Atualmente, a literatura juvenil é direcionada para o entretenimento e lazer do leitor, com personagens marcantes e histórias que despertam a imaginação por meio dos recursos da fantasia. Obras juvenis de sucesso e popularidade entre os jovens nos mostram que a leitura pode ser prazerosa quando não é obrigatória. Considerando o interesse dos jovens leitores em literatura de fantasia e entretenimento, com base nos estudos de pesquisadores dessa área e em nossa experiência em sala de aula, onde vimos que relacionar alguns temas científicos com a fantasia tornava a aula mais atrativa e compreensível para os alunos, decidimos explorar as possibilidades de aplicação das obras dessa vertente no ensino de Ciências. Selecionamos quatro séries juvenis para explorarmos suas potencialidades no ensino, são elas: Lucky Starr de Isaac Asimov, Artemis Fowl de Eoin Colfer, Como treinar seu dragão de Cressida Cowell e Percy Jackson e os Olimpianos de Rick Riordan. Estas séries possuem o enredo baseado em recursos da fantasia. O percurso gerativo do sentido da semiótica greimasiana, nos auxiliou como referencial de análise na verificação de como a ciência é representada nos livros de fantasia. De maneira geral, vimos que a ciência está presente nas séries de forma implícita, através da tecnologia e seres imaginários como fadas, deuses e dragões. Por ser mais recente e conhecido entre o público, selecionamos o livro O Ladrão de Raios, primeiro livro da série Percy Jackson e os Olimpianos, para o desenvolvimento de atividades e aplicação. As atividades foram aplicadas em uma escola municipal de São Paulo SP, dentro de um projeto de clube de leitura denominado LUCIA (Leituras Universais e Ciência Investigativa para Adolescentes), organizado pelo grupo de pesquisa no qual este trabalho faz parte. O público alvo foi formado por alunos do 8º e do 9º ano do ensino fundamental, com participação dos professores da escola e alunos de graduação da EACH-USP, que atuaram como monitores. Aplicamos duas atividades com uma hora e meia de duração cada, e nossos objetivos foram de verificar se os alunos perceberiam como a ciência estaria representada no livro O Ladrão de Raios, por meio da leitura de trechos da obra, discussão, elaboração de desenhos e questionários, que indicassem a compreensão dos alunos sobre a relação entre a ciência e a mitologia grega presente no livro. Como resultado, depreende-se que a obra escolhida foi viável para a discussão de temas científicos implícitos na história. Além do mais, acreditamos que a literatura juvenil, mais precisamente as obras lidas e admiradas pelos alunos, podem ser utilizadas em sala de aula, permitindo que a ciência seja divulgada, explorada e questionada por meio da fantasia. / Currently, juvenile literature is intended for entertainment and leisure of the reader, with remarkable characters and stories that awaken the imagination through fantasy resources. Juvenile works of success and popularity among young people show us that reading can be enjoyable when it is not mandatory. Taking into account the interest of young readers into fantasy and entertainment literature, based on the studies of researchers in this field and in our experience in the classroom, where we saw that relating some scientific issues with fantasy make the lessons more attractive and understandable for students we decided to explore the possibilities of application in teaching science. We have selected four juvenile series to explore their potential in teaching, they are: Lucky Starr by Isaac Asimov, Artemis Fowl by Eoin Colfer, How to Train Your Dragon by Cressida Cowell and Percy Jackson & the Olympians by Rick Riordan. These series have the plot based on fantasy resources. The generative trajectory of the greimasian semiotics helped us as an analytical reference in the verification of how science is represented in fantasy books. Overall, we have seen that science is implicitly present in series, through technology and imaginary beings such as fairies, gods and dragons. Because it is more recent and known among the public, we have selected the book The Lightning Thief, the first book of Percy Jackson & the Olympians series, for development activities and application. The activities were implemented in a public school of São Paulo-SP, in a book club project called LUCIA (Portuguese acronym for Universal Readings and Investigative Science for Teenagers), organized by the research group in which this work is part. The target audience consisted of students from the 8th and 9th grade of elementary school, with participation of school teachers and undergraduates of the EACH-USP, who acted as monitors. We applied two activities with an hour and a half each, and our goals were to assess whether the students would realize how science would be represented in the book The Lightning Thief, by reading the book excerpts, discussion, preparation of drawings and questionnaires, to indicate the students\' understanding of the relationship between science and Greek mythology in this book. As a result, it seems that the chosen literary work was feasible to discuss scientific issues implicit in the story. Moreover, we believe that juvenile literature, specifically the books that are read and admired by students, can be used in the classroom, allowing science to be disseminated, exploited and questioned through fantasy.

Atualmente, a literatura juvenil é direcionada para o entretenimento e lazer do leitor, com personagens marcantes e histórias que despertam a imaginação por meio dos recursos da fantasia. Obras juvenis de sucesso e popularidade entre os jovens nos mostram que a leitura pode ser prazerosa quando não é obrigatória. Considerando o interesse dos jovens leitores em literatura de fantasia e entretenimento, com base nos estudos de pesquisadores dessa área e em nossa experiência em sala de aula, onde vimos que relacionar alguns temas científicos com a fantasia tornava a aula mais atrativa e compreensível para os alunos, decidimos explorar as possibilidades de aplicação das obras dessa vertente no ensino de Ciências. Selecionamos quatro séries juvenis para explorarmos suas potencialidades no ensino, são elas: Lucky Starr de Isaac Asimov, Artemis Fowl de Eoin Colfer, Como treinar seu dragão de Cressida Cowell e Percy Jackson e os Olimpianos de Rick Riordan. Estas séries possuem o enredo baseado em recursos da fantasia. O percurso gerativo do sentido da semiótica greimasiana, nos auxiliou como referencial de análise na verificação de como a ciência é representada nos livros de fantasia. De maneira geral, vimos que a ciência está presente nas séries de forma implícita, através da tecnologia e seres imaginários como fadas, deuses e dragões. Por ser mais recente e conhecido entre o público, selecionamos o livro O Ladrão de Raios, primeiro livro da série Percy Jackson e os Olimpianos, para o desenvolvimento de atividades e aplicação. As atividades foram aplicadas em uma escola municipal de São Paulo SP, dentro de um projeto de clube de leitura denominado LUCIA (Leituras Universais e Ciência Investigativa para Adolescentes), organizado pelo grupo de pesquisa no qual este trabalho faz parte. O público alvo foi formado por alunos do 8º e do 9º ano do ensino fundamental, com participação dos professores da escola e alunos de graduação da EACH-USP, que atuaram como monitores. Aplicamos duas atividades com uma hora e meia de duração cada, e nossos objetivos foram de verificar se os alunos perceberiam como a ciência estaria representada no livro O Ladrão de Raios, por meio da leitura de trechos da obra, discussão, elaboração de desenhos e questionários, que indicassem a compreensão dos alunos sobre a relação entre a ciência e a mitologia grega presente no livro. Como resultado, depreende-se que a obra escolhida foi viável para a discussão de temas científicos implícitos na história. Além do mais, acreditamos que a literatura juvenil, mais precisamente as obras lidas e admiradas pelos alunos, podem ser utilizadas em sala de aula, permitindo que a ciência seja divulgada, explorada e questionada por meio da fantasia. / Currently, juvenile literature is intended for entertainment and leisure of the reader, with remarkable characters and stories that awaken the imagination through fantasy resources. Juvenile works of success and popularity among young people show us that reading can be enjoyable when it is not mandatory. Taking into account the interest of young readers into fantasy and entertainment literature, based on the studies of researchers in this field and in our experience in the classroom, where we saw that relating some scientific issues with fantasy make the lessons more attractive and understandable for students we decided to explore the possibilities of application in teaching science. We have selected four juvenile series to explore their potential in teaching, they are: Lucky Starr by Isaac Asimov, Artemis Fowl by Eoin Colfer, How to Train Your Dragon by Cressida Cowell and Percy Jackson & the Olympians by Rick Riordan. These series have the plot based on fantasy resources. The generative trajectory of the greimasian semiotics helped us as an analytical reference in the verification of how science is represented in fantasy books. Overall, we have seen that science is implicitly present in series, through technology and imaginary beings such as fairies, gods and dragons. Because it is more recent and known among the public, we have selected the book The Lightning Thief, the first book of Percy Jackson & the Olympians series, for development activities and application. The activities were implemented in a public school of São Paulo-SP, in a book club project called LUCIA (Portuguese acronym for Universal Readings and Investigative Science for Teenagers), organized by the research group in which this work is part. The target audience consisted of students from the 8th and 9th grade of elementary school, with participation of school teachers and undergraduates of the EACH-USP, who acted as monitors. We applied two activities with an hour and a half each, and our goals were to assess whether the students would realize how science would be represented in the book The Lightning Thief, by reading the book excerpts, discussion, preparation of drawings and questionnaires, to indicate the students\' understanding of the relationship between science and Greek mythology in this book. As a result, it seems that the chosen literary work was feasible to discuss scientific issues implicit in the story. Moreover, we believe that juvenile literature, specifically the books that are read and admired by students, can be used in the classroom, allowing science to be disseminated, exploited and questioned through fantasy.

In the course of this dissertation, I will interrogate traditional representations of the heroic figure within the fantasy genre. I will argue that the tropes established by some of the most renowned fantasy texts are undergoing a process of evolution and that Steven Erikson (who is the special focus of my discussion) seeks to revision the heroic mould through his construction of Coltaine of the Crow Clan in Deadhouse Gates (2001). Deadhouse Gates centres on Coltaine, who is tasked with escorting tens of thousands of refugees across four hundred leagues of hostile territory. This re-evaluation of fantasy modes has significant ramifications for the future development of the genre as a whole. In order to explore how Erikson interrogates heroic representation, I briefly establish some of the distinctive characteristics of fantasy. I then explore how some major fantasy texts represent heroism, before investigating Erikson’s particular response to these traditions. / English Studies / M. A. (English)

Ce mémoire propose une étude du mythe réactualisé à l'intérieur du premier tome de La Citadelle des Ombres de Robin Hobb, publié en 2000. Il révèle des personnages qui, par leurs interactions, mettent en œuvre et confirment, sur un arrière-plan mythologique modernisé, un désir ancestral et perpétuel d'immortalité chez l'homme, né de l'angoisse générée par la mort à venir. En plus de se nourrir des ouvrages sur la fantasy et sur la survivance des mythes dans les récits contemporains, ce mémoire s'appuie sur des notions anthropologiques du symbole et du mythe de même que sur les mythes autochtones d'Amérique du Nord. Le premier chapitre est consacré à l'approche mythocritique ainsi qu'aux réflexions sur la fantasy. Ce chapitre permet de démontrer le rapport entre la fantasy et le merveilleux, issu de l'exploitation massive d'un héritage mythique. En outre, il expose la méthodologie qui permet de déceler les indices mythiques présents dans l'œuvre. Le second chapitre propose l'analyse des contours du mythe et du symbole sous un angle anthropologique, par le biais de l'imaginaire. Il permet de découvrir les constellations particulières et les indices mythiques contenus dans l'œuvre. L'imagination, structurée sur l'antithèse, fait ressurgir dans La Citadelle des Ombres, tome 1, une dualité des temps entre temps en progression et temps mythique sacré ainsi qu'entre la vie et la mort par un retour éternel du cycle de naissance/mort/renaissance. Tissés en constellations, les symboles investissent les mythes et permettent de découvrir une symbolique archétypale de l'immortalité. Le troisième chapitre est consacré aux lieux de rencontre avec l'animal, sous différents angles et points de vue. Ce chapitre permet entre autres de découvrir une constante dans la mythologie autochtone d'Amérique du Nord où les animaux sont omniprésents. Par une vision holistique de l'osmose homme/nature, en regard des personnages du corpus et des indices mythiques qu'il contient, ce chapitre démontre que la nature humaine qui ne fait qu'un avec la nature animale, ne peut souffrir de cette dualité puisque la fusion des contraires permet le retour à l'unité. En s'unissant, l'homme et l'animal permettent à l'homme d'accéder à l'immortalité. Le mémoire se conclut sur le fonctionnement global du mythe réactualisé dans La Citadelle des Ombres, tome 1 et de la symbolique archétypale d'immortalité qui en découle. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : mythocritique, imaginaire, fantasy, symbole, immortalité, mythe autochtone d'Amérique du Nord, temps, hybridité homme/animal.

In the course of this dissertation, I will interrogate traditional representations of the heroic figure within the fantasy genre. I will argue that the tropes established by some of the most renowned fantasy texts are undergoing a process of evolution and that Steven Erikson (who is the special focus of my discussion) seeks to revision the heroic mould through his construction of Coltaine of the Crow Clan in Deadhouse Gates (2001). Deadhouse Gates centres on Coltaine, who is tasked with escorting tens of thousands of refugees across four hundred leagues of hostile territory. This re-evaluation of fantasy modes has significant ramifications for the future development of the genre as a whole. In order to explore how Erikson interrogates heroic representation, I briefly establish some of the distinctive characteristics of fantasy. I then explore how some major fantasy texts represent heroism, before investigating Erikson’s particular response to these traditions. / English Studies / M. A. (English)

À l'aube du XXIe siècle, la littérature merveilleuse connaît un regain de popularité, particulièrement avec la venue de phénomènes éditoriaux tels que la série Harry Potter. Les sept romans de Joanne Kathleen Rowling, publiés entre 1997 et 2007, sont l'objet d'une popularité toujours croissante à chaque nouvelle publication. L'intérêt pour la littérature merveilleuse n'est cependant pas nouveau, particulièrement en Grande-Bretagne; en effet, ce point du globe a été le berceau d'une vague d'engouement pour la littérature merveilleuse tout aussi forte environ 150 ans plus tôt, avec la publication du roman Alice’s Adventures in Wonderland. La liste des auteurs qui ont été inspirés par Carroll, ou du moins qui ont contribué à faire gonfler la vague, est passablement longue. Dans ces sociétés où l'enfant possède une importance capitale, que ce soit la société victorienne ou la nôtre, il n'est pas si étonnant que les ouvrages qui le concernent captent autant l'intérêt du public. Cependant, ce ne sont pas tous les romans qui parlent des enfants qui connaissent le même succès; comment expliquer que le choix des lecteurs s'arrête sur telle œuvre plutôt que sur telle autre? Nous postulons que la popularité de certains ouvrages réside principalement dans le processus de lecture qui prévaut dans chacun d'eux. L'acte de lecture est une activité complexe; certains textes demandent à être lus un peu de la façon dont on participe à un jeu, soit en étant confronté à des indéterminations et en résolvant des énigmes, mais surtout en se laissant prendre au jeu du « let's pretend ». Dans les œuvres qui retiennent notre attention pour cette étude, soit les deux romans de Carroll mettant en scène le personnage d'Alice ainsi que les sept romans de la série Harry Potter, de nombreux effets de lecture nous permettent de démontrer ce postulat. Dans le premier chapitre, nous procédons à un court compte-rendu des connaissances concernant les genres littéraires auxquels se rattachent les œuvres de notre corpus, c'est-à-dire le merveilleux et la fantasy, ainsi que les éléments caractéristiques de ceux-ci. Nous présentons ensuite différents outils provenant des théories de la lecture qui nous permettront de mieux saisir les mécanismes du texte contribuant à provoquer un fort phénomène d'adhésion chez le lectorat, tels que la théorie des mondes possibles (Eco) ou celle des univers fictionnels (Pavel), les concepts d'indétermination (Iser) et de préconstruit (Thérien), les régies de lecture (Gervais) ainsi que des théories présentant la lecture comme un jeu (Calinescu et Picard). Dans le deuxième chapitre, nous montrons comment les œuvres de notre corpus, en s'inscrivant dans le genre merveilleux et en parlant de l'enfant, suggèrent un cadre de lecture ludique. Les nombreuses allusions au jeu qui les parsèment, que ce soit le jeu d'échec, de Quidditch, ou encore celui du « faire-semblant », ainsi que les stratégies textuelles qui s'y trouvent conduisent le lecteur à procéder à une construction mentale des univers qui lui sont présentés de la même façon qu'il résoudrait des énigmes. Les blancs laissés dans le texte contribuent à stimuler son imagination et les effets de surprise, largement présents dans ces textes, augmentent le plaisir ressenti lors de la lecture. Toujours dans le deuxième chapitre, nous démontrons que les auteurs utilisent des procédés semblables en ce qui concerne l'organisation spatiale de leurs univers; ils utilisent des frontières instables et perméables qui font hésiter le lecteur quant aux propriétés du monde dans lequel il pénètre et qui le désorientent. Enfin, dans le troisième chapitre, nous voyons comment l'identité des personnages se construit autour d'un noyau fixe, constitué par le nom du personnage, ainsi que d'une partie mobile et morcelée, soumise aux transformations. La quête identitaire qui fait l'objet des œuvres de notre corpus contribue à renforcer l'identification au personnage, puisque ces œuvres s'organisent autour d'une construction en miroir, qui fait en sorte que le monde de la fiction reflète le monde réel connu du lecteur. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : merveilleux, fantasy, lecture, mondes possibles, univers fictionnels, indéterminations, préconstruits, jeu, enfance, identité, miroir, Lewis Carroll, J.K. Rowling, Alice’s Adventures in Wonderland, Through the Looking-Glass, Harry Potter.

Данный магистерский проект посвящен разработке серии романов «Неправильные попаданцы» в жанре фэнтези, публикуемых автором проекта под псевдонимом Таша Танари. В процессе создания авторского проекта учитываются теоретические положения понятий «массовая литература» и «словесность» с опорой на труды ученых, занимающихся изучением феномена массовой культуры. Также ключевым для проекта является представление о многообразии жанра фэнтези и его жанроспецифических особенностях. Результат проекта: изданный в 2023 году роман «Попаданец наоборот, или Эльф в деле»; подготовленный к изданию роман «Попаданка с пропиской, или Эльфийские каникулы»; перспективные планы по продолжению серии романов «Неправильные попаданцы». / This master’s project aims at developing a novel series “The Irregular Popadantsy” in the fantasy genre, published by the author of the project under the pseudonym Tasha Tanari. Within creating the project, the theoretical concepts of “mass literature” and “verbal art” are taken into account, based on the works of scientists engaged in the study of the phenomenon of mass culture. One more key idea is the diversity of the fantasy genre and its genre-specific features. The result of the project: the novel “Popadanets on the Contrary, or an Elf in Action” published in 2023; the novel “Popadanka with a Residence Permit, or Elven Holidays” prepared for publication; long-term plans for the continuation of the series of novels “The Irregular Popadantsy”.

Explore pictures of supernatural beings and other creatures which could be found in current visualizations of Fantasy genres, computer games, illustrations and films. Study and categorize visual and written materials, follow these fantastic creatures, how they look like and how the appearance of them changes through time. Track the source of the appearance by comparing modern sources and older pictures and also by studying old myths and legends. Research what inspiration how impacted the process of creating new concepts. Study and define terms such as imagination and fantasy. Through scientific research, try to map how the children imagine fantastic creatures and from what pictures and text their images come from. What do children find scary? What ways and techniques stimulate their imagination? Plan and realize an art project following up your findings. Powered by TCPDF (www.tcpdf.org)

In her thesis Fantasy Genre of the Eleven Years Old Readers the author is concerned with the education of fantasy category for 11 years old pupils, respectively for the fifth year of the primary school. Centre of work consists in practical part, where the author comments and reflects her suggestions of past lectures based on extracts from fantasy books. She indicates how to interpose fantasy genre to students in literary education, for them to be able to gradually disclose and understand the meaning of the text (process of discovery and creation), share and evaluate important thoughts arising from it and subsequently apply these in real life. Apart from that are some accomplished plans of her lectures, directed also towards personality and social development of the individuals. Keywords Literary educations, fantasy genre, work with text, 11 years old pupils, literature for children, reading education.

This diploma thesis deals with the fantasy saga A Song of Ice and Fire written by American author G. R. R. Martin and the analysis of its fictional world. It explores saga's genre classification and focuses on elements that depart from its genre and which enrich it. Through the narratological analysis of the work, it focuses on the main principles of the construction of the fictional world and its specific characteristics. The basic theoretical framework for the analysis of the saga consists of contemporary fictional worlds that are not called fictional in the sense that they would form a fictional narrative but create a new narrative universe. It is designed to help construct further sequels or narrative turns. The diploma thesis also refers to the phenomenon of transmediality, thanks to which the narrative universe continues to expand and the fictional world becomes more realistic.