Submitted by PPG Letras (letraspg@pucrs.br) on 2018-03-22T10:57:29Z No. of bitstreams: 1 Tese_ Luara Pinto Minuzzi.pdf: 1359632 bytes, checksum: e3c5f3d8c6e9ed01ed64da8ab0dea643 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-04-05T11:56:14Z (GMT) No. of bitstreams: 1 Tese_ Luara Pinto Minuzzi.pdf: 1359632 bytes, checksum: e3c5f3d8c6e9ed01ed64da8ab0dea643 (MD5) / Made available in DSpace on 2018-04-05T11:59:23Z (GMT). No. of bitstreams: 1 Tese_ Luara Pinto Minuzzi.pdf: 1359632 bytes, checksum: e3c5f3d8c6e9ed01ed64da8ab0dea643 (MD5) Previous issue date: 2018-03-09 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This thesis proposes as a research theme the study of the construction of death from the symbology of the four fundamental elements ? water, air, earth and fire ? in Angolan novels published since the 1980s. The literary corpus will be formed by the following works: Mayombe (1980), by Pepetela; M?e, materno mar (2001), by Boaventura Cardoso; Teoria geral do esquecimento (2012), by Jos? Eduardo Agualusa and Os transparentes (2013), by Ondjaki. One can divide the books to be analyzed in two distinct ways: the first, in relation to the theme, divides the books that deal with the war of independence and with the moment of Independence (Mayombe and Teoria geral do esquecimento) and those dealing with Angola exclusively after the end of colonialism (M?e, materno mar and Os transparentes); the second, related to the authors, places the two who lived the war of independence (Pepetela and Boaventura Cardoso) in opposition to those who did not live (Agualusa and Ondjaki). Thus, the objective is to analyze how the symbolic construction of death differentiates between these groups and how the war factor influences such construction. The central idea of this work is that there is a gradation between the four novels of the corpus in relation to the symbolic construction of death to be represented more as a transformation, as a new stage of life, or more as a definitive end: in the first extreme, that of death as a process, there is Mayombe, followed by M?e, materno mar, Teoria geral do esquecimento and Os transparentes. The studies of Gaston Bachelard, Gilbert Durand, Northrop Frye, Carl Gustav Jung, Mircea Eliade, among others, will be used, concerning questions about symbols and the imaginary, as the theoretical basis of the research. Special attention will also be given to the theorists who deal with the situation in Africa and Angola and their histories, cultures and literatures, with studies by Pires Laranjeira, Inoc?ncia Mata, Ana Mafalda Leite, Kwame Anthony Appiah, Joseph Ki-Zerbo, etc. / Esta tese prop?e como tema de pesquisa o estudo da constru??o da morte a partir da simbologia dos quatro elementos fundamentais ? a ?gua, o ar, a terra e o fogo ? em romances angolanos publicados a partir dos anos 1980. O corpus liter?rio ? formado pelas seguintes obras: Mayombe (1980), de Pepetela; M?e, materno mar (2001), de Boaventura Cardoso; Teoria geral do esquecimento (2012), de Jos? Eduardo Agualusa e Os transparentes (2013), de Ondjaki. Pode-se dividir os livros a serem analisados de duas formas distintas: a primeira, em rela??o ao tema, divide os livros que abordam a Guerra de Liberta??o e a independ?ncia (Mayombe e Teoria geral do esquecimento) e os que tratam de Angola exclusivamente ap?s o fim do colonialismo (M?e, materno mar e Os transparentes); a segunda, relacionada aos autores, coloca os dois que viveram a Guerra de Liberta??o (Pepetela e Boaventura Cardoso) em oposi??o aos que n?o viveram (Agualusa e Ondjaki). Assim, o objetivo ? analisar como a constru??o simb?lica da morte diferencia-se entre esses grupos e como o fator guerra influencia em tal constru??o. A ideia central deste trabalho ? a de que existe uma grada??o entre os quatro romances do corpus em rela??o ? constru??o simb?lica da morte ser representada mais como uma transforma??o, como uma nova etapa da vida, ou mais como um fim definitivo: no primeiro extremo, aquele da morte como processo, h? Mayombe, seguido de M?e, materno mar, Teoria geral do esquecimento e Os transparentes. Ser?o utilizados como base te?rica da pesquisa, no que concerne ?s quest?es sobre os s?mbolos e o imagin?rio, os estudos de Gaston Bachelard, Gilbert Durand, Northrop Frye, Carl Gustav Jung, Mircea Eliade, entre outros. Ser? dada uma aten??o especial igualmente para os te?ricos que tratam da situa??o da ?frica e de Angola e de suas hist?rias, culturas e literaturas, com estudos de Pires Laranjeira, Inoc?ncia Mata, Ana Mafalda Leite, Kwame Anthony Appiah, Joseph Ki-Zerbo, etc.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-04-19T17:05:43Z No. of bitstreams: 1 Tese_Bernardo Kolling Limberger.pdf: 4252286 bytes, checksum: d0145f1da691581bdee5cb7b0f49b047 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-04-20T16:27:25Z (GMT) No. of bitstreams: 1 Tese_Bernardo Kolling Limberger.pdf: 4252286 bytes, checksum: d0145f1da691581bdee5cb7b0f49b047 (MD5) / Made available in DSpace on 2018-04-20T16:35:57Z (GMT). No. of bitstreams: 1 Tese_Bernardo Kolling Limberger.pdf: 4252286 bytes, checksum: d0145f1da691581bdee5cb7b0f49b047 (MD5) Previous issue date: 2018-01-09 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The present dissertation reports on a study on the reading processing in speakers of a minor- ity language, predominantly spoken, from the perspective of psycholinguistics in an interface with neuroscience. The investigated language is called Hunsr?ckisch, a distinct variety of other German varieties, bound historically and by similarity, though. This minority language can enhance the learning of German as a foreign language; however, the question arises as to whether it can trigger the multilingual reading processing (Brazilian Portuguese, Standard German and Hunsr?ckisch). Therefore, the aim of the present study is to investigate the mul- tilingual reading processing and its neural bases in speakers of Hunsr?ckisch in comparison to non-speakers. The skills we focused on are phonemic awareness, lexical access, and sen- tence comprehension. We investigated the influence of the acquisition of Hunsr?ckisch on the multilingual reading, through accuracy and reading speed processing in three experi- ments: Phonemic awareness task, Multilingual lexical decision task and Sentence compre- hension task. In these experiments, participants were asked to read isolated cognates or in sentential contexts. The participants of the present research are early bilinguals speakers of Hunsr?ckisch, who were divided in two groups: one composed by multilingual speakers of standard German (GHA) and the other by multilinguals with no knowledge in that language or real beginners (GH). The control group was composed by multilinguals who do not speak German minority languages, but speak Standard German (GA). In addition, a subset of multi- linguals participated in the functional magnetic resonance imaging (fMRI) study. The results from the analyzes indicate interinfluences of the languages on the multilingual reading pro- cessing. Participants demonstrated higher phonemic awareness for Standard German words, in comparison to the Hunsr?ckisch words and pseudowords. The results of the statistical tests showed differences between the cognate and non-cognate reading for the minority language group (GHA) when reading isolated words and in sentence comprehension. There was, therefore, a cognate facilitation effect resulting from the sharing of representations be- tween the two languages. There was no effect for reading in Portuguese. The results of the lexical decision task also indicated the most effective construction of the orthographic men- tal lexicon in Hunsr?ckisch by the participants who have spelling knowledge of Standard German. The elevated times for sentence reading were modulated by the knowledge in the minority language. In the neuroimaging study, there was more activation of the phonological route for the words in Hunsr?ckisch and, supposedly, a convergence of neural bases for reading in German and in Portuguese. Through these results, we expect to contribute to the research on minority languages and reading processing, a relationship that is not always per- ceptible. Psycholinguistic and neuroscientific studies on these languages can offer a relevant contribution to the understanding of multilingualism in its various dimensions and to show other sides of oral and written interaction in linguistic performance. This study may provide implications for the teaching of foreign languages in the multilingual context of southern Brazil and cooperate with the discussion on the maintenance of the minority language in the context of language policies within families and communities. / In der vorliegenden Arbeit handelt es sich um eine Studie ?ber die Leseverarbeitung bei Sprechern einer Minderheitensprache, die ?berwiegend nur m?ndlich verwendet wird. Die Untersuchung ist eine psycholinguistische Studie, die auch in Verbindung mit der kognitiven Neurowissenschaft steht. Die untersuchte Sprache hei?t Hunsr?ckisch, die sich von anderen deutschen Variet?ten unterscheidet, aber sie ist mit ihnen historisch und typologisch verbunden. Die Minderheitensprache kann das Erlernen von Deutsch als Fremdsprache unterst?tzen. Trotzdem stellt sich die Frage, ob sie die Leseverarbeitung f?rdern kann. Mit der Dissertation soll die mehrsprachige Leseverarbeitung und ihre neuronalen Korrelate von Hunsr?ckisch-Sprechern im Vergleich zu Nicht-Hunsr?ckisch-Sprechern untersucht werden. Wir erforschten den Einfluss des Hunsr?ckischen auf die Leseverarbeitung, indem wir die Lesepr?zision und -geschwindigkeit bei drei Experimenten evaluierten: Test zur phonemischen Bewusstheit, Lexikalische Entscheidungsaufgabe und Satzverst?ndnistest. Bei diesen Experimenten lasen die Probanden isolierte oder im Kontext eingebetteten Kognaten. An der Forschung nahmen Fr?h-Zweisprachige, die Hunsr?ckisch sprechen, teil. Sie wurden in zwei Gruppen geteilt: Eine Gruppe besteht aus Mehrsprachigen, die auch Standarddeutsch sprechen (GHA), und die andere besteht aus Zwei- oder Mehrsprachigen, die keine oder geringe Kenntnisse in Standarddeutsch haben. Au?erdem nahmen Mehrsprachige, die keine deutsche Minderheitensprache sprechen, sondern nur Standarddeutsch, an der Studie teil. Zus?tzlich nahm eine kleine Gruppe an einer funktionellen Magnetresonanzuntersuchung (fMRT) teil. Die Ergebnisse der Auswertungen deuten Einfl?sse der Sprachen auf die mehrsprachige Leseverarbeitung an. Die Probanden der drei Gruppen haben die h?chsten Niveaus bei der phonemischen Bewusstheit auf Standarddeutsch, im Vergleich zum Hunsr?ckischen und den Pseudow?rtern, erreicht. Die Ergebnisse der statistischen Tests zeigen Unterschiede zwischen dem Lesen von Kognaten und Nicht-Kognaten in der Gruppe von Sprechern der Minderheitensprache, sowohl bei den isolierten W?rtern als auch im Satzverst?ndnis. Es gab also einen Kognateneffekt, der das Ergebnis der gemeinsamen lexikalischen Repr?sentationen ist. Dieser Effekt war beim Lesen auf Portugiesisch nicht zu sehen. Die Ergebnisse bei der lexikalischen Entscheidungsaufgabe weisen noch darauf hin, dass die Probanden der Gruppe GHA ihren orthographischen Lexikon am besten aufbauen konnten. Beim Satzverst?ndnis waren die Lesezeiten bei den Hunsr?ckischsprechenden h?her. Bei der fMRT-Studie wurde die phonologische Route beim Lesen auf Hunsr?ckisch aktiviert und vermutlich sind die neuronalen Korrelate f?r die Leseverarbeitung auf Standarddeutsch und Portugiesisch gemeinsam eines Netzes angelegt. Mit Hilfe von dieser Arbeit beabsichtigen wir, zur Forschung ?ber Minderheitensprachen und Leseverarbeitung beizutragen. Die Relevanz der Zusammenh?nge auf den beiden Gebieten d?rfen nicht vernachl?ssigt werden. Psycholinguistische und neurowissenschaftliche Studien ?ber die untersuchten Sprachen k?nnen einen relevanten Beitrag f?r das Verst?ndnis der Mehrsprachigkeit in ihren unterschiedlichen Formen leisten, zudem k?nnen sie andere Facetten der Interaktion zwischen den m?ndlichen und schriftlichen Formen in der linguistischen Leistung zeigen. Diese Studie kann sich auf die Fremdsprachdidaktik im multilingualen s?dbrasilianischen Kontext auswirken und damit die Diskussion ?ber den Spracherhalt im Bereich der Sprachpolitik in den Familien und in den Gemeinden f?rdern. / Esta Tese apresenta um estudo do processamento da leitura em falantes de uma l?ngua mi- norit?ria, predominantemente oral, sob o vi?s da psicolingu?stica em interface com a neuro- ci?ncia cognitiva. A l?ngua investigada ? o hunsriqueano/Hunsr?ckisch, uma variedade distin- ta de outras variedades do alem?o, embora vinculada a elas historicamente e por semelhan- ?a. Essa l?ngua minorit?ria pode fundamentar a aprendizagem de alem?o como l?ngua es- trangeira; entretanto, surge a pergunta se ela pode fomentar o processamento da leitura multil?ngue (portugu?s, alem?o standard e hunsriqueano). O objetivo deste estudo ? investi- gar o processamento da leitura multil?ngue e as suas bases neurais em falantes de hunsri- queano em compara??o a n?o falantes. As habilidades focalizadas s?o a consci?ncia fon?mi- ca, o acesso lexical e a compreens?o de senten?as. Investigamos a influ?ncia da aquisi??o do hunsriqueano na leitura, por meio de avalia??es de precis?o e velocidade do processamento da leitura em tr?s experimentos: Tarefa de consci?ncia fon?mica, Tarefa de decis?o lexical multil?ngue e Tarefa de compreens?o de senten?as. Nesses experimentos, os participantes leram palavras cognatas, isoladas ou em contexto de senten?a. A pesquisa contou com a participa??o de bil?ngues precoces falantes de hunsriqueano, divididos em dois grupos: um composto por multil?ngues falantes tamb?m de alem?o standard (GHA) e outro por bil?n- gues/multil?ngues com conhecimentos nulos ou muito iniciais nessa l?ngua (GH). Tamb?m participaram multil?ngues que n?o falam uma l?ngua minorit?ria, mas falam alem?o standard (GA), o grupo controle. Adicionalmente, um subgrupo de multil?ngues participou do exame de resson?ncia magn?tica funcional. Os resultados das an?lises indicam interinflu?ncias das l?nguas no processamento da leitura multil?ngue. Os participantes demonstraram ter ?ndices de consci?ncia fon?mica mais elevada para palavras em alem?o standard, em compara??o ?s palavras em hunsriqueano e ?s pseudopalavras. Os resultados dos testes estat?sticos mos- traram diferen?as entre a leitura de cognatos e n?o cognatos para o grupo de falantes da l?ngua minorit?ria (GHA) na leitura de palavras isoladas e no processamento de senten?as. Houve, portanto, um efeito cognato resultante do compartilhamento de representa??es en- tre as duas l?nguas. Esse efeito foi ausente para a leitura em portugu?s (PB). Os resultados da Tarefa de decis?o lexical indicaram, ainda, a mais efetiva constru??o do l?xico mental orto- gr?fico em hunsriqueano pelos participantes que possuem conhecimento da escrita em ale- m?o. Na leitura de senten?as, os tempos de leitura mais elevados foram modulados pelo co- nhecimento em hunsriqueano. No exame de neuroimagem, houve mais ativa??o da rota fo- nol?gica para as palavras em hunsriqueano e, supostamente, compartilhamento de bases neurais para a leitura de palavras em alem?o e em PB. Por meio desses resultados, visamos contribuir com a pesquisa em l?nguas minorit?rias e processamento da leitura, uma rela??o nem sempre trivial. Estudos psicolingu?sticos e neurocient?ficos sobre essas l?nguas podem oferecer uma contribui??o relevante para o entendimento do multilinguismo em suas diver- sas configura??es e mostrar outras facetas da intera??o entre oralidade e escrita no desem- penho lingu?stico. O presente estudo poder? fornecer implica??es para o ensino de l?ngua estrangeira no contexto multil?ngue do sul do Brasil e cooperar com a discuss?o sobre a ma- nuten??o de l?nguas minorit?rias no ?mbito das pol?ticas lingu?sticas dentro das fam?lias e das comunidades.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-04-20T14:14:59Z No. of bitstreams: 1 Tese_F?bio Varela Nascimento.pdf: 3403826 bytes, checksum: 54120251515ceef58d909d98c69d3fed (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-08T18:04:28Z (GMT) No. of bitstreams: 1 Tese_F?bio Varela Nascimento.pdf: 3403826 bytes, checksum: 54120251515ceef58d909d98c69d3fed (MD5) / Made available in DSpace on 2018-05-08T18:10:59Z (GMT). No. of bitstreams: 1 Tese_F?bio Varela Nascimento.pdf: 3403826 bytes, checksum: 54120251515ceef58d909d98c69d3fed (MD5) Previous issue date: 2018-03-12 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Cyro Martins ? os anos decisivos (1908-1951) is a biographical work, which aims to tell part of the life of the doctor, psychoanalyst and writer Cyro dos Santos Martins, born in Quara? on August 5, 1908 and deceased in Porto Alegre on December 15, 1995. In these decisive years are the beginning of the formation, the years spent as an internal student of the Col?gio Anchieta, the period in the Faculdade de Medicina de Porto Alegre, the return to Quara?, the loss of the father, the first marriage, the specialization in neurology in Rio de Janeiro, the publication of five books ? Campo fora (1934), Sem rumo (1937), Enquanto as ?guas correm (1939), Mensagem errante (1942), Porteira fechada (1944) ?, collaborations in the press, insertion in the literary system of Rio Grande do Sul, as an employee in the Hospital Psiqui?trico S?o Pedro, the birth of daughters, separation, second marriage and departure for Buenos Aires. The study also contemplates, at an initial moment, considerations about the biographical genre ? theorists such as Leon Edel, Anna Caball? and Fran?ois Dosse are cited ? , elucidates the relationship between the biographer and the biographer, explains the methods used and indicates the spaces of research. / Cyro Martins ? os anos decisivos (1908-1951) ? um trabalho de cunho biogr?fico, que tem o objetivo de contar parte da vida do m?dico, psicanalista e escritor Cyro dos Santos Martins, nascido em Quara?, em 5 de agosto de 1908 e falecido em Porto Alegre, em 15 de dezembro de 1995. Nesses anos decisivos est?o o in?cio da forma??o, os anos passados como aluno interno do Col?gio Anchieta, o per?odo na Faculdade de Medicina de Porto Alegre, a volta para Quara?, a perda do pai, o primeiro casamento, a especializa??o em neurologia cursada no Rio de Janeiro, a publica??o de cinco livros ? Campo fora (1934), Sem rumo (1937), Enquanto as ?guas correm (1939), Mensagem errante (1942), Porteira fechada (1944) ?, as colabora??es na imprensa, a inser??o no sistema liter?rio do Rio Grande do Sul, o ingresso, como funcion?rio, no Hospital Psiqui?trico S?o Pedro, o nascimento das filhas, a separa??o, o segundo casamento e a partida para Buenos Aires. O estudo tamb?m contempla, em um momento inicial, considera??es sobre o g?nero biogr?fico ? te?ricos como Leon Edel, Anna Caball? e Fran?ois Dosse s?o citados ?, elucida a rela??o entre o bi?grafo e o biografado, explicita os m?todos utilizados e indica os espa?os de pesquisa percorridos.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-05-02T18:39:27Z No. of bitstreams: 1 Disserta??o_Michel M. Flores_Definitiva.pdf: 1308030 bytes, checksum: f7501df370aa6b8e51b35b076642bef5 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-05-11T14:47:53Z (GMT) No. of bitstreams: 1 Disserta??o_Michel M. Flores_Definitiva.pdf: 1308030 bytes, checksum: f7501df370aa6b8e51b35b076642bef5 (MD5) / Made available in DSpace on 2018-05-11T15:02:45Z (GMT). No. of bitstreams: 1 Disserta??o_Michel M. Flores_Definitiva.pdf: 1308030 bytes, checksum: f7501df370aa6b8e51b35b076642bef5 (MD5) Previous issue date: 2018-02-28 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This dissertation proposes a reading about Opisanie ?wiata, a book by the Brazilian writer Veronica Stigger, using theories of art and literature. In its first part, I deal with the displacement of words and images from other forms and sources into the interior of a fictional narrative. In this part, the displacement is seen as an operation of artistic and literary creation, capable of overcoming these and other barriers. For this, I use texts of the author herself and critics that elucidate this gesture in the works of Marcel Duchamp, Kurt Schwitters and Veronica Stigger. Then, in the second part of this work, I turn to a story from the narrative, derived from the thought of Walter Benjamin, to think of it from the various forms of narration that are experimented by Stigger in her prose. In this way, it worthy nothing that all the displacements observed in this narrative and the different forms of narration experienced by the writer are seen, in the company of works by other narrators, as pieces assembled in a collage. Finally, the last chapter presents a conversation with the author in which I look for information that deals with her work as a whole and that corroborates the discussion presented in the previous chapters. / Esta disserta??o prop?e uma leitura acerca de Opisanie ?wiata, livro da escritora brasileira Veronica Stigger, recorrendo a teorias da arte e da literatura. Em sua primeira parte, trato do deslocamento de palavras e imagens oriundas de outras formas e fontes para o interior de uma narrativa ficcional. Nessa parte, o deslocamento ? visto como uma opera??o de cria??o art?stica e liter?ria, capaz de ultrapassar essas e outras barreiras. Para isso, me valho de textos da pr?pria autora e de cr?ticos que elucidam esse gesto nas obras de Marcel Duchamp, Kurt Schwitters e Veronica Stigger. Ap?s, na segunda parte deste trabalho, recorro a uma hist?ria da narrativa, oriunda do pensamento de Walter Benjamin, para pens?-la a partir das diversas formas de narrar que s?o experimentadas por Stigger em sua prosa. Dessa forma, ? poss?vel notar que todos os deslocamentos observados nessa narrativa e as diferentes formas de narrar experimentadas pela escritora s?o vistas, na companhia de obras de outros narradores, como cacos reunidos em uma colagem. Por fim, o ?ltimo cap?tulo apresenta uma conversa com a autora na qual busco informa??es que tratem do trabalho dela como um todo e que corroborem para a discuss?o apresentada nos cap?tulos anteriores.

Made available in DSpace on 2016-04-28T19:59:21Z (GMT). No. of bitstreams: 1 Luciana Alves dos Santos.pdf: 1192387 bytes, checksum: a6033261901e26c73d9420873a324efa (MD5) Previous issue date: 2010-04-23 / Secretaria da Educação do Estado de São Paulo / This research comes as a challenge made the criticism that, at one point, refers to the novel The Cave, by Jose Saramago, as a lower reading and pamphlet. The writer, in turn, engaged in intellectual discussions and presents on Social Forums, corroborates the statements to sharpen the criticism. Motivated by this clash of ideas, we began the search with a timely reflection on the work of writer and intellectual, with emphasis on theoretical reflections on Edward Said on the issue and seeking to study these two concepts in the perspective of approximation. The development of this work goes towards building relationships between the theoretical research and fictional text elected corpus of research. Thus, our analysis establishes a dialogue between Cipriano Algor, a character in the novel, and the figure of the writer-intellectual as metaphor in the text. The research hypotheses are tested, verifying the awakening of consciousness as a possible to look at for the poetic text and the concept of intellectuality that is built. The second case study relates to the symbolic presence of mythical and utopian spaces associated to the basic concept of literature in contemporary society. The contributions of this work for literary studies is in the possibility to discuss, once again, the dimension of the poetic word that, to if disclosing, leaves to escape his intellectuality and reflects what Said presents as notion of the responsibility, not politics, not social, but human. The novel, to retake in its narrative, the metaphor of clay, puts your reader as a character inserted in the text and proposes to him a scaling that makes reflect itself, parallel, as first and third person, doing an exercise of self-knowledge and self-criticism that offers a new form of existence / A presente pesquisa nasce como um desafio formulado pela crítica que, em certo momento, refere-se ao romance A Caverna, de José Saramago, como escritura inferior e panfletária. O escritor, por sua vez, envolvido em discussões intelectuais e marcando presença em Fóruns Sociais, corrobora para aguçar os pronunciamentos da crítica. Motivados por esse embate de ideias, iniciamos a pesquisa com uma reflexão pontual sobre o trabalho do escritor e do intelectual, com destaque às reflexões teóricas de Edward Said sobre a questão e buscando estudar esses dois conceitos numa perspectiva de aproximação. O desenvolvimento do trabalho caminha no sentido de construir relações entre os pressupostos teóricos da pesquisa e o texto ficcional eleito como corpus da investigação. Assim, nossa análise estabelece um diálogo entre Cipriano Algor, personagem do romance, e a figura do escritor-intelectual como ser metaforizado no texto. As hipóteses da pesquisa são testadas, verificando-se o despertar da consciência como um olhar possível para a poética do texto e o conceito de intelectualidade que se constrói. A segunda hipótese trabalhada relaciona-se à presença simbólica de espaços míticos e utópicos associados ao conceito básico do literário na contemporaneidade. A contribuição desse trabalho para os estudos literários situa-se na possibilidade de se discutir, mais uma vez, a dimensão da palavra poética que, ao se auto revelar, deixa escapar sua intelectualidade e reflete o que Said busca conceituar como responsabilidade, não política, não social, mas humana. O romance, ao resgatar em sua narrativa, a metáfora do barro, coloca seu leitor como personagem inserida na obra e lhe propõe um redimensionamento que o faz espelhar-se, concomitantemente, em primeira e terceira pessoas, realizando um exercício de autoconhecimento e autocrítica que lhe oferece uma forma renovada de existência

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-05-07T12:27:20Z No. of bitstreams: 1 Disserta??o_Matheus Menezes Mar?al.pdf: 1116329 bytes, checksum: 4c18bd23289cfc5dd3bbed56c08b10d1 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-15T16:39:09Z (GMT) No. of bitstreams: 1 Disserta??o_Matheus Menezes Mar?al.pdf: 1116329 bytes, checksum: 4c18bd23289cfc5dd3bbed56c08b10d1 (MD5) / Made available in DSpace on 2018-05-15T16:42:12Z (GMT). No. of bitstreams: 1 Disserta??o_Matheus Menezes Mar?al.pdf: 1116329 bytes, checksum: 4c18bd23289cfc5dd3bbed56c08b10d1 (MD5) Previous issue date: 2018-01-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / All kinds of knowledge are constructed from a locality and a culture, it is impossible to build a text outside a culture as it is impossible for a theory to exist above it?s object/subject of analysis and to reflect impartially on it. The concept of poetry, like all art concepts, is also connected with a specific space-time. In the present work, we analyze the poems of the authors Cristiane Sobral, Jennyfer Nascimento and L?via Nat?lia, writers who assume and do not disguise, through their statements, the space-time from where their games with the poetic words are from. The task of highligtning these authors as producers of afro-brazilian literature (ALVES, 2010; CUTI, 2010; PEREIRA, 2010), in counterpoint to hegemonically white brazilian literature (CUTI, 2011; ROMERO, 1886; ROMERO, 1953; DELCASTAGN?, 2005;), will allow the understanding of two processes. The first one confirms that the existence of afro-brazilian literature denounces the theoretical problems established by literary historiography and by social theory about the black population, which have always reinforced anti-black institutional racism; the second process confirms that it is possible, and necessary, to theorize about afro-brazilian literature from the knowledge of black men and black women from diaspora and from Africa (FREITAS, 2016; GOMES, 2008; LUZ, 2000; THEODORO, 1996). Through the analysis of the poems of these three poets, using as foundation the theories of black feminism (BAIRROS, 2014, hooks, 1995, KILOMBA, 2016; THEODORO, 2008), of the literary reflections of black authorship and of the african matrix, it is possible to demonstrate how poetics play with these knowledges and transform it into poetry. / Todo tipo de conhecimento se constr?i a partir de uma localidade e de uma cultura, n?o existem textos fora da cultura assim como n?o existe uma teoria que sobrevoa o seu objeto/sujeito de an?lise e reflete imparcialmente sobre ele. O conceito de poesia, como todos os conceitos de arte, est? conectado, tamb?m, com um espa?o-tempo espec?fico. No presente trabalho, ser?o analisados poemas das autoras Cristiane Sobral, Jennyfer Nascimento e L?via Nat?lia, tr?s escritoras negras que assumem e n?o disfar?am, por meio de seus enunciados, o espa?o-tempo do qual seus jogos com a palavra po?tica prov?m. Destacar as autoras como produtoras de literatura negra (ALVES, 2010; CUTI, 2010; PEREIRA, 2010) em contraponto ? literatura brasileira hegemonicamente branca (CUTI, 2011; ROMERO, 1886; ROMERO, 1953; DELCASTAGN?, 2005;) permitir? que sejam compreendidos dois processos. O primeiro confirma que a exist?ncia da literatura negra denuncia os problemas te?ricos estabelecidos pela historiografia liter?ria e pela teoria social sobre a popula??o negra, que sempre refor?aram o racismo institucional anti-negros; o segundo processo confirma que ? poss?vel, e necess?rio, teorizar sobre a literatura negra a partir dos conhecimentos produzidos por negras e negros da di?spora e de ?frica (FREITAS, 2016; GOMES, 2008; LUZ, 2000; THEODORO, 1996;. Atrav?s da an?lise dos poemas das tr?s poetas, utilizando como aporte o feminismo negro (BAIRROS, 2014; hooks, 1995; KILOMBA, 2016; THEODORO, 2008), as reflex?es liter?rias de autoria negra e os saberes de matriz-africana, demonstrar-se-? de que forma as po?ticas jogam com esses saberes e os transformam em poesia.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-05-14T20:06:15Z No. of bitstreams: 1 ELLEN_Dissertacao_2018_ENTREGA.pdf: 889432 bytes, checksum: 589e186b509ef6cd7f264e2e915082ca (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-16T12:09:27Z (GMT) No. of bitstreams: 1 ELLEN_Dissertacao_2018_ENTREGA.pdf: 889432 bytes, checksum: 589e186b509ef6cd7f264e2e915082ca (MD5) / Made available in DSpace on 2018-05-16T12:15:31Z (GMT). No. of bitstreams: 1 ELLEN_Dissertacao_2018_ENTREGA.pdf: 889432 bytes, checksum: 589e186b509ef6cd7f264e2e915082ca (MD5) Previous issue date: 2018-03-28 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Reading involves multiple interdependent processes and, according to the dual route model, this is basically achieved through two routes, the phonological route (normally used to read new words or pseudowords) and the lexical route (for reading familiar and irregular words). Reading in the mother tongue (L1) requires explicit instruction and it is a great challenge. By learning a second language (L2), new elements (phonological, orthographic and semantic, among others) are introduced into reading, requiring the speaker to choose between two written codes each time one has to read. Moreover, during this process of choice, more characteristic reading strategies of one language may interfere with the reading strategy of the other. Research indicates that, just as in the case of monolingual subjects, several factors influence the reading strategy used by bilingual subjects, the orthographic depth of the language and the reader's proficiency being the key elements. This study aims at identifying how these factors influence the strategy of reading in late bilinguals (beginners or proficient), native speakers of Brazilian Portuguese with English as a second language. In order to do this, accuracy and the latencies required to word and nonword reading in both L1 and L2 were measured. Among the main results we found that the most proficient group (MaP) had a shorter reading time in the words and pseudowords of PB than the less proficient group (MeP), suggesting an interference of L2 (more opaque) in L1 (more transparent) and a larger use of the lexical route in L1. In addition, the study revealed that in the MeP group there was no difference between the time of reading of words and pseudowords in English, suggesting a predominance of the use of the phonological route in the reading of L2 (more opaque). Such findings are important to reinforce that the choice of reading strategies and the use of routes are susceptible to multiple factors, which act together and interrelated. / A leitura envolve m?ltiplos processos interdependentes e, segundo o modelo de dupla rota, tal habilidade se d? basicamente por duas vias, a fonol?gica (normalmente utilizada para a leitura de palavras novas ou pseudopalavras) e a lexical (utilizada para palavras familiares e irregulares). Ler na l?ngua materna (L1) requer um aprendizado sistem?tico e ? um grande desafio. Ao aprender uma segunda l?ngua (L2), novos elementos (fonol?gicos, ortogr?ficos e sem?nticos dentre outros) s?o introduzidos na leitura, exigindo que o falante escolha entre dois c?digos escritos a cada vez que ? preciso ler. Al?m disso, durante esse processo de escolha, estrat?gias de leitura mais caracter?sticas de uma l?ngua podem influenciar na estrat?gia de leitura da outra. Pesquisas indicam que diversos fatores influenciam a escolha da rota de leitura, sendo a profundidade ortogr?fica da l?ngua e a profici?ncia do leitor os principais. Assim, este estudo tem como objetivo identificar de que forma esses fatores influenciam a escolha da rota de leitura por bil?ngues sucessivos (mais ou menos proficientes) falantes nativos do Portugu?s Brasileiro (PB) tendo o Ingl?s como L2. Para isso, foram medidas a acur?cia e o tempo de leitura de palavras e pseudopalavras tanto na L1 como na L2. Dentre os principais resultados encontrados, destacamos que o grupo mais proficiente (MaP) teve um menor tempo de leitura nas palavras e pseudopalavras do PB do que o grupo menos proficiente (MeP), sugerindo uma influ?ncia da L2 (mais opaca) na L1 (mais transparente) e uma utiliza??o maior da rota lexical na L1. Al?m disso, o estudo revelou que no grupo MeP n?o houve diferen?a entre o tempo de leitura de palavras e pseudopalavras no Ingl?s, sugerindo uma predomin?ncia do uso da rota fonol?gica na leitura da L2 (mais opaca). Tais achados s?o importantes para refor?ar que a escolha das estrat?gias de leitura e o uso das rotas s?o suscet?veis a m?ltiplos fatores, que atuam de forma conjunta e interrelacionada.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-05-24T17:31:56Z No. of bitstreams: 1 Disserta??o_Luci?le Bernardi de Souza.pdf: 984978 bytes, checksum: ed3104c7b0669182e23618ef2860bf94 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-04T14:28:31Z (GMT) No. of bitstreams: 1 Disserta??o_Luci?le Bernardi de Souza.pdf: 984978 bytes, checksum: ed3104c7b0669182e23618ef2860bf94 (MD5) / Made available in DSpace on 2018-06-04T14:37:24Z (GMT). No. of bitstreams: 1 Disserta??o_Luci?le Bernardi de Souza.pdf: 984978 bytes, checksum: ed3104c7b0669182e23618ef2860bf94 (MD5) Previous issue date: 2018-01-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Through a fabuloustic tour in search of the realities present in Daniel Pellizzari's O livro das cousas que acontecem (2003), I find out the grotesque. Always present, but not always visible, the grotesque is materialized in the fictional reality, but also in the actions and habits of the contemporary subject. We walk together for three chapters, in which there are reflections on Realism, fable and parody, to know how are constructed the grotesque aesthetics of the solid grottos that hide the realities of the work. Stating the recurrent presence of this aesthetics, not only in the literature, but in the cinema and the plastic arts, this reflection becomes essential on days where the "grotesque" is used for arguing for censorship of art. Furthermore, thinking about sensations, actions and feelings that comes to light through such aesthetic manifestation and its multiple unfoldings is also a way of knowing ourselves and the other. / Atrav?s de um passeio fabul?stico em busca das realidades presentes na obra O livro das cousas que acontecem, de Daniel Pellizzari (2003), descubro o grotesco. Sempre presente, mas nem sempre vis?vel, o grotesco ? materializado na realidade ficcional, mas tamb?m nas a??es e h?bitos do sujeito contempor?neo. Caminhamos juntos por tr?s cap?tulos, nos quais h? reflex?es sobre o Realismo, a f?bula e a par?dia, para conhecer de que maneira ? constru?da a est?tica grotesca das s?lidas grutas que escondem as realidades da/na obra. Pela constata??o da recorrente presen?a desta est?tica, n?o s? na literatura, mas no cinema e nas artes pl?sticas, esta reflex?o torna-se essencial em dias nos quais o ?grotesco? ? usado para argumentar em prol da censura da arte. Al?m disso, pensar sobre sensa??es, a??es e sentimentos que vem ? tona via tal manifesta??o est?tica e seus desdobramentos m?ltiplos, tamb?m ? uma forma de conhecermos a n?s mesmos e ao outro.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-06-05T19:13:15Z No. of bitstreams: 1 Tese_Jonas.pdf: 2366404 bytes, checksum: f7dead1d5f51b6f94f71d20c9d2bc769 (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-12T13:37:44Z (GMT) No. of bitstreams: 1 Tese_Jonas.pdf: 2366404 bytes, checksum: f7dead1d5f51b6f94f71d20c9d2bc769 (MD5) / Made available in DSpace on 2018-06-12T13:48:38Z (GMT). No. of bitstreams: 1 Tese_Jonas.pdf: 2366404 bytes, checksum: f7dead1d5f51b6f94f71d20c9d2bc769 (MD5) Previous issue date: 2018-03-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This thesis connects the concepts of consciousness and relevance, applying them to the study of the dialogue between teacher and student undertaken on the classroom. The main goal consists in to approach the dialogical interaction on teaching-learning situations, considering the roles of teacher and student, aiming to propose a theoretical-practical contribution to the linguistic-pedagogical concepts which underlie such situations, by means of a psycholinguistic interface. This work is mainly based on the concepts of consciousness and linguistic consciousness (BAARS, 1997; DEHAENE, 2009; GOMBERT, 1992), relevance (SPERBER; WILSON, 1986; 1995; 2005; derived from GRICE, 1975), educational dialogue (WALTON, 2012) and mediation (VYGOTSKY, 1991; 1993), by means of a psycholinguistic interface of such concepts, considering the other areas and subareas involved, based, also, on interdisciplinary perspectivism from interdisciplinarity (COSTA, 2007). Cognitive and communicative characteristics from the dialogue are investigated, under language processing?s prism, proposing, towards the theoretical imbrication between Linguistics and Psychology, based, respectively, on the pragmatic notion of relevance and the psychologic-cognitive notion of consciousness, the interdisciplinary constitution of a specific kind of dialogue geared onto learning situations. In such dialogue, the teacher assumes a manager position concerning the interaction by using its metacognitive capacity to focalize its attention on characteristics regarding the processes of language comprehension and production, looking to its maximum relevance and, therefore, optimizing the knowledge?s production mediation. From a metacognitive analysis disposition (MAD) concerning the language, the agent turns out to be able to communicate in a conscient manner, which constitutes what we name as ?Conscient Pedagogical Dialogue? (CPD). The investigation concerning this kind of dialogue is geared towards two questions, which outline the approached research problem: a) Which linguistic and metalinguistic aspects from pedagogical dialogue may be raised as preponderant to the production of knowledge in formal teaching situations?; and b) How the professor?s consciousness concerning linguistic aspects of the dialogue may be preponderant to the knowledge?s production mediation?. Considering this research problem, this work contributions are placed, on a theoretical field, whereas interdisciplinary conceptual innovations, as MAD and CPD, and, on a practical field, whereas the proposal?s application potential by means of CPD?s exemplification processing and Consciousness Self-Application Quiz?s constitution, looking into teacher training. This study?s main conclusion regards the proposition?s potential contribution into the professor?s role as a conscient manager of teaching with a view to the learning?s potentialization by means of the dialogue. / Esta tese relaciona os conceitos de consci?ncia e de relev?ncia, aplicando-os ao estudo do di?logo empreendido em sala de aula entre professor e aluno. O objetivo geral ? abordar a intera??o dial?gica em situa??es de ensino-aprendizagem, considerando as fun??es do professor e do estudante, visando a uma proposta de contribui??o te?rico-pr?tica para os conceitos lingu?stico-pedag?gicos que subjazem a tais situa??es, a partir de uma interface psicolingu?stica. O trabalho se fundamenta principalmente nos conceitos de consci?ncia e consci?ncia lingu?stica (BAARS, 1997; DEHAENE, 2009; GOMBERT, 1992), relev?ncia (SPERBER; WILSON, 1986; 1995; 2005; derivada de GRICE, 1975), di?logo educacional (WALTON, 2012) e media??o (VYGOSTSKY, 1991; 1993), em uma interface psicolingu?stica desses conceitos, considerando as demais ?reas e sub?reas envolvidas, e baseando-se na vis?o de interdisciplinaridade por meio da intradisciplinaridade (COSTA, 2007). S?o estudadas caracter?sticas cognitivas e comunicacionais do di?logo, sob o prisma do processamento da linguagem, propondo, a partir da imbrica??o te?rica entre Lingu?stica e Psicologia, com base, respectivamente, na no??o pragm?tica de relev?ncia e na no??o psicol?gico-cognitiva de consci?ncia, a constitui??o interdisciplinar de um tipo de di?logo espec?fico das situa??es de aprendizagem. Nesse di?logo, o professor assume a posi??o de gestor da intera??o ao utilizar-se da capacidade de metacogni??o para focalizar sua aten??o a caracter?sticas dos pr?prios processos de compreens?o e produ??o de linguagem, visando a sua m?xima relev?ncia e, por conseguinte, otimizando a media??o da produ??o de conhecimento. A partir de uma disposi??o metacognitiva de an?lise (DMA) da pr?pria linguagem, ele ? capaz de comunicar-se de forma consciente, constituindo o que denominamos ?Di?logo Pedag?gico Consciente? (DPC). O estudo desse tipo de di?logo est? norteado por duas quest?es, que delineam o problema de pesquisa abordado: a) Quais aspectos lingu?sticos e metalingu?sticos do di?logo pedag?gico podem ser levantados como preponderantes para a produ??o de conhecimento em situa??o formal de ensino?; e b) Como a consci?ncia do professor sobre os aspectos lingu?sticos do di?logo pode ser preponderante para a media??o na produ??o de conhecimento?. Tendo em vista esse problema de pesquisa, as contribui??es do trabalho se d?o, no ?mbito te?rico, considerando inova??es conceituais interdisciplinares, como a DMA e o pr?prio DPC, e, no ?mbito pr?tico, considerando o potencial de aplica??o da proposta por meio da exemplifica??o do processamento do DPC e por meio da constitui??o de um Question?rio Autoaplic?vel de Consci?ncia, visando ? forma??o docente. A principal conclus?o do estudo diz respeito ao potencial de contribui??o da proposta para uma defini??o do papel sociopedag?gico do professor como mediador consciente da situa??o de aprendizagem, com vistas ? potencializa??o da aprendizagem por meio do di?logo.

Submitted by PPG Letras (letraspg@pucrs.br) on 2018-06-08T20:12:34Z No. of bitstreams: 1 Disserta??o_Valdomiro Santos Martins.pdf: 673185 bytes, checksum: 54f739bfd4a435b5e6cf63bd71a5e58a (MD5) / Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2018-06-14T17:31:33Z (GMT) No. of bitstreams: 1 Disserta??o_Valdomiro Santos Martins.pdf: 673185 bytes, checksum: 54f739bfd4a435b5e6cf63bd71a5e58a (MD5) / Made available in DSpace on 2018-06-14T17:42:20Z (GMT). No. of bitstreams: 1 Disserta??o_Valdomiro Santos Martins.pdf: 673185 bytes, checksum: 54f739bfd4a435b5e6cf63bd71a5e58a (MD5) Previous issue date: 2018-01-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This dissertation, "The Duke of Senzala", consists of a literary work (novel), followed by a theoretical essay on reflections between the dialogue of Literature and History and the process of creation of the author, which addresses the following aspects: goals from historical fiction, from historical research to fiction, narrator and voice, from past figures to fictional character, narrative focus and plot. / Esta disserta??o, ?O duque da senzala?, ? constitu?da por uma obra liter?ria (novela), seguida por um ensaio te?rico sobre reflex?es entre o di?logo de Literatura e Hist?ria e o processo de cria??o do autor, em que aborda os seguintes aspectos: dos objetivos da fic??o hist?rica, da pesquisa hist?rica ? fic??o, narrador e a voz, de vultos do passado ? personagem de fic??o, foco narrativo e enredo.