This essay claims that the novels Alice's Adventures in Wonderland and Through the Looking-Glass trigger nostalgia in the contemporary reader. Nostalgia is a powerful and complex feeling which, in contemporary times, is triggered by a longing for the lost childhood. This essay connects that longing with the novels about Alice. I argue that the nostalgic experience in the Alice in Wonderland books combines utopia and Bakhtin's concept of carnival and brings it into the lost childhood. The utopian part strives for something better while the carnivalesque part is an upheaval of daily life. This essay illustrates how utopia and carnival are related to a childhood free of adulthood anxieties and that they are a part of Alice in Wonderland, which triggers nostalgia in the adult reader.

An introduction to Alice scholarship, including a brief biography of the author Charles Lutwidge Dodgson, under the pseudonym Lewis Carroll, as well as the subject matter. An examination of Alice's Adventures in Wonderland's genre, as well as an in-depth analysis of the text as a children's story.

Adaptations cinématographiques d’Alice au pays des merveilles et De l’autre côté du miroir de Lewis Carroll: Analyse des transécritures de Walt Disney, Jan Švankmajer et Tim Burton observe comment trois versions cinématographiques différentes, provenant d’un même texte source, peuvent être singulières les unes par rapport aux autres. Le but de ce mémoire est d’analyser les transécritures de Walt Disney (1951), de Jan Švankmajer (1989) et de Tim Burton (2010) autant dans les changements narratifs que dans les ajouts faits par les réalisateurs qui personnalisent l’adaptation. Pour ce faire, nous nous appuierons sur la notion d’idée de Deleuze. Chacune des analyses est divisée selon: les idées de roman et de cinéma qui se « rencontrent », les ajouts et modifications des idées de roman, ainsi que les idées ayant été rejetés par l’adaptateur-cinéaste. / Adaptations cinématographiques d’Alice au pays des merveilles et De l’autre côté du miroir de Lewis Carroll: Analyse des transécritures de Walt Disney, Jan Švankmajer et Tim Burton observes how three different cinematographical versions, of the same source text, are singular from one another. The goal of this essay is to analyze the adaptations of Walt Disney (1951), Jan Švankmajer (1989) and Tim Burton (2010) from the narrative choices to what directors added in order to personalize the adaptation. To do so, we rely on Deleuze’s notion of ideas. Every analyze is being divided by: the meeting of the novel’s ideas and the film’s ideas, by ideas that have been added or modified, and by ideas that were eliminated by the adaptor-filmmaker.

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The works of Lewis Carroll show an abiding interest on the part of the author in the relationship between education, language and authority. In particular, the Alices are the story of a young girl who must learn to deal with a variety of characters in dream-worlds where the power of language reigns. It is therefore necessary for Alice to learn how language is used for authoritarian purposes and to discover ways of defending herself against it. It is the purpose of this thesis to investigate, in many cases for the first time, the ways in which Alice is able to find "spaces" in language where authority breaks down, places where the fundamental nature of language is unable to support authoritarian use. In this way, "space" will become both a metaphor and a figurative model for Alice's growing knowledge of and resistance to authority.

Esta dissertação tem como objetivo investigar como características que são inerentes à cultura da convergência podem fomentar a leitura literária. Destarte, tencionamos observar como o uso da tecnologia pode complementar e enriquecer a leitura, através de práticas que possibilitem a junção das mídias tradicionais e as mídias atuais, para assim ressignificar os hábitos de leitura dos alunos. Propomos atividades de leitura participativa e intersemiótica com o uso de dispositivos tecnológicos, que favoreçam o gosto pela leitura e o desenvolvimento de competência de compreensão e de produção de textos narrativos. Utilizamos em momentos diferentes da pesquisa, dois questionários para obtermos dados qualitativos em relação às propostas realizadas. Concluímos que as mudanças nas práticas de leitura em sala de aula são vitais, uma vez que as conversões culturais não podem ser dissociadas das transformações educacionais. / The aim of this thesis is to investigate how characteristics which are inherent to the convergence culture can promote literary reading. Thus, we intend to observe how the use of technology can complement and enrich the reading through practices that enable the joining of traditional and current media, reframing the reading habits among students. We propose participatory and intersemiotic reading activities using technological devices in order to encourage the taste for reading and the development of the competence skills of reading comprehension and narrative text production. In different moments of the research, we used two questionnaires to obtain qualitative data on the proposals made. In summary, we conclude that changes in reading practices in the classroom are vital, since cultural conversions cannot be dissociated from the educational transformation.

Esta dissertação tem como objetivo investigar como características que são inerentes à cultura da convergência podem fomentar a leitura literária. Destarte, tencionamos observar como o uso da tecnologia pode complementar e enriquecer a leitura, através de práticas que possibilitem a junção das mídias tradicionais e as mídias atuais, para assim ressignificar os hábitos de leitura dos alunos. Propomos atividades de leitura participativa e intersemiótica com o uso de dispositivos tecnológicos, que favoreçam o gosto pela leitura e o desenvolvimento de competência de compreensão e de produção de textos narrativos. Utilizamos em momentos diferentes da pesquisa, dois questionários para obtermos dados qualitativos em relação às propostas realizadas. Concluímos que as mudanças nas práticas de leitura em sala de aula são vitais, uma vez que as conversões culturais não podem ser dissociadas das transformações educacionais. / The aim of this thesis is to investigate how characteristics which are inherent to the convergence culture can promote literary reading. Thus, we intend to observe how the use of technology can complement and enrich the reading through practices that enable the joining of traditional and current media, reframing the reading habits among students. We propose participatory and intersemiotic reading activities using technological devices in order to encourage the taste for reading and the development of the competence skills of reading comprehension and narrative text production. In different moments of the research, we used two questionnaires to obtain qualitative data on the proposals made. In summary, we conclude that changes in reading practices in the classroom are vital, since cultural conversions cannot be dissociated from the educational transformation.