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Magistro darbo tyrimo objektas – Sigito Parulskio, Gintaro Beresnevičiaus, Giedros Radvilavičiūtės, Regimanto Tamošaičio eseistika, kuri analizuojama kaip asmeninė esė. Nagrinėjami šie minėtų autorių esė rinkiniai: „Nuogi drabužiai“ (2002), „Miegas ir kitos moterys“ (2005), „Vilkų saulutė“ (2003), „Suplanuotos akimirkos“ (2004), „Vitaminų pardavėjas“ (2007). Darbo tikslas – analizuoti Parulskio, Beresnevičiaus, Radvilavičiūtės, Tamošaičio eseistiką kaip asmeninę esė, atskleidžiant šios esė estetikos ir poetikos ypatybes, eseistų individualumą. Uždaviniai: 1) Pateikti asmeninės esė teorines apibrėžtis, nurodant jų ribas ir problemas; 2) Identifikuoti asmeninės esė autoriaus mąstymo bei raiškos ypatybes; 3) Nagrinėti lietuvių autorių esė būdingas poetines priemones ir estetines pozicijas; 4) Palyginti skirtingų autorių eseistikos savybes, jų panašumus ir skirtumus; 5) Nustatyti asmeninės esė skaitytojo tipus, jų sąryšį su autoriaus institucija ir tekstu; 7) Atskleisti adresato „lūkesčių horizontą“ ir jo reikšmę skaitomų tekstų suvokimui ir interpretavimui. Tyrimo metodologija – komparatyvistikos teorija, Billo Roorbacho „asmeninės esė“, Umberto Eco „atviro kūrinio“ bei „pavyzdinio skaitytojo“ ir „empirinio skaitytojo“, Hanso Roberto Jausso „lūkesčių horizonto“ koncepcijos. Kadangi asmeninė esė dar nėra kanonizuota, pasitelkiamos ir Phillipo Lopate’o bei Michailo Epsteino įžvalgos apie asmeninės esė meną. Tyrimas atskleidė, kad tarp asmeninės esė ir „atviro“... [toliau žr. visą tekstą] / The object of the Master’s degree work is essays of Sigitas Parulskis, Gintaras Beresnevičius, Giedra Radvilavičiūtė, Regimantas Tamošaitis, which are analysed as personal essays. The following collections of the mentioned authors are analysed: „Nuogi drabužiai“ (2002), „Miegas ir kitos moterys“ (2005), „Vilkų saulutė“ (2003), „Suplanuotos akimirkos“ (2004), „Vitaminų pardavėjas“ (2007). The aim of the Work is to analyse essays of Parulskis, Beresnevičius, Radvilavičiūtė, Tamošaitis as personal essays, revealing peculiarities of these essays and poetry, individuality of essayists. Tasks: 1) to present theoretical concepts of the personal essay, by defining their limits and problems; 2) to identify peculiarities of thinking and expression of the personal essay author; 3) to analyse poetic aids and aesthetical positions, characteristic to essays of Lithuanian authors; 4) to compare peculiarities of essays of different authors, their similarities and differences; 5) to define types of personal essay readers, their links with institution of the author and the text; 7) to reveal the “horizon of expectation” of the addressee and its effect on perception and interpretation of the read texts. Methodology of the Research – theory of comparativistics, conceptions of “personal essay” by Bill Roorbach, “open creation” and “the model reader” by Umberto Eco, “horizon of expectations” by Hans Robert Jauss. As far as the personal essay has not been canonised, insights about art of personal... [to full text]

Ao término da Educação Básica, espera-se que um indivíduo esteja habilitado a redigir adequadamente em qualquer situação, que saiba interagir com a palavra para a produção escrita nos diversos gêneros textuais em circulação. Embora tais expectativas se realizem em alguns casos, em geral, a realidade vivenciada é diversa: mesmo após completarem os ensinos Fundamental e Médio, muitos sujeitos elaboram textos repletos de desvios, marcas que expõem as muitas dificuldades com a produção escrita, as quais revelam uma língua cindida entre um saber-dizer e um dever-dizer. Questionamentos sobre o que leva a essa cisão motivaram esta pesquisa. Considerando-se a perspectiva sócio-histórica, os conceitos bakhtinianos de gênero, dialogismo e polifonia, bem como preceitos da Lingüísitca Textual, o trabalho consistiu na análise de elementos composicionais da redação dissertativa de vestibular, gênero que desafia estudantes interessados em ingressar no Ensino Superior. Mais especificamente, foram analisados: (a) a norma lingüística, (b) os índices de pessoalidade e (c) a macroarticulação em uma amostra de 374 redações (1% do total) produzidas por candidatos inscritos no Vestibular-2007 promovido pela FUVEST (Fundação Universitária para o Vestibular) São Paulo, Brasil. Foram analisadas, também, algumas relações entre o perfil sócio-histórico dos candidatos e os perfis de escrita verificados nos textos. Depreendeu-se, das observações realizadas, que a excessiva preocupação com o outro, com o molde e com a demonstração do saber-fazer interfere no movimento de exteriorização do discurso: em vez de tentar levar ao texto seu universo e sua idéia, o estudante se propõe à tarefa de levar, para o papel, mundo e idéias presumidos do interlocutor e da interlocução, vivencia um confronto - e não uma negociação - entre um saber-dizer que se esvaece diante de um dever-dizer e cinde a língua. As observações realizadas revelaram, ainda uma escolarização que, no âmbito de sua atuação, parece não promover satisfatoriamente condições para o desenvolvimento de estratégias para o diálogo entre os saberes, parece não promover satisfatoriamente a possibilidade de escrever com autonomia. / After concluding high school, students are expected to be able to write proficiently in any situation. They are supposed to interact with words in order to produce texts in the diverse genres currently circulating. Although some of these expectations are sometimes met, in general, the reality is different. Even after having fulfilled the academic requirements of high school, many students produce texts with several deviations, which signal difficulties with writing. This also reveals a schism between knowing-how-to-say-it and should-say. Questioning the reasons for this schism was the starting point for research. Based on sociohistorical patterns, bakhtinian concepts for genres of discourse, dialogism, and polyphony, as well as the Textual Linguistics precepts, this work consisted in analyzing the elements found in the Writing Essays from students participating in Standardized College Entrance Exams for the public universities in the state of São Paulo, Brazil. This is a genre of text which challenges students who want to enter into a college career. Specifically, the topics analyzed were: (a) proficiency in standard Portuguese , (b) personal input and (c) macroarticulation in a sample of 374 essays (1% of the total) from the entrance exam that was ministered through FUVEST (Foundation for College Entrance Exams), São Paulo, Brazil, from the year 2007. The analysis included also the relationship between the candidates socio-historic profile and the writing patterns found in their work. Through this analysis I could detect an exaggerated concern with the other one, with following a model, and with a concern in demonstrating the knowing-how-to-say-it. These concerns interfere with the movement of the discourse exteriorization: instead of putting in the text their own world view and their own ideas, students try to present a perspective that agrees with a presumed readers world view and ideas foreign to themselves: a confrontation and not an exchange between the knowhow- to-say-it and the should-say that schisms the language. My observations revealed also a schooling process that does not seem to promote satisfactory conditions to develop strategies that foster the dialogue among the diverse facets of knowledge, and does not promote the individuals self-reliance in their own writing.

The following essay discusses Herman Melville’s “I and My Chimney” (1856) as a text that engages architecture and writing as interrelated systems of signification. Fueled by a variety of historical developments, domestic architecture emerges as a powerful purveyor of meaning in the antebellum decades. Architecture, in this cultural context, is construed in analogy to writing (and, to some extent, vice versa), as creating houses-as-texts that tell stories about their inhabitants in terms of their individual, familial, and national identities. Thus conceived, domestic architecture is characteristically enlisted in the articulation and stabilization of hegemonic narratives of, e. g., gender and nationhood. Melville’s text invokes this cultural convention to cast the signifying function that architecture and writing perform as being vulnerable and in crisis. This crisis is narrated by an idiosyncratic narrator for whom the semiotic instability documented by his narrative resonates with the social and cultural vulnerability that he experiences—his authority as master of his house and family is challenged in the course of the tale, along with the structural integrity of his chimney with which he wants to symbolically reinforce his authority. I argue that this crisis of signification performs double work in the text. On the one hand, it serves to articulate the anxiety of mid-nineteenth-century cultural elites about what they perceive as a cultural decline. On the other hand, allegedly dysfunctional signification unfolds a critical potential, bringing to light things which ‘functional’ signification had worked to conceal and thereby unlocking hermetic narratives of self, family, and nation.

This study is a close reading of how Shapeshifters (Sophie Vuković, 2017) and Inuti diamanten (Viktor Johansson, 2020) produce social criticism through essayistic forms. Using relevant research and theories on essay film, the first part of this study explores essayistic form in above mentioned films. It demonstrates how the use of voiceover, narrative structure and other filmic forms in Shapeshifters and Inuti diamanten can be described as essayistic. The second part combines the implications of the first part with theories on essayistic form and its capacity of societal critique. It reveals how an essayistic form allows these filmmakers to produce social critique in similar and different ways. Research about essay film is an expanding field of film studies that has become increasingly relevant in our postmodern society. Investigating a more personal, complex and open style of filmmaking, essay film studies offer new ways of making, watching and analyzing film. A shortage of attentiveness to essay film in Swedish film studies has urged this study to expand the research and explore essay filmmaking in contemporary Sweden.

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[pt] Propondo uma leitura do traço ensaístico da obra da poeta brasileira Marília Garcia, esta tese apresenta uma pesquisa em torno do que nomeamos de amizade das formas entre poesia e filosofia. Marília Garcia tem produzido uma obra que pode ser considerada, em si mesma, experimental e desviante: desvia do poema ao produzir objetos discursivos prenhes de mecanismos investigativos, ao mesmo tempo que desvia do ensaio inserindo, na especulação e na teoria, procedimentos não apenas criativos, como afetivos. Constituída por três movimentos de escrita, intitulados Perguntas, Imagens e Forma, na primeira parte da tese, a centralidade é dada ao livro Um teste de resistores (2014) através da análise de seu poema de abertura, Blind light. Está em jogo, nesse movimento, deslocar os lugares tradicionalmente atribuídos ao poeta e ao filósofo na participação (ou não) na terra estranha do saber, segundo expressão de Walter Benjamin. No segundo movimento, partindo da afirmação da própria poeta de que as imagens a ajudam a pensar, centramos nossa leitura no uso das imagens técnicas em Parque das ruínas, poema-ensaio que intitula o livro homônimo de Garcia, publicado em 2018. No terceiro movimento, que versa sobre a forma do poema-ensaio, a centralidade é dada ao texto O poema no tubo de ensaio, publicado na antologia crítica Sobre poesia: outras vozes (2016) e em Parque das ruínas (2018), e à história de suas versões. Transversalmente, o trabalho dialoga com a proposição de Giorgio Agamben sobre o estabelecimento da filosofia enquanto forma de conhecimento por meio de uma relação de inimizade com a poesia. Diante desta cisão, que marca o ocidente, propomos pensar, apoiados na emergência da ideia primeiro romântica da crítica de arte e nas teorias do ensaio, uma amizade das formas entre poesia e filosofia marcadamente através do poema-ensaio como forma, sendo esse, portanto, o mote que nos impulsiona em direção à poesia de Marília Garcia. / [en] Proposing a reading of the essayistic trait in the work of Brazilian poet Marília Garcia, this thesis presents an investigation around what we named friendship of forms between poetry and philosophy. Marília Garcia has produced a work that can be considered, in itself, experimental and deviant: it deviates from the poem by producing discursive objects pregnant with investigative mechanisms, while also deviating from the essay by inserting, in speculation and theory, procedures that are not only creative but affective. Consisting of three writing movements, entitled Questions, Images and Form, in the first part of the thesis, centrality is given to the book Um teste de resistores (2014) through the analysis of its opening poem, Blind light. At stake in this movement is the displacement of the places traditionally attributed to the poet and the philosopher in the participation (or not) in the strange land of knowledge, to use Walter Benjamin s expression. In the second movement, starting from the poet s own assertion that images help her to think, we focus our reading on the use of technical images in Parque das ruínas, a poem-essay that titles Marília Garcia s eponymous book, published in 2018. In the third movement, which deals with the poem-essay as form, centrality is given to the text O poema no tubo de ensaio, published both in the critical anthology Sobre poesia: outras vozes (2016) and in the author s book Parque das ruínas(2018), and the history of its versions. Throughout, he work dialogues with Giorgio Agamben s proposition on the consolidation of the social position of philosophy as a discursive form through the establishment of a relationship of enmity with poetry. We propose to think of this split, which marks the West, in terms of its undoing, supported by the emergence of the first romantic idea of criticism and the theories of the essay. One possible way of realizing the proposition of a friendship of forms seems to rest in the poem-essay, hence the driving force that impels us towards Marília Garcia s poetry through the analysis of three of her poem-essays.

En el año 1992 se publicó un importante libro, editado por Paul Geyer y Roland Hagenbüchle con el título Das Paradox. Eine Herausforderung des abendländischen Denkens, donde el fenómeno de la paradoja se describe como parte integral de la postmodernidad y de la obra de Borges. Estas constataciones me llamaron la atención en esta formulación tan general ya que la paradoja se encuentra en los presocráticos - como los participantes del volumen muy bien saben -, y las descripciones y razones que los autores dan para su lugar privilegiado en la postmodernidad como en la obra de Borges me parecieron dignas de algunas breves reflexiones.

En el año 1992 se publicó un importante libro, editado por Paul Geyer y Roland Hagenbüchle con el título Das Paradox. Eine Herausforderung des abendländischen Denkens, donde el fenómeno de la paradoja se describe como parte integral de la postmodernidad y de la obra de Borges. Estas constataciones me llamaron la atención en esta formulación tan general ya que la paradoja se encuentra en los presocráticos - como los participantes del volumen muy bien saben -, y las descripciones y razones que los autores dan para su lugar privilegiado en la postmodernidad como en la obra de Borges me parecieron dignas de algunas breves reflexiones.:Aproximamientos. - Borges y la disolución de la paradoja. - Conclusión