Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa

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

The aim of this diploma thesis is the comparison of the interpretations of the two novels of English Romanticism: William Godwin?s Caleb Williams (1794) and Mary Shelley?s Frankenstein (1818). It will concentrate on the influence of the tradition of Gothic novels, especially on the motifs of secret, pursuit, crime and self-devision. It will also concentrate on the atmosphere of fear and suspense.

No description available.

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

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

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

Zugl.: Salt Lake City, Utah, Univ. of Utah, 2007 / Hergestellt on demand

Thesis (M.A.)--Memorial University of Newfoundland, 1996. / Typescript. Bibliography: leaves 136-139. Also available online.