<p><strong>Syfte och frågeställningar</strong></p><p>Syftet med studien har varit att jämföra lärares och rektorers syn på friluftsdagar avseende mål, innehåll och organisation. Resultatet har tolkats med utgångspunkt i en läroplansteoretisk modell. De mer preciserade frågeställningarna var:</p><ul><li>Vad vill skolan uppnå med friluftsdagarna?</li><li>Hur ramar skolan in begreppet friluftsdag genom förekomsten av olika inslag?</li><li>Hur ofta vill lärarna att olika inslag ska förekomma på friluftsdagarna samt vilka skolämnen är och bör finnas representerade?</li><li>Hur ser organisationen ut kring friluftsdagarna på skolan enligt lärare och rektorer samt hur bör den se ut enligt lärarna?</li><li>Vilken kompetens anser lärare och rektorer vara viktig för planeringen av friluftsdagarna?</li></ul><p><strong> Metod</strong></p><p>En enkätstudie med kvalitativa inslag genomfördes på 121 ämneslärare i svenska och idrott och hälsa samt 67 rektorer från högstadieskolor i Stockholms län. Enkäter skickades ut via e-post till respondenterna som valts ut genom ett obundet slumpmässigt urval från en förteckning på Skolverkets hemsida. Studien fick, efter tre påminnelser, en svarsfrekvens på 44,1 procent (n=83).</p><p><strong>Resultat och diskussion</strong></p><p>Resultatet visar att ”naturvistelse/friluftsliv” var det som lärare och rektorer tyckte var viktigast att uppnå på friluftsdagar och detta realiseras också genom inslag av natur- och utomhusvistelse. Lärare och rektorer ramar in begreppet friluftsdag olika. De har olika uppfattning om förekomsten av inslaget ”friluftsliv” och det gäller också inslaget ”fysisk aktivitet”. Rektorerna ansåg att dessa inslag förkommer i större utsträckning än lärarna. I jämförelsen mellan lärares uppfattning om vad som förekommer och hur det bör se ut på skolan visades en signifikant skillnad på inslagen ”tävlingsmoment”, ”ämnesintegrering”, ”naturvistelse”, ”fysisk aktivitet” samt ”miljö och hållbar utveckling”. Tävlingsmoment förekommer för ofta och kan tänkas ta plats från de andra inslagen som lärarna önskade mer av på friluftsdagarna. Ämnet som var och bör vara mest representerande på friluftsdagarna var ämnet idrott och hälsa. Idrottsläraren anses vara den som har kompetensen att planera och organisera friluftsdagar och är också den som oftast planerar och organiserar friluftsdagarna. Lärarna i studien tycker dock att planeringen borde fördelas på fler lärare.</p><p><strong>Slutsats</strong></p><p>Det tycks finnas en kontinuitet i övergången mellan intentionerna på transformeringsarenan och realiseringsarenan när det kommer till frisk luft, natur och friluftsliv på friluftsdagarna. Däremot delar lärare respektive rektorer, på de olika arenorna, inte uppfattningen om hur ofta friluftsliv och fysisk aktivitet förekommer på friluftsdagarna.</p> / <p><strong>Aim and questions</strong></p><p>The aim of this study has been to compare teachers’ and headmasters’ view on field-days’ goal, content and organisation. The results were interpreted on the basis of a “curriculum theoretical model”. The questions are:</p><ul><li>What do schools strive to attain with field days?</li><li>How do schools define the conception of field day by the existence of different features?</li><li>How often do teachers want different features to occur at field days and what school subjects are, and should be represented according to teachers?</li><li>How does the organization around the field days look like according to teachers and headmasters, and how should it look like according to teachers?</li><li>Which qualifications are important when planning field days according to teachers and headmasters?</li></ul><p><strong>Method</strong></p><p>The study was carried out on 121 teachers of Swedish and teachers of PE and 67 headmasters from secondary schools in Stockholm country. A questionnaire was sent by e-mail to the respondents who were chosen by an independent random selection with the help of a list at the web page of the National Agency for education. The percentage of answers, after three reminders, were 44.1% (n = 83).</p><p><strong>Results and discussion</strong></p><p>Results shows that ”being in nature/outdoor life” was what the schools considered to be most important to attain at field-days and this is also what becomes realized by features as being in nature and being outdoor. Teachers and headmasters do frame the term of field-days in different ways. They have different opinions about the existence of the feature ”outdoor life” and this also applies to the feature ”physical education”. Headmasters think that those features exist more often than the teachers. When comparing teachers opinion about how it looks like in school and how it should look like there was a significant difference within the features ”elements of competition”, ”integrating school subjects”, ”being in nature”, ”physical activity” and ”environment and sustainable development”. Elements of competition do exist often on field days and are supposed to take place from other features that the teachers wanted more of. The school subject which was and should be most represented at the field days was the subject physical education. The PE-teacher is the one who is regarded to have the competence and who does most of the planning and organizing around the field days Nevertheless teachers think that the planning should be spread more among teachers.</p><p><strong>Conclusion</strong></p><p>There seems to be continuity in the transition between the intentions at the transforming arena and implementation at the field when it comes to fresh air, nature and outdoor life at the field days. However, the teachers respectively headmasters, on the different arenas, does not always share the same opinion about how often outdoor life and physical activity do exist on the field days.</p>

Syfte och frågeställningar Syftet med studien har varit att jämföra lärares och rektorers syn på friluftsdagar avseende mål, innehåll och organisation. Resultatet har tolkats med utgångspunkt i en läroplansteoretisk modell. De mer preciserade frågeställningarna var: Vad vill skolan uppnå med friluftsdagarna? Hur ramar skolan in begreppet friluftsdag genom förekomsten av olika inslag? Hur ofta vill lärarna att olika inslag ska förekomma på friluftsdagarna samt vilka skolämnen är och bör finnas representerade? Hur ser organisationen ut kring friluftsdagarna på skolan enligt lärare och rektorer samt hur bör den se ut enligt lärarna? Vilken kompetens anser lärare och rektorer vara viktig för planeringen av friluftsdagarna?  Metod En enkätstudie med kvalitativa inslag genomfördes på 121 ämneslärare i svenska och idrott och hälsa samt 67 rektorer från högstadieskolor i Stockholms län. Enkäter skickades ut via e-post till respondenterna som valts ut genom ett obundet slumpmässigt urval från en förteckning på Skolverkets hemsida. Studien fick, efter tre påminnelser, en svarsfrekvens på 44,1 procent (n=83). Resultat och diskussion Resultatet visar att ”naturvistelse/friluftsliv” var det som lärare och rektorer tyckte var viktigast att uppnå på friluftsdagar och detta realiseras också genom inslag av natur- och utomhusvistelse. Lärare och rektorer ramar in begreppet friluftsdag olika. De har olika uppfattning om förekomsten av inslaget ”friluftsliv” och det gäller också inslaget ”fysisk aktivitet”. Rektorerna ansåg att dessa inslag förkommer i större utsträckning än lärarna. I jämförelsen mellan lärares uppfattning om vad som förekommer och hur det bör se ut på skolan visades en signifikant skillnad på inslagen ”tävlingsmoment”, ”ämnesintegrering”, ”naturvistelse”, ”fysisk aktivitet” samt ”miljö och hållbar utveckling”. Tävlingsmoment förekommer för ofta och kan tänkas ta plats från de andra inslagen som lärarna önskade mer av på friluftsdagarna. Ämnet som var och bör vara mest representerande på friluftsdagarna var ämnet idrott och hälsa. Idrottsläraren anses vara den som har kompetensen att planera och organisera friluftsdagar och är också den som oftast planerar och organiserar friluftsdagarna. Lärarna i studien tycker dock att planeringen borde fördelas på fler lärare. Slutsats Det tycks finnas en kontinuitet i övergången mellan intentionerna på transformeringsarenan och realiseringsarenan när det kommer till frisk luft, natur och friluftsliv på friluftsdagarna. Däremot delar lärare respektive rektorer, på de olika arenorna, inte uppfattningen om hur ofta friluftsliv och fysisk aktivitet förekommer på friluftsdagarna. / Aim and questions The aim of this study has been to compare teachers’ and headmasters’ view on field-days’ goal, content and organisation. The results were interpreted on the basis of a “curriculum theoretical model”. The questions are: What do schools strive to attain with field days? How do schools define the conception of field day by the existence of different features? How often do teachers want different features to occur at field days and what school subjects are, and should be represented according to teachers? How does the organization around the field days look like according to teachers and headmasters, and how should it look like according to teachers? Which qualifications are important when planning field days according to teachers and headmasters? Method The study was carried out on 121 teachers of Swedish and teachers of PE and 67 headmasters from secondary schools in Stockholm country. A questionnaire was sent by e-mail to the respondents who were chosen by an independent random selection with the help of a list at the web page of the National Agency for education. The percentage of answers, after three reminders, were 44.1% (n = 83). Results and discussion Results shows that ”being in nature/outdoor life” was what the schools considered to be most important to attain at field-days and this is also what becomes realized by features as being in nature and being outdoor. Teachers and headmasters do frame the term of field-days in different ways. They have different opinions about the existence of the feature ”outdoor life” and this also applies to the feature ”physical education”. Headmasters think that those features exist more often than the teachers. When comparing teachers opinion about how it looks like in school and how it should look like there was a significant difference within the features ”elements of competition”, ”integrating school subjects”, ”being in nature”, ”physical activity” and ”environment and sustainable development”. Elements of competition do exist often on field days and are supposed to take place from other features that the teachers wanted more of. The school subject which was and should be most represented at the field days was the subject physical education. The PE-teacher is the one who is regarded to have the competence and who does most of the planning and organizing around the field days Nevertheless teachers think that the planning should be spread more among teachers. Conclusion There seems to be continuity in the transition between the intentions at the transforming arena and implementation at the field when it comes to fresh air, nature and outdoor life at the field days. However, the teachers respectively headmasters, on the different arenas, does not always share the same opinion about how often outdoor life and physical activity do exist on the field days.

Στόχος αυτής της διπλωματικής εργασίας είναι η διερεύνηση του τρόπου με τον οποίον ο Βορειοϊρλανδός ποιητής Seamus Heaney, έχοντας επηρεαστεί από τις Ταραχές και την αγριότητα του Ιρλανδικού εμφυλίου πολέμου, αντιλαμβάνεται το σύγχρονο πόλεμο στην Βόρειο Ιρλανδία μέσα από την ποιητική σύνδεσή του με τον αρχαίο μύθο και την αρχαία Ελληνική τραγωδία. Αντικείμενα μελέτης αυτής της εργασίας αποτελούν το θεατρικό έργο The Cure at Troy (1990), που είναι διασκευή του Φιλοκτήτη του Σοφοκλή, και μια σειρά πέντε ποιημάτων, βασισμένων στην Ορέστεια του Αισχύλου, με τίτλο Η Βίγλα των Μυκηνών (Mycenae Lookout) από τη συλλογή Το Αλφάδι (The Spirit Level 1996). Στο πρώτο κεφάλαιο θα γίνει μία σύντομη ιστορική αναδρομή αναφορικά με τις πολιτικές και κοινωνικές συνθήκες που επικράτησαν για αιώνες και εξέθρεψαν το Ιρλανδικό πρόβλημα. Θα απαντηθεί γιατί στην Ιρλανδία καλλιεργήθηκε η μετάφραση και η διασκευή κλασικών έργων σε τέτοια έκταση, και θα καταδειχθεί ότι μέσα σε αυτό το περιβάλλον καταπίεσης και κοινωνικών διακρίσεων η κλασική παιδεία, με μακραίωνη παράδοση στην Ιρλανδία, συνδυάστηκε με την αμφισβήτηση της Βρετανικής κυριαρχίας επί της νήσου. Ακολούθως θα συζητηθεί για ποιο λόγο, κατά την τελευταία τριακονταετία ειδικότερα, αρκετοί σύγχρονοι Ιρλανδοί ποιητές και θεατρικοί συγγραφείς, σε μία προσπάθεια να ερμηνεύσουν τα διάφορα κοινωνικά, πολιτικά και θρησκευτικά προβλήματα που απασχολούν τόσο την κοινωνία της Δημοκρατίας της Ιρλανδίας όσο και αυτήν της Βόρειας Ιρλανδίας (Ulster), στράφηκαν προς την αρχαία Ελληνική τραγωδία, κάνοντας διασκευές και προσαρμόζοντας τα αρχαία κείμενα στις σύγχρονες συνθήκες. Σε αυτή την κατεύθυνση σημαντικό ρόλο έπαιξε ο θεατρικός οργανισμός Field Day, του οποίου η θεματολογία προσανατολίστηκε σε μεταφράσεις και διασκευές αρχαίων ελληνικών τραγωδιών. Στο δεύτερο και το τρίτο κεφάλαιο θα αναλυθούν το θεατρικό έργο The Cure at Troy και τα πέντε ποιήματα της σειράς Η Βίγλα των Μυκηνών, αντίστοιχα, και θα διερευνηθούν οι τρόποι με τους οποίους ο ποιητής διαφοροποιείται από τα αρχαία πρωτότυπα έργα. Στη συνέχεια θα εξεταστεί ο τρόπος με τον οποίον ο Heaney χρησιμοποιεί τα αρχαία έργα για να πραγματευτεί θέματα όπως η σημασία της ‘πληγής’ της Ιρλανδίας και της ‘θεραπείας’, η σύγκρουση μεταξύ προσωπικής ακεραιότητας και πολιτικής σκοπιμότητας, η κοινωνική ευθύνη του ατόμου, η απώλεια της λογικής και της ανθρωπιάς μπροστά στη βιαιότητα του πολέμου. Μέσω του μύθου, ο ποιητής καταγγέλλει την αποικιοκρατία, την εκδικητικότητα, το μίσος, την πολιτική βία, τον πόλεμο και τις συνέπειές τους στη ζωή των συμπατριωτών του. Επίσης θα γίνει εκτενής αναφορά στην έντονη συζήτηση που προκάλεσε το θεατρικό έργο The Cure at Troy σχετικά με το κατά πόσο υπάρχει αντιστοιχία μεταξύ των αρχαίων και των σύγχρονων πολιτικών καταστάσεων και με το αν οι χαρακτήρες στο έργο του Heaney αντιπροσωπεύουν σύγχρονα ιστορικά πρόσωπα που έλαβαν μέρος στον Ιρλανδικό εμφύλιο πόλεμο. Μέσα από την εις βάθος ανάλυση του θεατρικού έργου και των πέντε ποιημάτων η εργασία θα καταλήξει στο συμπέρασμα ότι ο Heaney χρησιμοποιεί τους τραγικούς χαρακτήρες για να προβάλλει ένα όραμα για το μέλλον και για να εκφράσει την ελπίδα του για εθνική συμφιλίωση και τον πόθο για ειρήνευση και επιστροφή σε μία φυσιολογική ζωή. Τέλος, θα αναδυθεί ο βασανιστικός προβληματισμός που απασχολεί τον Heaney διαχρονικά, αναφορικά με τον ρόλο του ποιητή μέσα σε μια κοινωνία που ταλανίζεται από την κρίση και με το κατά πόσο η ποίηση έχει τη δύναμη να επηρεάζει την κοινωνία χωρίς να παράγει πολιτική προπαγάνδα. / The present thesis studies how Seamus Heaney, having been highly influenced by the ferocity of the ‘Troubles’, perceives the civil war in Northern Ireland through its poetic connection with ancient Greek myth and drama. Study subjects of this thesis are Heaney’s play The Cure at Troy (1990), which is an adaptation of Sophocles’ Philoctetes, and a sequence of five poems by Heaney titled ‘Mycenae Lookout’ (The Spirit Level 1996) which is based on Aeschylus’ trilogy the Oresteia. The first chapter comprises of a short historic retrospection on the political and social conditions that prevailed for centuries and generated the Irish problem. It attempts to answer why the translation and adaptation of classic plays was used so extensively, and it suggests that in an oppressive environment of social and religious discrimination, classical education, of a long tradition in the island, was associated with the questioning of the British rule over Ireland. It will be shown that over the last thirty years in particular, many contemporary Irish poets and playwrights, in an effort to interpret various socio-political problems that concern the Republic of Ireland as well as Northern Ireland (Ulster), have been inspired by ancient Greek drama. Towards this direction, the Field Day Theatre Company has played a crucial role on the reworking of ancient Greek tragedies. An analysis of Heaney’s play The Cure at Troy and of the five poems of Mycenae Lookout will be presented in the second and third chapter, respectively. In both chapters, there will be a discussion on the ways his work is differentiated from the ancient original plays, and on how he treats subjects such as the significance of the ‘wound’ of Ireland and of the ‘cure’, the conflict between personal integrity and political expediency, the responsibility of the individual towards the community, the loss of reason and humanity in times of war. Through the ancient myths the poet denounces colonialism, vindictiveness, bigotry, faction, political violence and their consequences in the life of Irishmen. There will also be an extensive account on the issue of political allegory raised in the play The Cure at Troy, and on whether there is an equivalence between the ancient and the contemporary political situation. The thesis epilogue will come to the conclusion that Heaney uses the tragic characters to project a vision for the future of Northern Ireland, and to express his hope and desire for national reconciliation and peace. Finally, there will emerge the tantalizing problem that has been occupying Heaney’s mind over the years regarding the role of the poet in a community that has been harassed by the war crisis and whether poetry has the power to influence the society without producing political propaganda.

No description available.

Esta dissertação de mestrado propõe-se a apresentar um estudo sobre a obra ficcional de Seamus Deane Reading in the Dark à luz das recentes idéias sobre a redefinição do conceito de identidade norte-irlandesa. No pano de fundo deste romance autobiográfico, identificamos a presença de episódios históricos envolvendo o choque entre unionistas pró-britânicos e Nacionalistas irlandeses, que levou ao conflito conhecido como "The Troubles". Esses episódios, e suas conseqüências, são apresentados através da perspectiva de um protagonista autodiegético, que relata três décadas, de 1940 a 1960. Enquanto o personagem cresce, sua percepção obviamente vai-se alterando. O efeito final da minha leitura do romance - que foi escrito na década de 1990 - é a abertura de uma nova perspectiva, relacionada com a necessidade de redefinir questões da nacionalidade irlandesa. Reading in the Dark é um romance sobre contradições entre duas culturas que não conseguem - mas necessitam - co-existir, vistas através da perspectiva de um adolescente inteligente e bem intencionado. Este texto literário oferece uma formulação sobre os novos avanços a em relação às questões de identidade e tolerância, as quais podem ser abordadas de três formas: o conflito pode ser analisado internamente, através da oposição entre as comunidades Católicas e Protestantes, ou externamente, considerando os interesses da ilha da Irlanda, em oposição aos oitocentos anos de dominação inglesa. A terceira solução propõe uma redefinição de todos os conceitos implicados. Como conseqüência dessa crise, o romance denuncia e redefine os sistemas políticos usados como instrumentos de dominação e de manutenção e validação do choque entre as duas ideologias existentes que levaram ao sectarismo no território da Irlanda do Norte. A discussão levada a cabo nesta dissertação está baseada nos presentes debates sobre estudos culturais, especialmente como propostos por Terry Eagleton e por outros membros do "Field Day Theatre Company", que analisam as questões relativas à identidade. Esses intelectuais escolheram reavaliar as narrativas dominantes sobre a Irlanda, incluindo a formação dos mitos que motivou o acirramento dessa hostilidade contra a parte oposta. Esta dissertação está estruturada em três capítulos principais. Dois deles contextualizam o plano de fundo da narrativa e da agenda política crítica do "Field Day Theatre Company". O capítulo de análise é centrado em treze cenas fortes selecionadas do romance, as quais são comentadas a partir de considerações tecidas nos limites dos capítulos anteriores. No final do trabalho, eu espero validar a importância do romance autobiográfico de Seamus Deane Reading in the Dark no processo de reexame dos discursos que levaram à falta de comunicação entre duas comunidades que vivem em um mesmo território. / This thesis consists of a study of Seamus Deane's Reading in the Dark in the light of recent ideas regarding the redefinition of the concept of Northern Irish identity. In the background of this auto-biographical novel we identify the presence of historical episodes involving the clash between British Unionists and Irish Nationalists, which led to the conflicts known as "The Troubles." These episodes, and their consequences, are presented through the filter of an autodiegetic protagonist/narrator, through a time-span of three decades, from the 1940s to the 1960s. As the character grows, perception is obviously altered. The final effect of my reading of this novel - which was written in the 1990's - is the opening a new perspective, related to the need of redefining issues of national identity. Reading in the Dark is a novel about the contradictions between two cultures which cannot - but must - co-exist, as seen through the eyes of one growing perceptive, well-meaning intelligent young man. This literary text offers a statement about a new advance towards the issues of identity and toleration, which can be approached in three ways: the conflict can be analyzed internally, through the opposition between the Catholic and the Protestant parts of the community; or externally, considering the interests of the island of Ireland, as opposed to eight-hundred years of English domination. The third solution proposes a redefinition of all concepts implied. As a consequence of this crisis, the novel simultaneously denounces and redefines the political systems used as instruments of domination, and the maintenance and validation of the clash between the two existing ideologies that led to sectarianism within the northern territory. The discussion held in this thesis is based on the present state of the debate regarding Cultural Studies, especially as proposed by Terry Eagleton and by other members of the Field Day Theatre Company, who analyze the questions concerning identity. These intellectuals choose to revaluate the dominant narratives about Ireland, including the formation and the use made of myths that have heightened the sense of hostility against the opposite part. This thesis is structured in three main chapters. Two of them contextualize the background of the narrative and present the critical-political agenda of the Field Day Theatre Company. The chapter of analysis centers on thirteen strong scenes selected from the novel, which are woven within the framing previous chapters. At the end of the work, I hope to validate my belief in the social function of literature, by stressing the importance of Seamus Deane's Reading in the Dark in this process of re-examination of old discourses that led to the failure of communication between the two communities living in the same territory.

Esta dissertação de mestrado propõe-se a apresentar um estudo sobre a obra ficcional de Seamus Deane Reading in the Dark à luz das recentes idéias sobre a redefinição do conceito de identidade norte-irlandesa. No pano de fundo deste romance autobiográfico, identificamos a presença de episódios históricos envolvendo o choque entre unionistas pró-britânicos e Nacionalistas irlandeses, que levou ao conflito conhecido como "The Troubles". Esses episódios, e suas conseqüências, são apresentados através da perspectiva de um protagonista autodiegético, que relata três décadas, de 1940 a 1960. Enquanto o personagem cresce, sua percepção obviamente vai-se alterando. O efeito final da minha leitura do romance - que foi escrito na década de 1990 - é a abertura de uma nova perspectiva, relacionada com a necessidade de redefinir questões da nacionalidade irlandesa. Reading in the Dark é um romance sobre contradições entre duas culturas que não conseguem - mas necessitam - co-existir, vistas através da perspectiva de um adolescente inteligente e bem intencionado. Este texto literário oferece uma formulação sobre os novos avanços a em relação às questões de identidade e tolerância, as quais podem ser abordadas de três formas: o conflito pode ser analisado internamente, através da oposição entre as comunidades Católicas e Protestantes, ou externamente, considerando os interesses da ilha da Irlanda, em oposição aos oitocentos anos de dominação inglesa. A terceira solução propõe uma redefinição de todos os conceitos implicados. Como conseqüência dessa crise, o romance denuncia e redefine os sistemas políticos usados como instrumentos de dominação e de manutenção e validação do choque entre as duas ideologias existentes que levaram ao sectarismo no território da Irlanda do Norte. A discussão levada a cabo nesta dissertação está baseada nos presentes debates sobre estudos culturais, especialmente como propostos por Terry Eagleton e por outros membros do "Field Day Theatre Company", que analisam as questões relativas à identidade. Esses intelectuais escolheram reavaliar as narrativas dominantes sobre a Irlanda, incluindo a formação dos mitos que motivou o acirramento dessa hostilidade contra a parte oposta. Esta dissertação está estruturada em três capítulos principais. Dois deles contextualizam o plano de fundo da narrativa e da agenda política crítica do "Field Day Theatre Company". O capítulo de análise é centrado em treze cenas fortes selecionadas do romance, as quais são comentadas a partir de considerações tecidas nos limites dos capítulos anteriores. No final do trabalho, eu espero validar a importância do romance autobiográfico de Seamus Deane Reading in the Dark no processo de reexame dos discursos que levaram à falta de comunicação entre duas comunidades que vivem em um mesmo território. / This thesis consists of a study of Seamus Deane's Reading in the Dark in the light of recent ideas regarding the redefinition of the concept of Northern Irish identity. In the background of this auto-biographical novel we identify the presence of historical episodes involving the clash between British Unionists and Irish Nationalists, which led to the conflicts known as "The Troubles." These episodes, and their consequences, are presented through the filter of an autodiegetic protagonist/narrator, through a time-span of three decades, from the 1940s to the 1960s. As the character grows, perception is obviously altered. The final effect of my reading of this novel - which was written in the 1990's - is the opening a new perspective, related to the need of redefining issues of national identity. Reading in the Dark is a novel about the contradictions between two cultures which cannot - but must - co-exist, as seen through the eyes of one growing perceptive, well-meaning intelligent young man. This literary text offers a statement about a new advance towards the issues of identity and toleration, which can be approached in three ways: the conflict can be analyzed internally, through the opposition between the Catholic and the Protestant parts of the community; or externally, considering the interests of the island of Ireland, as opposed to eight-hundred years of English domination. The third solution proposes a redefinition of all concepts implied. As a consequence of this crisis, the novel simultaneously denounces and redefines the political systems used as instruments of domination, and the maintenance and validation of the clash between the two existing ideologies that led to sectarianism within the northern territory. The discussion held in this thesis is based on the present state of the debate regarding Cultural Studies, especially as proposed by Terry Eagleton and by other members of the Field Day Theatre Company, who analyze the questions concerning identity. These intellectuals choose to revaluate the dominant narratives about Ireland, including the formation and the use made of myths that have heightened the sense of hostility against the opposite part. This thesis is structured in three main chapters. Two of them contextualize the background of the narrative and present the critical-political agenda of the Field Day Theatre Company. The chapter of analysis centers on thirteen strong scenes selected from the novel, which are woven within the framing previous chapters. At the end of the work, I hope to validate my belief in the social function of literature, by stressing the importance of Seamus Deane's Reading in the Dark in this process of re-examination of old discourses that led to the failure of communication between the two communities living in the same territory.

Esta dissertação de mestrado propõe-se a apresentar um estudo sobre a obra ficcional de Seamus Deane Reading in the Dark à luz das recentes idéias sobre a redefinição do conceito de identidade norte-irlandesa. No pano de fundo deste romance autobiográfico, identificamos a presença de episódios históricos envolvendo o choque entre unionistas pró-britânicos e Nacionalistas irlandeses, que levou ao conflito conhecido como "The Troubles". Esses episódios, e suas conseqüências, são apresentados através da perspectiva de um protagonista autodiegético, que relata três décadas, de 1940 a 1960. Enquanto o personagem cresce, sua percepção obviamente vai-se alterando. O efeito final da minha leitura do romance - que foi escrito na década de 1990 - é a abertura de uma nova perspectiva, relacionada com a necessidade de redefinir questões da nacionalidade irlandesa. Reading in the Dark é um romance sobre contradições entre duas culturas que não conseguem - mas necessitam - co-existir, vistas através da perspectiva de um adolescente inteligente e bem intencionado. Este texto literário oferece uma formulação sobre os novos avanços a em relação às questões de identidade e tolerância, as quais podem ser abordadas de três formas: o conflito pode ser analisado internamente, através da oposição entre as comunidades Católicas e Protestantes, ou externamente, considerando os interesses da ilha da Irlanda, em oposição aos oitocentos anos de dominação inglesa. A terceira solução propõe uma redefinição de todos os conceitos implicados. Como conseqüência dessa crise, o romance denuncia e redefine os sistemas políticos usados como instrumentos de dominação e de manutenção e validação do choque entre as duas ideologias existentes que levaram ao sectarismo no território da Irlanda do Norte. A discussão levada a cabo nesta dissertação está baseada nos presentes debates sobre estudos culturais, especialmente como propostos por Terry Eagleton e por outros membros do "Field Day Theatre Company", que analisam as questões relativas à identidade. Esses intelectuais escolheram reavaliar as narrativas dominantes sobre a Irlanda, incluindo a formação dos mitos que motivou o acirramento dessa hostilidade contra a parte oposta. Esta dissertação está estruturada em três capítulos principais. Dois deles contextualizam o plano de fundo da narrativa e da agenda política crítica do "Field Day Theatre Company". O capítulo de análise é centrado em treze cenas fortes selecionadas do romance, as quais são comentadas a partir de considerações tecidas nos limites dos capítulos anteriores. No final do trabalho, eu espero validar a importância do romance autobiográfico de Seamus Deane Reading in the Dark no processo de reexame dos discursos que levaram à falta de comunicação entre duas comunidades que vivem em um mesmo território. / This thesis consists of a study of Seamus Deane's Reading in the Dark in the light of recent ideas regarding the redefinition of the concept of Northern Irish identity. In the background of this auto-biographical novel we identify the presence of historical episodes involving the clash between British Unionists and Irish Nationalists, which led to the conflicts known as "The Troubles." These episodes, and their consequences, are presented through the filter of an autodiegetic protagonist/narrator, through a time-span of three decades, from the 1940s to the 1960s. As the character grows, perception is obviously altered. The final effect of my reading of this novel - which was written in the 1990's - is the opening a new perspective, related to the need of redefining issues of national identity. Reading in the Dark is a novel about the contradictions between two cultures which cannot - but must - co-exist, as seen through the eyes of one growing perceptive, well-meaning intelligent young man. This literary text offers a statement about a new advance towards the issues of identity and toleration, which can be approached in three ways: the conflict can be analyzed internally, through the opposition between the Catholic and the Protestant parts of the community; or externally, considering the interests of the island of Ireland, as opposed to eight-hundred years of English domination. The third solution proposes a redefinition of all concepts implied. As a consequence of this crisis, the novel simultaneously denounces and redefines the political systems used as instruments of domination, and the maintenance and validation of the clash between the two existing ideologies that led to sectarianism within the northern territory. The discussion held in this thesis is based on the present state of the debate regarding Cultural Studies, especially as proposed by Terry Eagleton and by other members of the Field Day Theatre Company, who analyze the questions concerning identity. These intellectuals choose to revaluate the dominant narratives about Ireland, including the formation and the use made of myths that have heightened the sense of hostility against the opposite part. This thesis is structured in three main chapters. Two of them contextualize the background of the narrative and present the critical-political agenda of the Field Day Theatre Company. The chapter of analysis centers on thirteen strong scenes selected from the novel, which are woven within the framing previous chapters. At the end of the work, I hope to validate my belief in the social function of literature, by stressing the importance of Seamus Deane's Reading in the Dark in this process of re-examination of old discourses that led to the failure of communication between the two communities living in the same territory.