Young adult novels are undeniably popular and yet they are simultaneously dismissed as inconsequential or light – conventionally deemed low literature, these novels are generally not considered worthy to be discussed in the same spaces as the less popular, more traditional high literature. If a genre of young adult novels were given a place within literary history, it would not only legitimize these novels as more than guilty pleasures or the provinces of adolescent readers who will come to grow out of them, but it would also open up the possibility for other forms of literature to be similarly recognized as worth reading or thinking about. The Bildungsroman, also known as the “novel of formation” or the more colloquial “coming-of-age” novel, is a genre grounded in the traditions of multiple literary histories and is commonly understood to be high literature. Marianne Hirsch models the European Bildungsroman, which is useful for both American novels due to the predominance of European and particularly English canon. This paper is interested in determining how contemporary young adult dystopian novels, examined through the Scott Westerfeld's Uglies and Veronica Roth's Divergent, both work within and depart from the conventions of the traditional Bildungsroman.

Dystopian fiction as intended in the Western literary tradition is a 20 th century phenomenon on the Arabic literary scene. This relatively new genre has been experiencing an uplift since the beginning of the 21st century and many works that have been defined dystopias have been published and translated into English in the last 10 – 15 years. In order to find out their main features, Claeys’s categorization of literary dystopias is applied and a thematic analysis is carried out on four Arabic dystopian works of narrative, written by authors from different parts of the Arabic world. The analysis shows that 21st century Arabic dystopias are political dystopias, with totalitarianism as their main variation. Rather than on society, their focus is on the individual, and more specifically on personal freedom. The totalitarian constraints are mainly caused by religious fundamentalism and bureaucratic procedures. Surveillance and control over population are implemented by means of religious precepts and bureaucratic constructions, together with, in some instances, control over language and technological devices. Political totalitarianism regardless of a specific political ideology is identified as main theme. The thesis suggests that a Western-based classification framework is only partially suitable for Arabic dystopian fiction of the 21st century and that further research, including but not limited to a specific classification theory for Arabic dystopian fiction, is necessary to properly investigate this new literary trend in Arabic literature.

"A Utopia antecipada: Ação Direta na Educação em Direitos Humanos", analisa as ações e resultados do "Itinerantes" para promover a educação em direitos humanos em 19 municípios no Estado do Rio Grande do Sul, Brasil. "Ação Direta" aponta para as iniciativas de educadores itinerantes ("Os Itinerantes") para buscar os alunos onde quer que eles estejam – nas perspectivas geográfica, social e educacional - e transformar espaços não-tradicionais e em arenas educativas. A Educação em Direitos Humanos foi implantada por meio de aulas abertas, debates, rodas de conversa, narrativas e filmes, com o objetivo de criar "momentos de formação" para desmantelar a "sociedade do espetáculo" que mistifica a violência institucional. Os educadores itinerantes em direitos humanos buscam as "vivências" dos alunos, registrando seu discurso, como forma de conscientização transformadora em futuras ações educativas. Propõe-se que a educação direta em direitos humanos promoverá a revolução educacional e social. / “The Dawning of Early Utopia: Direct Action in Human Rights Education”, analyzes the actions and outcomes of “Itinerant Wanderers” to introduce human rights education into 19 municipalities in Brazil's Rio Grande do Sul State. “Direct Action” points to the iniciatives of Itinerant educators (“Wanderers”) to seek students where they are – geographically, socially, and educationally – and to transform non-traditional spaces into teaching arenas. Human Rights Education was implanted through lectures, debates, dialogues, narratives, and films, with the objective of creating “teaching moments” that dismantle the “society of spetacle” that mystifies institutional violence. Human rights itinerant educators solicit the “lived experiences” of students, recording their discourse which is transformed into consciousness raising teaching in future classes. It is proposed that direct human rights education will promote educational and social revolution.

Esta dissertação objetiva discutir a importância do momento histórico na construção da narrativa de um romance de ficção científica, tomando como base as obras Admirável mundo novo (1932), do escritor inglês Aldous Huxley, e O canal de execução (2007), do romancista escocês Ken MacLeod. A primeira obra descreve uma sociedade distópica em um futuro distante, que revela, porém, aspectos obviamente evidentes das décadas de 1920 e 1930. A segunda, tratando de um plausível futuro próximo da humanidade, apesar de apresentar uma alternativa à História do período entre os anos 2000 e 2007, refere-se claramente a preocupações presentes nas mentes do indivíduo pós-moderno. Os diferentes momentos em que se inserem as obras analisadas o período entreguerras e o início do século XXI, respectivamente permitem que sejam elaboradas considerações a partir de definições de utopia e distopia concebidas ao longo da história do pensamento utópico, principalmente através de perspectivas sociopolíticas relevantes para os períodos em questão, procurando destacar de que maneira a História se faz presente nas narrativas de Huxley e de MacLeod em tela / This dissertation aims at discussing the importance of the historical moment in the construction of the narrative of a Science Fiction novel, focusing on Brave New World (1932), by the English writer Aldous Huxley, and The Execution Channel (2007), by the Scottish novelist Ken MacLeod. The first one describes a dystopic society in a distant future, revealing, however, evident aspects of the 1920s and the 1930s. The second one, which is about a plausible near future for humankind, though presenting an alternative to the History of the period between 2000 and 2007, clearly refers to worries on the post-modern individuals mind. The different moments in which the analyzed novels are inserted the interwar period and the beginning of the twenty-first century, respectively allow us to make some considerations starting from definitions of utopia and dystopia conceived along the history of utopic thought, especially through sociopolitical perspectives which are relevant to the periods in question, attempting to emphasize how History is present in Huxleys and MacLeods narratives under consideration

Esta dissertação objetiva discutir a importância do momento histórico na construção da narrativa de um romance de ficção científica, tomando como base as obras Admirável mundo novo (1932), do escritor inglês Aldous Huxley, e O canal de execução (2007), do romancista escocês Ken MacLeod. A primeira obra descreve uma sociedade distópica em um futuro distante, que revela, porém, aspectos obviamente evidentes das décadas de 1920 e 1930. A segunda, tratando de um plausível futuro próximo da humanidade, apesar de apresentar uma alternativa à História do período entre os anos 2000 e 2007, refere-se claramente a preocupações presentes nas mentes do indivíduo pós-moderno. Os diferentes momentos em que se inserem as obras analisadas o período entreguerras e o início do século XXI, respectivamente permitem que sejam elaboradas considerações a partir de definições de utopia e distopia concebidas ao longo da história do pensamento utópico, principalmente através de perspectivas sociopolíticas relevantes para os períodos em questão, procurando destacar de que maneira a História se faz presente nas narrativas de Huxley e de MacLeod em tela / This dissertation aims at discussing the importance of the historical moment in the construction of the narrative of a Science Fiction novel, focusing on Brave New World (1932), by the English writer Aldous Huxley, and The Execution Channel (2007), by the Scottish novelist Ken MacLeod. The first one describes a dystopic society in a distant future, revealing, however, evident aspects of the 1920s and the 1930s. The second one, which is about a plausible near future for humankind, though presenting an alternative to the History of the period between 2000 and 2007, clearly refers to worries on the post-modern individuals mind. The different moments in which the analyzed novels are inserted the interwar period and the beginning of the twenty-first century, respectively allow us to make some considerations starting from definitions of utopia and dystopia conceived along the history of utopic thought, especially through sociopolitical perspectives which are relevant to the periods in question, attempting to emphasize how History is present in Huxleys and MacLeods narratives under consideration

"A Utopia antecipada: Ação Direta na Educação em Direitos Humanos", analisa as ações e resultados do "Itinerantes" para promover a educação em direitos humanos em 19 municípios no Estado do Rio Grande do Sul, Brasil. "Ação Direta" aponta para as iniciativas de educadores itinerantes ("Os Itinerantes") para buscar os alunos onde quer que eles estejam – nas perspectivas geográfica, social e educacional - e transformar espaços não-tradicionais e em arenas educativas. A Educação em Direitos Humanos foi implantada por meio de aulas abertas, debates, rodas de conversa, narrativas e filmes, com o objetivo de criar "momentos de formação" para desmantelar a "sociedade do espetáculo" que mistifica a violência institucional. Os educadores itinerantes em direitos humanos buscam as "vivências" dos alunos, registrando seu discurso, como forma de conscientização transformadora em futuras ações educativas. Propõe-se que a educação direta em direitos humanos promoverá a revolução educacional e social. / “The Dawning of Early Utopia: Direct Action in Human Rights Education”, analyzes the actions and outcomes of “Itinerant Wanderers” to introduce human rights education into 19 municipalities in Brazil's Rio Grande do Sul State. “Direct Action” points to the iniciatives of Itinerant educators (“Wanderers”) to seek students where they are – geographically, socially, and educationally – and to transform non-traditional spaces into teaching arenas. Human Rights Education was implanted through lectures, debates, dialogues, narratives, and films, with the objective of creating “teaching moments” that dismantle the “society of spetacle” that mystifies institutional violence. Human rights itinerant educators solicit the “lived experiences” of students, recording their discourse which is transformed into consciousness raising teaching in future classes. It is proposed that direct human rights education will promote educational and social revolution.

"A Utopia antecipada: Ação Direta na Educação em Direitos Humanos", analisa as ações e resultados do "Itinerantes" para promover a educação em direitos humanos em 19 municípios no Estado do Rio Grande do Sul, Brasil. "Ação Direta" aponta para as iniciativas de educadores itinerantes ("Os Itinerantes") para buscar os alunos onde quer que eles estejam – nas perspectivas geográfica, social e educacional - e transformar espaços não-tradicionais e em arenas educativas. A Educação em Direitos Humanos foi implantada por meio de aulas abertas, debates, rodas de conversa, narrativas e filmes, com o objetivo de criar "momentos de formação" para desmantelar a "sociedade do espetáculo" que mistifica a violência institucional. Os educadores itinerantes em direitos humanos buscam as "vivências" dos alunos, registrando seu discurso, como forma de conscientização transformadora em futuras ações educativas. Propõe-se que a educação direta em direitos humanos promoverá a revolução educacional e social. / “The Dawning of Early Utopia: Direct Action in Human Rights Education”, analyzes the actions and outcomes of “Itinerant Wanderers” to introduce human rights education into 19 municipalities in Brazil's Rio Grande do Sul State. “Direct Action” points to the iniciatives of Itinerant educators (“Wanderers”) to seek students where they are – geographically, socially, and educationally – and to transform non-traditional spaces into teaching arenas. Human Rights Education was implanted through lectures, debates, dialogues, narratives, and films, with the objective of creating “teaching moments” that dismantle the “society of spetacle” that mystifies institutional violence. Human rights itinerant educators solicit the “lived experiences” of students, recording their discourse which is transformed into consciousness raising teaching in future classes. It is proposed that direct human rights education will promote educational and social revolution.

Made available in DSpace on 2014-07-29T16:19:02Z (GMT). No. of bitstreams: 1 Dissertacao Giselia R D da Silva.pdf: 702936 bytes, checksum: a6afe83d56fd1fea4ecc4c13283c3d62 (MD5) Previous issue date: 2011-05-09 / Since the Literature Training and Information until the contemporary literature, the Indian, under the most diverse shapes and shades, is always revisited by the Brazilian literary works. In this study, we observed how the novel A expedição Montaigne (1982), by Antonio Callado, incorporates in its narrative economy, the issue of indigenous peoples. This attempt to understand the approach of the Indian in a specific novel opened space for wider discussion. We seek, then, to understand what facets are coated the representation of the Indian in contemporary Brazilian novel, here understood as that novel produced from the second half of the twentieth century, supported mainly by reflections of Walnice Nogueira Galvão, who find themselves in a systematic test of the 1970, whose Indianism revisited" we took borrowed. Moreover, we discuss how the other novels, by Antonio Callado, produced during the same period, also deal with the issue of indigenous and, in parallel, pressing issues in a very specific moment in Brazilian history: the military dictatorship. To this end, we guided by our discussions in some studies critical of the singularities of the socio-historical, political and cultural Brazilian context of the second half of the twentieth century. As is the case of Tania Pellegrini, Regina Dalcastagné, Walnice Nogueira Galvão, and in the readings of novelist by Antonio Callado, whose main authors are Ligia Chiappini Moraes Leite, Alcmeno Bastos e Rejane Rocha. Thus, in an attempt to tie the threads, we finally reflect on how the narratological resources are mobilized in A expedição Montaigne to enable both a reassessment of the incongruities of the dictatorial regime that is already ending, as well as the historical and ideological contradictions that shape the representation of Indians in Brazilian novel. / Da Literatura de Formação e Informação até a contemporaneidade, o índio, sob as mais diversas formas e matizes, sempre é revisitado pelas obras literárias brasileiras. Nesse estudo, averiguamos o modo como o romance A expedição Montaigne (1982), de Antonio Callado, incorpora tematicamente em sua economia narrativa a questão do indígena. Essa tentativa de se compreender a abordagem do índio em um romance específico abriu espaço para reflexões mais amplas. Buscamos, então, entender de que facetas se revestiu a representação do índio no romance brasileiro contemporâneo, aqui entendido como aquele produzido a partir da segunda metade do século XX, amparados, principalmente, pelas reflexões de Walnice Nogueira Galvão, que se acham sistematizadas em um ensaio da década de 1970, de quem tomamos emprestado o termo indianismo revisitado . Além disso, discutimos o modo como os demais romances de Callado produzidos nesse mesmo período, também lidam com a temática do indígena e, paralelamente, com as questões prementes a um momento muito específico da história brasileira: a ditadura militar. Para tanto, pautamos nossas discussões nos estudos de alguns críticos a respeito das singularidades do contexto sócio-histórico, político e cultural brasileiro da segunda metade do século XX, como é o caso de Tânia Pellegrini, Regina Dalcastagné e Walnice Nogueira Galvão; bem como pelas leituras já realizadas sobre a obra romanesca de Antonio Callado, cujos principais estudiosos são Ligia Chiappini Moraes Leite, Alcmeno Bastos e Rejane Rocha. Assim, numa tentativa de articular as partes e obter um resultado significativo para o trabalho, buscamos finalmente refletir sobre como os recursos narratológicos são mobilizados em A expedição Montaigne, a fim de possibilitar tanto uma reavaliação das incongruências e dos efeitos nefastos do regime ditatorial que já estava se findando, quanto das contradições históricas e ideológicas que moldam a representação do indígena no romance brasileiro.

Les concepts de dystopie et de postmodernisme ont pris une dimension nouvelle depuis une vingtaine d’années environ.Ces concepts, qui ont fait l’objet d’études multiples tant sur le plan littéraire qu’historique, pour ne citer que ces deuxdomaines-là, ont révélé d’autres perspectives qui, de notre point de vue, n’ont pas encore été abordées. Il s’agit parexemple du rapport entre la dystopie et les ruines. A travers cette thèse, nous avons étudié les concepts de dystopie et deruines tel qu’ils apparaissent dans trois oeuvres (Riddley Walker, (1980) de Russel Hoban, Cloud Atlas, (2004) de DavidMitchell et The Book of Dave (2006) de Will Self) à la lumière des évènements contemporains et en rapport avec lepostmodernisme. Ce corpus a permis de souligner des liens entre dystopie et postmodernisme grâce à la valeuresthétique, éthique, poétique et politique des ruines dont l’ubiquité nous a fait considérer les oeuvres dystopiquescomme un portrait du monde où nous vivons. Cette thèse a par ailleurs permis de souligner le comportementautodestructeur de l’homme, en rapport avec la notion de progrès qui est constamment remise sur le métier, devenantplus une illusion qu’une réalité au moyen de scènes de violence dont les principales illustrations restent les deux conflitsmondiaux avec la Shoah et les bombes atomiques larguées sur Hiroshima et Nagasaki ainsi que l’utilisation des armeschimiques. En plus d’être un trait d’union entre dystopie et postmodernisme, les ruines s’érigent en témoin du passésinistre de l’homme vers lequel elles guident les contemplateurs tout en leur rappelant la vanité de leur vie etl’évanescence de toute existence. L’ubiquité des ruines ne cesse de plonger survivants et contemplateurs dans unemélancolie à laquelle s’ajoute le trauma lié à la perte et la menace de répétition du passé. Les ruines deviennent alorsune forme d’expression, un langage pour les dystopies postmodernes et, à travers elles, les disparus prennent la parole.Les traces de ce qui a été sont ainsi devenues des médias par lesquels le silence des ruines devient la parole de ceux quine sont plus, révélant de manière continue la présence du passé. / The concepts of dystopia and postmodernism have taken a new dimension for the past two decades. These conceptshave been explored in multiple studies from both literary and historical viewpoints, to name but these two areas thathave revealed other perspectives, which, to our knowledge, have not yet been addressed. This is the case, for example,of the relationship between dystopia and ruins. The present work explores the concepts of dystopia and ruins as theyappear in the three books (Riddley Walker (1980) by Russell Hoban, Cloud Atlas (2004) by David Mitchell and TheBook of Dave (2006) by Will Self) in the light of contemporary events and in connection with postmodernism. Thiscorpus was used to discover the links between dystopia and postmodernism through the aesthetic, ethical, poetic andpolitical values of ruins, the ubiquity of which brought us to consider the dystopian works as a depiction of the world inwhich we live. The present study has also helped highlight the destructive behavior of Man in relation to the notion ofprogress that is constantly questioned, thus becoming more of an illusion than a reality because of scenes of violencemainly illustrated by the two World Wars with the Shoah and the atomic bombs dropped on Hiroshima and Nagasaki,as well as the use of chemical weapons, commonly called mass destruction weapons. Besides being a bridge betweendystopia and postmodernism, ruins stand as witnesses of Man’s sinister past toward which they direct contemplatorswhile reminding them of the vanity of their lives and the evanescence of any existence. The ubiquity of the ruinsrelentlessly plunges survivors and contemplators into a melancholy supplemented by the trauma associated to thefeeling of loss and the threat of a repetition of the past. The ruin thus becomes a form of expression, a language forpostmodern dystopias and through it, the departed speak. The traces of what has been have thus become media through

Une quinzaine d'oeuvres provenant de champs artistiques et culturels différents [littérature et cinéma] réunies par un dénominateur commun, seront soumises à notre questionnement : existe-t-il un idéal type de société sous surveillance ? A travers l'usage de la taxinomie et une approche comparatiste, nous dresserons une typologie des images comme éléments clés des représentations. Au système de multiplication de référents symboliques interne à chaque oeuvre s'ajoute celui d'un réseau de correspondances visuelles exogène basé sur un référentiel d'images quasi immuable. Les oeuvres se révèlent riches en sens et en symboles. Les nombreuses images convoquées par l'écrivain par le biais de métaphores ou autres tropes, rejoignent celles du réalisateur. Une étude transversale aboutit à un répertoire de codifications visuelles portant sur des univers imaginaires. On constate ainsi par ce biais un processus incessant de recyclage d'idées et d'histoires, qui se muent en standard et permettent de capturer une audience de plus en plus internationale, tout en forgeant un imaginaire social qui s'instaure par contagion. Les propos servis sont sérieux. L'ensemble dissémine une vision du monde qui obéit le plus souvent au principe de rationalisation, censé de s ' inscrire dans un ordre du contrôle et de la manipulation. Jaillissent des mondes nouveaux, comme porteurs de révélations quasi universelles. Nos auteurs [de science-fiction] s'inscrivent dans une longue tradition [l'utopie]. Mais la pression du genre, des motifs obligés et des conventions, n'entame pas leur capacité au renouveau, et la redite n'est pas un frein à l'innovation. / About fifteen works from different artistic and cultural backgrounds [literature and cinema], and sharing a common denominator, will be submitted to our questioning: is there an ideal type of society under surveillance? Through the use of taxonomy and a comparatist approach, we will draw up a typology of images as key elements of our representations. The system of multiplying symbolic referents inherent in each work completes a network of visual exogenous correspondence based on a relatively steady image referential. Works prove to be rich, both in meaning and symbol. The many images used by the writer, by means of metaphors or other tropes, meet that of a fiction director. A transversal study leads to a directory of visual codifications bearing upon imaginary worlds. This is how we observe an incessant process of recycling ideas and stories, that evolve into standards, thus enabling to capture the eye of an ever more international public, while forging a social imaginary world, settling in by way of contagion. The topics dealt with are serious. As a whole, they disseminate a vision of the world that obeys, most of the time, a rationalization principle that is supposed to be in line with control and manipulation. New worlds arise, bringing out universal eye-openers. Our [science-fiction] authors fall in with a long tradition [utopia]. But the genre, via obligated topics and conventions, do not for as much pressure one to diminish their capacity for renewal, and repetition does not curb their innovation.