Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-06-24Bitstream added on 2014-06-13T18:29:13Z : No. of bitstreams: 1 faria_fcr_me_prud.pdf: 1571986 bytes, checksum: 215214993171199c0aa6e0b694f46658 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa está vinculada ao programa de Pós-Graduação da Unesp de Presidente Prudente S/P e à linha de pesquisa Infância e Educação e gestada em um projeto maior denominado Literatura na escola: espaços e contextos. A realidade brasileira e portuguesa, coordenado pela professora Dra Renata Junqueira de Souza e realizado pelo Centro de Estudos em Leitura e Literatura Infantil e Juvenil – CELLIJ. O estudo partiu dos resultados calamitosos do Brasil em provas (Saresp, SAEB, PISA) que avaliam a competência leitora dos alunos comprovando o fato de as escolas não cumprirem com sua função primeira: ensinar a ler e escrever. Estudos têm mostrado que o hábito de leitura dos estudantes tem se tornado precário e insuficiente fato que, somado ao despreparo teórico e pedagógico dos professores relativamente ao ensino da literatura e à utilização do material literário, tem dificultado o trabalho com o livro literário no âmbito escolar, razão pela qual justifica-se esta investigação. A pesquisa teve por objetivo estudar as contribuições da Estética da Recepção para o ensino de literatura e para a formação do leitor, além de investigar a compreensão dos principais aspectos que levavam à aceitação, ou não, da obra e como ocorre a recepção literária. Para tanto, optou-se por um aporte teórico afinado com a teoria recepcional de Hans Robert Jauss, bem como a Metodologia Recepcional criada por Bordini e Aguiar e os Níveis de recepção literária de Hans Kügler. A pesquisa foi desenvolvida em uma escola municipal de Presidente Prudente e teve como público alvo alunos do 5º ano com os quais foi vivenciada uma prática pedagógica fundamentada na Estética... / This research is part of the graduate program at Department of Education in Unesp Presidente Prudente and related to the research topic concerning childhood and education, included in the Literature in the school: spaces and contexts, project intended to study the Brazilian and Portuguese realities. The project is coordinated by Professor Dr. Renata Junqueira de Souza and conducted by the Centre for studies in Reading and Literature for children and teens - CELLIJ. The study presented here was first motivated by unfortunate Brazilians’ educational institutions results in regional, national and international tests (Saresp, SAEB, PISA) designed in order to evaluate the students' reading skills. Such results have been shown that the Brazilian schools teaching techniques do not meet to their primary function: teach students to write and read properly. There are some studies that have shown a lack between the students’ reading habits and the required behaviour to meet a reading proficiency level. Moreover the theoretical and pedagogical teachers’ background, generally, is not enough to suitably use the literary stuff with their students. Has a result, the literature learning process has been faced difficulties and the improvement need in this educational context comes out the importance of the research presented here. This research is purposed to study the Reception’s Aesthetics contributions to the literature teaching goal and develop the students’ comprehensive reading skills. In addition to that, it investigates the major issues related to acceptance of the literature. In order to reach these goals, our study draws on the receptional theory from Hans Robert Jauss, on Receptional Methodology created by Bordini and Aguiar and on Levels of literary reception from Hans Kügler. This research was developed in a school located in Presidente Prudente city... (Complete abstract click electronic access below)

Helmut Lachenmann’s theory of perception highlights musical moments that step out of a coherent stream of self-contained musical logic and challenges established categories of musical experience. The penultimate scene (No. 23: Shō) of Lachenmann’s »opera« The Little Match Girl (1991-96/2001) and the airy chords in the final section of his large ensemble work Concertini (2004/2005) arguably represent such moments of fundamental musical alterity in the composer’s recent output that are characterised by a specific auratic emphasis. Closer examination, however, suggests that these sections are also multiply mediated by self-references with the larger musical structure of these extensive works. This article provides a loosely connected series of discussions on how a balance between alterity and self-referentiality is achieved in these two examples. The discussions acknowledge the distinction between »extra-opus« and »intra-opus« references derived from cognitive science and music theory and focus on pitch organisation, sectional time structure, narrativity and interculturality. The Japanese mouth organ shō that figures prominently in the opera scene and, according to the composer, provides the »scale« for the concluding sounds in Concertini, without doubt symbolizes a moment of fundamental alterity due to its unique timbre, its unalienated sound and a basic articulation derived from the Japanese court music repertoire tōgaku. A detailed analysis of fingerings and pitch organisation, however, reveals a »double-coding« of Lachenmann’s material: on the »extra-opus« realm it refers to or »deconstructs« both Japanese and European musical conventions, on the »intra-opus« realm it connects to the framing scenes of the opera and forms part of a large-scale »cadence sound« that reconsiders the complete spectrum between pitched and unpitched sounds within the three closing scenes. The »utopian« shō-chords played by wind instruments in the final section of Concertini, in contrast, create a more fragmentary type of »cadence sound« due to their short durations, but nevertheless exert a »magnetic« attraction that temporarily assembles the heterogeneous »sound families« of the piece into transient sonic entities. A detailed overview of the sectional time structures reveals that in both cases the music follows a rather rigid sequence of proportions derived from Fibonacci series and the golden section, and includes several quasi symmetrical time layers. In both examples this time structure supports pivotal formal processes: in the shō-scene from the Little Match Girl it suggests a shift from the predominance of shō-sounds to their increasingly independent orchestral »resonances«, in Concertini the symmetrical position of the »shō-chords« within the final section emphasizes their cadential function and »magnetic« effect. The concluding discussions on narrativity and interculturality suggest that – partly in contrast to the preceding arguments of this essay – the analysed sections tend to subvert the conventional closure concept of a »cadence« and rather create open endings. The self-referential elements in the Little Match Girl’s construction of the shō and its inclusion in a re-invented type of »celestial mechanics« discloses non-essentialist, polyvalent strata of musical meaning that match Lachenmann’s concept of nonconventional musical narrativity and non-exploitative musical interculturality (a concept that he has critically discussed at length in a recent article). This is especially cogent when his shō-music is compared to other recent works for the Japanese mouth organ that recontextualize its sounds by »demythologization« in a much more obvious, arguably didactic manner. Finally, Lachenmann’s key idea of »liberated perception« is associated with this discussion on interculturality and traced back to moments in Keiji Nishitani’s philosophy – leaving this article open to further research.

Orientador: Ana Maria da Costa Santos Menin / Banca: Renata Junqueira de Souza / Banca: Henrique Silvestre Soares / Resumo: A presente pesquisa está vinculada ao programa de Pós-Graduação da Unesp de Presidente Prudente S/P e à linha de pesquisa Infância e Educação e gestada em um projeto maior denominado Literatura na escola: espaços e contextos. A realidade brasileira e portuguesa, coordenado pela professora Dra Renata Junqueira de Souza e realizado pelo Centro de Estudos em Leitura e Literatura Infantil e Juvenil - CELLIJ. O estudo partiu dos resultados calamitosos do Brasil em provas (Saresp, SAEB, PISA) que avaliam a competência leitora dos alunos comprovando o fato de as escolas não cumprirem com sua função primeira: ensinar a ler e escrever. Estudos têm mostrado que o hábito de leitura dos estudantes tem se tornado precário e insuficiente fato que, somado ao despreparo teórico e pedagógico dos professores relativamente ao ensino da literatura e à utilização do material literário, tem dificultado o trabalho com o livro literário no âmbito escolar, razão pela qual justifica-se esta investigação. A pesquisa teve por objetivo estudar as contribuições da Estética da Recepção para o ensino de literatura e para a formação do leitor, além de investigar a compreensão dos principais aspectos que levavam à aceitação, ou não, da obra e como ocorre a recepção literária. Para tanto, optou-se por um aporte teórico afinado com a teoria recepcional de Hans Robert Jauss, bem como a Metodologia Recepcional criada por Bordini e Aguiar e os Níveis de recepção literária de Hans Kügler. A pesquisa foi desenvolvida em uma escola municipal de Presidente Prudente e teve como público alvo alunos do 5º ano com os quais foi vivenciada uma prática pedagógica fundamentada na Estética... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research is part of the graduate program at Department of Education in Unesp Presidente Prudente and related to the research topic concerning childhood and education, included in the Literature in the school: spaces and contexts, project intended to study the Brazilian and Portuguese realities. The project is coordinated by Professor Dr. Renata Junqueira de Souza and conducted by the Centre for studies in Reading and Literature for children and teens - CELLIJ. The study presented here was first motivated by unfortunate Brazilians' educational institutions results in regional, national and international tests (Saresp, SAEB, PISA) designed in order to evaluate the students' reading skills. Such results have been shown that the Brazilian schools teaching techniques do not meet to their primary function: teach students to write and read properly. There are some studies that have shown a lack between the students' reading habits and the required behaviour to meet a reading proficiency level. Moreover the theoretical and pedagogical teachers' background, generally, is not enough to suitably use the literary stuff with their students. Has a result, the literature learning process has been faced difficulties and the improvement need in this educational context comes out the importance of the research presented here. This research is purposed to study the Reception's Aesthetics contributions to the literature teaching goal and develop the students' comprehensive reading skills. In addition to that, it investigates the major issues related to acceptance of the literature. In order to reach these goals, our study draws on the receptional theory from Hans Robert Jauss, on Receptional Methodology created by Bordini and Aguiar and on Levels of literary reception from Hans Kügler. This research was developed in a school located in Presidente Prudente city... (Complete abstract click electronic access below) / Mestre