and to act with love and responsibility / Classics & Modern European Languages / M. A. (German)

This dissertation examines Breyten Breytenbach‟s memoir Dog Heart, and Ngũgĩ wa Thiong‟o‟s novel Matigari, with particular attention to the use of a mother tongue or another language in the texts, and whether these reflect or impact on the writers‟ sense of personal, cultural and political identity. It compares and contrasts the authors‟ views on, and experiences of, culture, language, translation and exile, and whether these aspects appear in the two primary works. Dilemmas associated with the authors‟ choice of language in their creative works, preferred audiences, and affiliations to their mother tongue speech communities are also explored. By drawing on Breytenbach‟s and Ngũgĩ‟s diverse stances on these issues, and following their respective publishing decisions, it is hoped an interesting conversation is created between these significant political activists and their writing. / English Studies / M.A. (English literature)

Text in German / Summary in English / Max Frisch's work centres around the question of authenticity of the individual, of true self-identity. It is difficult and problematic if ever possible to discover the true inner self. Stereotypical thinking, prejudice as well as societal demands, rules and norms are great obstacles in the way for attaining this goal. Frisch's protagonists fail in one or another way. The emphasis lies therefore not in the answer but rests on the questions as to why and how failure occurred and contemplate possible alternatives. The message is: the task is arduous, never completed. The goal lies in the process rather than in the end. It is a continuous struggle, appraisal and renewal resulting in raising awareness and consciousness and thus find more true and independent solutions. Frisch's work is an appeal to the public to take charge, to exercise one's choices wisely and to act with love and responsibility / Classics and Modern European Languages / M. A. (German)

This dissertation examines Breyten Breytenbach‟s memoir Dog Heart, and Ngũgĩ wa Thiong‟o‟s novel Matigari, with particular attention to the use of a mother tongue or another language in the texts, and whether these reflect or impact on the writers‟ sense of personal, cultural and political identity. It compares and contrasts the authors‟ views on, and experiences of, culture, language, translation and exile, and whether these aspects appear in the two primary works. Dilemmas associated with the authors‟ choice of language in their creative works, preferred audiences, and affiliations to their mother tongue speech communities are also explored. By drawing on Breytenbach‟s and Ngũgĩ‟s diverse stances on these issues, and following their respective publishing decisions, it is hoped an interesting conversation is created between these significant political activists and their writing. / English Studies / M.A. (English literature)

No description available.