Submitted by Fabiana Aparecida Benicá null (fabi_benica@hotmail.com) on 2018-03-30T23:54:29Z No. of bitstreams: 1 FabianaBenica_dissertação_mestrado_ lendaurbanaumapropostadeensinodaoralidade_2018.pdf: 3405624 bytes, checksum: 8d89411c95375f56c73b63e46c20eac2 (MD5) / Approved for entry into archive by Maria Luiza Carpi Semeghini (luiza@assis.unesp.br) on 2018-04-02T22:08:37Z (GMT) No. of bitstreams: 1 benica_fa_me_assis.pdf: 3405624 bytes, checksum: 8d89411c95375f56c73b63e46c20eac2 (MD5) / Made available in DSpace on 2018-04-02T22:08:37Z (GMT). No. of bitstreams: 1 benica_fa_me_assis.pdf: 3405624 bytes, checksum: 8d89411c95375f56c73b63e46c20eac2 (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O domínio da expressão oral com proficiência e desenvoltura amplia as possibilidades do estudante na vida escolar, social e pessoal. Entretanto, a escola e os materiais didáticos, que dão suporte ao trabalho do professor, ainda não reconhecem a oralidade e, consequentemente, os gêneros orais, como objeto de ensino. Ainda hoje, muitas vezes, a oralidade, quando trabalhada nas aulas de língua portuguesa, é tratada como lugar do “erro” numa perspectiva polarizada em relação à escrita. Dessas constatações originou-se este estudo que tem dois objetivos principais: investigar como o gênero lenda urbana pode possibilitar o desenvolvimento da competência comunicativa, oral e escrita, de alunos do 6º ano do Ensino Fundamental de uma escola da Rede Pública Estadual de Bauru, SP; e elaborar uma sequência didática que focalize o gênero lenda urbana, considerando a relação de interação e complementaridade entre as modalidades oral e escrita da língua e a noção de adequação do discurso às situações de comunicação. Para tanto, seguimos as orientações dos Parâmetros Curriculares Nacionais (1998) e embasamo-nos em linguistas que defendem o trabalho com a oralidade em sala de aula sob uma visão não dicotômica, como Antunes (2009), Cavalcante e Melo (2009), Fávero et al (2012) e Marcuschi (2005, 2007, 2008), dentre outros. Além disso, para o desenvolvimento da atividade com o gênero lenda urbana, seguimos o modelo de sequência didática proposto por Dolz e Schneuwly (2004). Metodologicamente, optamos pela pesquisa-ação de natureza qualitativa e caráter interventivo e interpretativo. Seguimos as etapas: a) revisão bibliográfica, b) análise de documentos oficiais e materiais didáticos; c) desenvolvimento da sequência didática, d) análise dos resultados e revisão da sequência didática. Participaram da aplicação da sequência didática dezessete alunos do Ensino Fundamental de uma escola da Rede Pública Estadual de Bauru, SP, envolvidos em práticas de produção textual oral e escrita. Os resultados obtidos evidenciam as afirmativas iniciais da ausência de um trabalho com a oralidade mais monitorada em sala de aula e do uso da escrita, pelos estudantes, como representação da fala, para além dos anos iniciais. O gênero adotado - lenda urbana - contribuiu para o envolvimento dos participantes nas atividades, possibilitando o resgate da cultura popular de contar e ouvir histórias, pouco comum, entre os discentes. Por fim, a proposta de intervenção configurou-se um instrumento pedagógico eficiente para auxiliar o docente no trabalho com a oralidade considerando sua relação de complementaridade com a escrita, na ampliação das competências comunicativas dos estudantes. / The mastery of oral expression with proficiency expands the student's possibilities in school, social and personal life. However, school and teaching materials, which support the teacher’s work, still have not recognized orality and, consequently, oral genres as an object of teaching. When orality is approached in Portuguese classes is still considered a place of “error” in a polarized perspective in relation to writing. These findings led to the current study which has two main objectives: to investigate how the urban legend genre can promote the development of oral and written communicative competence of students from the 6th grade of the Public Elementary School in Bauru, SP; and to elaborate a didactic sequence that focuses on the urban legend genre, considering the relation of interaction and complementarity between the oral and written modalities of the language and the notion of adequacy of the discourse to the situations of communication. Therefore, the National Curriculum Parameters (1998) guidelines were considered and linguists who defend the work with orality in the classroom under a non-dichotomous vision supported this work, such as Antunes (2009), Cavalcante e Melo (2009), Fávero et al (2012) and Marcuschi (2005, 2007, 2008) among others. In addition, in order to design the genre urban legend activity, the didactic sequence model proposed by Doz and Schneuwly (2004) was used. In relation to methodology, action research of qualitative nature and intervention and interpretative character was chosen. The following steps were taken: a) bibliographical review, b) analysis of official documents and didactic materials; c) elaboration of the didactic sequence, d) analysis of the results and revision of the didactic sequence. The didactic sequence was applied to seventeen students of the Public Elementary School in Bauru, SP and they were involved in oral and written production practices. The obtained results showed the lack of a monitored orality work in the classroom and the students' use of writing as a representation of speech, beyond the initial years. The adopted genre - urban legend - contributed to the involvement of the participants in the activities, enabling the rescue of the popular culture of telling and listening to stories, uncommon among students. Finally, the intervention proposal was an efficient pedagogical tool to support the teacher in the work with orality considering its relation of complementarity with writing, in the expansion of the students' communicative competences. / 5649492

Spelserien The Legend of Zelda har funnits sen 1986 och Ocarina of Time är ett spel med mycket musik. Denna musik har analyserats för att ta reda på om det går att förstå musiken utifrån ett musikteoretiskt perspektiv. Vilka tydliga kopplingar och terminologi till musikteori finns det i spelets musik? Genom musikanalys och nottranskription har musiken fått synlig form. Notskrivningsprogram har använts och formen har studerats mot musikteorilitteratur. Resultatet av studien har visat på att musiken i spelet täcker flera områden inom den västerländska musikteorin bland annat olika kyrkotonarter och behandlingen av ledmotiv. I spelmusik finns det styrkor som kan användas i musikundervisning, bland annat att intresset för spel och dess musik kan främja musikinlärandet. Undersökningen visar på tydliga musikteoretiska exempel som i slutändan kan användas i musikundervisning. Detta för att slutligen koppla till elevers sociala sammanhang och lärandesituationer för att öka relevansen i musikundervisningen och förhoppningsvis fungera motiverande hos elever.

This thesis studies the Weberian notion of rationality in the context of speedrunning and the speedrunning community. By contrasting the instrumental rationality of the speedrunning practice with the value-oriented rationality of the community, it crystallizes the difference between "performing the metrics" as an extension of community values and as a function of externally imposed constraints. The former is an expression of autonomy, while the latter an expression of heteronomy. This difference, it is argued, is found in many different areas of society, sometimes in the guise of "audit culture", at other times as an unintended side-effect of established forms of practice. In either case, a return to communal values (e.g. the sociological imagination) is seen as an antidote to becoming an extension of someone else’s metrics; autonomy is not a function of performing to external specifications, but of being able to rationally choose which measurements to use and which to leave aside. Speedrunners, in their endeavor to go fast, express such autonomy, albeit implicitly. By analyzing YouTube videos wherein runners explain their tactics and methods, this thesis endeavors to make this aspect of autonomy ever so slightly more explicit.

Made available in DSpace on 2015-05-14T12:39:45Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1030851 bytes, checksum: 027d3526f86165996df4dda79fe6af63 (MD5) Previous issue date: 2009-10-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work proposes a study of the sebastianist legend as mythical matter in Romance d A pedra do Reino (RPR). We assume, supported by Northrop Frye, Carl Jung, Mircea Eliade, Joseph Campbell and Gilbert Durand the perspective in which the myth remains but restore itself infinitely by images and archetypical symbolism. First, we reach to rebuild the conforming cultural essence of the fictional s sebastianist legends of Portugal and Brasil identifying its archetypical components. Thus, we look for sebastianist messianic references, for its thesis and discourse, in the plurilinguistic design of RPR, considering its relevance in the mythical discourse s configuration of the narrative. We notice a forceful tension between apocalyptical and demoniac images, resulting from narrator-protagonist idealistic view and his involvement in realistic world incongruence, pointing myth s dislocations and ironic manner predominance in the narrative. Besides the external and unconcluded character s contest, connected to the judicial process and to the production of his Obra de Gênio da Raça (Genius Lineage/Race Work), foundation stone to his sebastianist messianic kingdom of the Fifth Empire, we distinguish some inner demand linked to his way to maturity which doesn t consolidate effectively. The character s project and their temporary dismissal state plus his expectation of its accomplishment in a not far future constitutes the most important sebastianist messianic bias in the production, strengthened by other thematic recurrences in the Pedra Bonita s sebastianist legend, and make possible still the establishment of a more fertile analogy to the Portuguese manifestation. These different fronts of myth s restoration grant universality and absence of temporality to RPR. / Este trabalho propõe um estudo da lenda sebastianista como matéria mítica no Romance d A Pedra do Reino (RPR), de Ariano Suassuna. Assumimos, com o auxílio das teorizações de Northrop Frye, subsidiadas por Carl Jung, Mircea Eliade, Joseph Campbell, e Gilbert Durand, a perspectiva de que o mito permanece e se atualiza infinitamente por meio de imagens e simbolismos arquetípicos. Buscamos inicialmente reconstruir os veios culturais conformadores do imaginário das lendas sebastianistas de Portugal e do Brasil e identificar seus componentes arquetípicos. Em seguida buscamos as recorrências do messianismo sebástico no tecido plurilinguista do RPR, temática e discursivamente, considerando sua relevância na configuração do discurso mítico na obra. Verificamos a existência de uma forte tensão entre imagens apocalípticas e demoníacas, decorrente da incongruência entre a visão idealista do narrador-protagonista e o mundo realista em que se encontra envolvido, evidenciando os deslocamentos do mito na obra e o predomínio das convenções do modo irônico. Ao lado da demanda exterior e não concluída do personagem, ligada ao processo judicial e à criação de sua Obra de Gênio da Raça , pedra fundamental para a instalação de seu reino messiânico-sebastianista do Quinto Império, distinguimos uma demanda interior ligada a seu percurso rumo à maturidade, o qual não se consolidada efetivamente. O estado de suspensão nos projetos do personagem e a expectativa de sua concretização num futuro próximo constituem o viés messiânico-sebastianista mais importante na obra, fortalecido pelas demais recorrências temáticas da lenda sebastianista de Pedra Bonita, e possibilitam ainda o estabelecimento de uma analogia mais fértil com a manifestação sebastianista portuguesa. Essas diferentes frentes de atualização do do mito na narrativa conferem ao RPR sua universalidade e a intemporalidade.

in English The master thesis is concerned with the analysis and interpretation of English written travelogues of the second half of the 18th century, which described Spain and Portugal. I work with two original texts and one translation from Italian, all the texts which were popular among their readers. The main goal of the thesis is to create the complex image of both respective countries and their inhabitants, based on the analysis of travelogues. During the analysis, I use the concept of stereotype as defined by Walther Lippmann. I also use so-called Black Legend, the negative view of the Iberian Peninsula originating in the 16th century. At the same time, the aim of the thesis is to compare the images in all works and come to more general conclusions about English perception of Spain and Portugal. Keywords: Spain, Portugal, travelogues, image of the Other, Black Legend, Southey, Baretti, Young

Mon travail consiste à étudier des éléments du “ fonds populaire ” dans l’œuvre théâtrale et dans les textes de fiction en prose d’Apollinaire ; à restituer leur contexte temporel et géographique. Je considère la façon dont il les utilise et enfin je tente d’élucider la façon dont s’élabore la signification multiple de ces éléments. Qu’il s’agisse des mots, qu’il s’agisse des mœurs, chaque élément du fonds populaire est chargé d’un double, voire d’un triple sens imprévu et qui se fonde sur un système de signes collectif et personnel. Chaque œuvre du poète crée un univers nouveau avec ses lois propres et avec l’implication particulière d’éléments du fonds populaire. Mon étude montre combien Apollinaire fait appel à ce fonds populaire sur le plan non seulement de la matière, mais aussi de la structure. / This work is the study of the inherent elements of folk culture in Apollinaire's theatrical works and fictional prose, placing their context in time and geographical location. I examine the way he uses these elements and I try to clarify the ways in which their multiple meanings can be developped. Whether concerning words or way of life, each element from folk culture is loaded with an unexpected double or even triple meaning based on a system of collective and personal signs. Each of the poet's works creates a new universe with its own laws and particular emphasis on elements fron folk culture. My study shows the extent to which Apollinaire draws on this popular culture not only in subject matter but also in structure.

The theme of this thesis is the transformation of a trickster figure in the Russian children's folklore. The first part is devoted to an analysis of trickster tale and trickster heroes. This section is primarily based on classic works of prominent ethnologists, anthropologists and folklorists - they are mainly the works of Claude Lévi-Strauss, Vladimir Propp, Jeleazar Meletinskij and many others. This section is concerned mainly on the systematization and analysis of the classic characteristics of a hero trickster for subsequent analysis and comparison of the current hero of the sadistic poems - the little boy. The second part is an introduction to the themes of the sadistic poems - it is dedicated to the history of their origin; historical, cultural and social factors that had an impact on their development; systemization of the sadistic poems by topics and trends. This part is based on the works of Russian anthropologists, folklorists and psychologists. The third part of my work is dedicated to an independent comparative analysis of the nature of the protagonist of the sadistic poems - the boy as a trickster figure. The analysis is based on the classic ethnographic studies devoted to trickster tales and also on the works on the phenomenon of the sadistic poems. During this analysis, where I...

Le cycle Lancelot-Graal, et le Perlesvaus, écrits dans la première moitié du XIIIe siècle, sont construits autour d’un temps horizontal, organisé autour de la figure du roi Arthur, ce qui rend toute idée de succession problématique. Mais dans le même temps, la société a subi de profonds bouleversements. Qu’il s’agisse de l’institution du mariage, des règles de transmission de l’héritage, ou encore de l’ancrage du lignage dans des lieux géographiques très précis, les relations entre les individus se sont lentement modifiées. Les auteurs doivent donc faire coexister des éléments disparates, voire même contradictoires. La généalogie entre dans le roman arthurien par le biais du cycle de la Vulgate. Ce temps vertical influe sur le roman, et les relations de parenté sont déterminantes dans les constructions narratives des personnages. / The cycle Lancelot-Graal, and the Perlesvaus, written in the first half of the thirteenth century, are built around a horizontal time, organized around the figure of King Arthur, which makes any idea of succession problematic. But at the same time, society has undergone profound changes. Whether it is about the institution of marriage, rules of transmission of the inheritance, or the anchoring of the lineage in very specific geographic locations, relationships between individuals have slowly changed. Authors should therefore ensure the coexistence of disparate elements, even contradictory. Genealogy get in Arthurian romance through the Vulgate Cycle. The vertical time affect the novel, and relationships are crucial in narrative constructions of characters.

Les réponses contrastées et paradoxales qu’offre la critique universitaire du dernier tiers du XXe siècle à la question de la place de l’auteur suggèrent de reprendre l’histoire de notre histoire littéraire, depuis le genre ancien de la « Vie d’auteur » façonnée aux XVIIe et XVIIIe siècles et transformée au cours des suivants. Le cas de La Fontaine offre l’exemple d’un écrivain dont la fortune critique se torsade avec le récit biographique d’une manière à la fois significative, contradictoire et suggestive. À l’instar de chaque grand personnage, le célèbre fabuliste-conteur mène une double vie : au décours de sa vie historique, dont les biographes s’évertuent à retracer le moindre épisode, s’entremêle une existence tantôt vraisemblable tantôt fabuleuse, où la personne biographique cède la place au personnage légendaire. Le massif biographique composé de notices, d’éloges et de portraits des XVIIe, XVIIIe et XIXe siècles, a construit sa notoriété multiséculaire, tout en influençant durablement et radicalement la réception et la critique de ses œuvres, qui se structurent dès lors sur des « fables » qu’il s’agit de débusquer et d’analyser. Naïveté de nature ou feintise calculée, la figure du « Bonhomme » est le résultat d’une légende complexe dont l’étude de la constitution et de la diffusion permet de suivre l’élaboration de chaque composante et leurs cristallisations successives. L’enjeu de cette enquête, partie éditoriale, partie analytique, est d’autant plus fort que s’il y a déjà eu jusqu’ici des approches ponctuelles et partielles de cette question théorique, ce fut dans une optique de sociologie de la littérature. En pariant pour la définition intellectuelle et matérielle d’un genre de la Vie d’écrivain, et en inscrivant ce genre dans l’intermédiaire entre les Vies d’artistes de la Renaissance et les biographies d’après la Révolution, la thèse mettra à l’épreuve l’hypothèse d’une définition générique du modèle et d’une approche esthétique du corpus. / The contrasting and paradoxical answers offered in academic critiques of the last third of the XXth century, regarding the question of the author's place, suggest that we retrace the history of our literary history, from the early genre of the Author's Life, elaborated during the XVIIth and XVIIIth centuries and transformed continually thereafter. La Fontaine provides the example of a writer whose critical fortune intermingles with his biographical account in an altogether significant, contradictory and suggestive manner. In the waning of every great figure, this famous fabulist leads a double life : the decline of his historical life, related in the minutest detail by biographers, is intertwined an existence at times likely and at times fabulous, whereupon the biographical person gives way to the legendary figure. The biographical mass, comprised of notices, praises and portraits from the XVIIth, XVIIIth and XIXth centuries, built up his notoriety, whilst influencing permanently and radically the reception and critique of his works, which subsequently took on a “fables” structure to be unconvered and analysed. Natural ingenuity or calculated guile, the "Bonhomme" figure is the result of a complex legend whose study of its constitution and diffusion enables one to follow the elaboration of each component and their successive crystallization. The goal of this study, in part editorial and in part analytical, is all the stronger given as there has only been, up to now, punctual and partial approaches to this theoretical question, addressed from the point of view of the sociology of literature. In opting for the intellectual and material definition of a genre of the Author's Life, whilst inserting this genre in the intermediary between the Lives of Renaissance artists and post revolution biographies, this thesis will challenge the hypothesis of a generic definition of the model and of an aesthetic approach to the corpus.

La présente recherche s’inscrit dans le cadre de la didactique des mythes en classe de Français Langue Etrangère. Elle s’interroge sur les différents problèmes rencontrés au niveau de l’exploitation des mythes en classe de FLE en Tunisie et s’articule autour de trois grands axes de recherche. Le premier axe est consacré au cadre théorique se rapportant aux catégories mythiques et leurs enjeux alors que le deuxième consiste à attirer l’attention sur le statut privilégié des mythes dans les programmes officiels tunisiens. Il rend compte de leur exploitation dans les pratiques de classe à travers un module d’apprentissage au programme des troisièmes. Le troisième volet expose les résultats d’une enquête sur le terrain pour ressortir les représentations que se font les élèves du texte littéraire mythique et les problèmes qui s’opposent à la réception de ce genre de récit. L’enquête aboutit à un plan d’action et à des propositions didactiques dont le rôle est de sensibiliser les jeunes à la lecture du texte littéraire impliquant le mythe, agir contre leurs représentations pour aider à la préservation d’un patrimoine culturel universel et à l’amélioration de la qualité du système scolaire tunisien. / This research is registered in the outline of myths didactics in classes of French taught as a Foreign Language. It examins the different problems encountered while dealing with myths in classes of FFL in Tunisia. It in fact, goes round three big axes of research. The first axis is about the theoretical plan which is linked to the mythical categories and their stakes whereas the second axis consists in catching the eye on the privileged status of myths in Tunisian official programs. It renders an account of their exploitation in classes practices via a learning module in the third form programm. The third axis sets out the results of a research in progress so as to take out the representation that pupils make of a mythical literary text and the difficulties set against the reception of such genre of account. This research leads to a programm of studies and didactic propositions which role is to make yougesters aware of the importance of a literary text including a myth, act against their representations so as to help in protecting the universal cultural patrimony and the improving of the quality of the Tunisian academic system.