The literary lecture is a subgenre of the traditional academic lecture that combines literary and metaliterary analysis, artistic self-fashioning, and public performance. This study considers the literary lectures of five writers as a sampling of a major transformation in this genre in Spain between 1900 and 1926. Ramón del Valle-Inclán, Ramón Gómez de la Serna, José Ortega y Gasset, Federico García Sanchiz, and Federico García Lorca have been chosen for their representation of a range of literary generations, cultural backgrounds, and socio-political beliefs, and for what their innovative practices of lecturing reveal about the mechanics of this reinvented genre. These five case studies demonstrate that the literary lecture is a complex literary genre that exists in a liminal state between the spoken and the written, reality and fiction, and the public persona and the internal self. Furthermore, these changes come at a time when audience composition was beginning to skew heavily toward the rising middle and upper-middle classes, and especially toward women. Ultimately, the transformation of the lecture from 1900-1926 in Spain is seen as the product of the appropriation of a traditionally academic, essay-like genre for both artistic and educational purposes and for satisfying the desires of middle-class consumer culture. Finally, this dissertation explores for the first time the implications of editorial treatments of the lecture: the classificatory anxieties of editors in the passage of the lecture from stage to page, exemplified in the treatment of the lecture as written text in the Obras completas of Federico García Lorca.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T15:02:38Z No. of bitstreams: 1 Nayane Oliveira Ferreira.pdf: 2025087 bytes, checksum: 4856a87eae3fec1d344bab745ad88d6c (MD5) / Made available in DSpace on 2017-04-18T15:02:38Z (GMT). No. of bitstreams: 1 Nayane Oliveira Ferreira.pdf: 2025087 bytes, checksum: 4856a87eae3fec1d344bab745ad88d6c (MD5) Previous issue date: 2017-02-20 / Esta investigación tiene como objeto la práctica de la lectura dialógica en el aula y como objetivo general analizar la experiencia de la tertulia literaria como un espacio para la promoción de la lectura dialógica en clase. Tuvo como objetivos específicos evaluar la práctica de la lectura dialógica durante las clases de lengua portuguesa de un 7º año de la enseñanza fundamental, verificar la posibilidad de trabajo con la literatura clásica a partir de la lectura dialógica y analizar los saberes que son accionados en la realización de esta lectura. Se buscó incluso responder a algunas cuestiones, de entre ellas: ¿qué saberes son accionados para realizar la lectura de los clásicos en la tertulia literaria dialógica? ¿Es posible leer en la escuela? ¿En una clase con alumnos que todavía leen con mucha dificultad, sería la lectura dialógica una posibilidad de lectura? ¿Hay espacio para la lectura de la literatura clásica en clase regular a partir de la lectura dialógica? ¿A los alumnos no les interesa la lectura o la lectura hecha en la escuela nos es capaz de despertarles el interés? El universo de la investigación fue una escuela estadual ubicada en la periferia de la zona sur de São Paulo y sus sujetos fueron 36 alumnos con edades entre doce y quince años. La investigación se analizó a lo largo de los 16 encuentros, en los cuales los alumnos podrían relacionar las obras leídas a sus vidas y prácticas, incluso evaluar lo que estaban viviendo, y como procedimiento de colecta de dados se utilizó la grabación de audios de los encuentros y registros escritos por los propios alumnos. Como referencial teórico se utilizó principalmente Freire (1994, 1996, 2006, 2015), Lerner (2006), Petit (2010, 2013), Manguel (2002), Girotto y Mello (2012), Candido (2004), Machado (2002), Calvino (2007) y Dubet (1994, 2003). Los resultados mostraron transformaciones significativas en los sujetos, una vez que se sintieron más confinantes para hablar y reivindicar sus derechos, principalmente el derecho a una educación de calidad y humanizada. / This research object is the practice of dialogic reading in the classroom and its general aim is to analyze the experience of literary lecture as a space for the promotion of dialogic reading in the classroom. The specific purposes of this study were: to evaluate the practice of dialogical literary discussion during the Portuguese language classes for the 7th grade of elementary school; to verify the possibility of working with the classical literature from the dialogic reading and; to analyze the knowledge that is triggered in the accomplishment of this reading. As part of these purposes, it was also attempted to answer some questions, such as: What kind of knowledge is activated to carry out the reading of the classics in the dialogical literary lecture? Is it possible to read at school? In a classroom where students still read with a large difficulty, would the dialogic reading be a tool for reading? Is there room for reading the classic literature in the usual classroom from the dialogic reading? Aren’t the students interested in reading or does not the fact of reading at school get their interests? The research universe took place in a state school located in the outskirts of the south zone of São Paulo and its subjects were 36 students aged between twelve and fifteen years old. The research was conducted during the 16 meetings, in which the students could relate the works read with their lives and practices, as well as evaluate what they were experiencing, and used as a procedure for data collection the recording audios of the meetings and the written registers by students themselves. This work was based on Freire (1994, 1996, 2006, 2015), Petit (2010, 2013), Manguel (2002), Girotto e Mello (2012), Candido (2004), Machado (2002), Calvino (2007) and Dubet (1994, 2003). The results demonstrated significant transformations in the subjects, since they felt more confident to speak and claim their rights, mainly the right to a quality and more humanized education. / Esta pesquisa tem como objeto a prática da leitura dialógica em sala de aula e como objetivo geral analisar a experiência da tertúlia literária como um espaço para a promoção da leitura dialógica em sala de aula. Teve como objetivos específicos avaliar a prática da tertúlia literária dialógica durante as aulas de língua portuguesa de um 7º ano do ensino fundamental, verificar a possibilidade de trabalho com a literatura clássica a partir da leitura dialógica e analisar os saberes que são acionados na realização desta leitura. Buscou-se também responder a algumas questões, entre elas: Que saberes são acionados para realizar a leitura dos clássicos na tertúlia literária dialógica? É possível ler na escola? Numa sala de aula com alunos que ainda leem com muita dificuldade, seria a leitura dialógica uma possibilidade de leitura? Há espaço para a leitura da literatura clássica na sala de aula regular a partir da leitura dialógica? Os alunos não se interessam pela leitura ou a leitura feita na escola é que não é capaz de despertar-lhes o interesse? O universo da pesquisa foi uma escola estadual localizada na periferia da zona sul de São Paulo e seus sujeitos foram 36 alunos com idades entre doze e quinze anos. A pesquisa foi sendo analisada ao longo dos 16 encontros, nos quais os alunos podiam relacionar as obras lidas com suas vidas e práticas, assim como avaliar o que estavam vivenciando, e utilizou como procedimento para coleta de dados a gravação de áudios dos encontros e registros escritos pelos próprios alunos. Como referencial teórico, utilizou-se principalmente Freire (1994, 1996, 2006, 2015), Lerner (2006), Petit (2010, 2013), Manguel (2002), Girotto e Mello (2012), Candido (2004), Machado (2002), Calvino (2007) e Dubet (1994, 2003). Os resultados mostraram transformações significativas nos sujeitos, uma vez que se sentiram mais confiantes para falar e reivindicar seus direitos, principalmente o direito a uma educação de qualidade e humanizada.