Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Scott Romine; submitted to the Dept. of English. Includes bibliographical references (p. 203-214).

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-04T15:49:05Z No. of bitstreams: 1 PDF - Benedito Olinto da Silva.pdf: 23860914 bytes, checksum: 7fb9324f237ec911231d2c2cc9100a0a (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-04T18:05:04Z (GMT) No. of bitstreams: 1 PDF - Benedito Olinto da Silva.pdf: 23860914 bytes, checksum: 7fb9324f237ec911231d2c2cc9100a0a (MD5) / Made available in DSpace on 2018-06-04T18:05:05Z (GMT). No. of bitstreams: 1 PDF - Benedito Olinto da Silva.pdf: 23860914 bytes, checksum: 7fb9324f237ec911231d2c2cc9100a0a (MD5) Previous issue date: 2018-02-28 / CAPES / In view of the need to find viable alternatives for teaching and learning the reading and writing of the literary text, in order to train critical readers in elementary education II, this study aims to: (a) discuss the importance of dramatic text in the formation of "Literary readers" at school and (b) propose didactic alternatives that stimulate the productive use of these genres in Portuguese Language classes. In order to base the research, the theoretical reference used brought the contributions of Roubine (2003), Stalloni (2001), D'Onofrio (2001), Magaldi (1998), Piqué (1997), Cabral (1995), Brandão (1990) and Aristotle (1975) on discussions about the dramatic text. For the discussions about the reading and writing of the literary text - interpretation, comprehension and production - the contributions of Cosson (2014), Solé (1998), and Marcuschi (2008) among others. The research was anchored in a qualitative, documentary and action-research perspective. This work resulted in the perception that the dramatic text appears superficially in the Portuguese Language Didactic Book (LDLP), that the reading and the production of the dramatic text in the elementary school brings the students closer to literature, perceiving it as a possibility to reflect on of our reality using theatrical language as a discursive modality. / Diante da necessidade de se buscar alternativas viáveis para o ensino-aprendizagem da leitura e escrita do texto literário, com vista à formação de leitores críticos, no ensino fundamental II, este estudo objetiva: (a) discutir a importância do texto dramático na formação de “leitores literários” na escola e (b) propor alternativas didáticas que estimulem o uso produtivo desses gêneros nas aulas de Língua Portuguesa. Para fundamentar a pesquisa, o referencial teórico utilizado trouxe as contribuições de Roubine (2003), Stalloni (2001), D’Onofrio (2001), Magaldi (1998), Piqué (1997), Cabral (1995), Brandão (1990) e Aristóteles (1975) sobre discussões acerca do texto dramático. Para as discussões acerca da leitura e escrita do texto literário – interpretação, compreensão e produção – buscou-se as contribuições de Cosson (2014), Solé (1998), Marcuschi (2008) entre outros. A pesquisa ancorou-se em uma perspectiva qualitativa, de cunho documental e pesquisa-ação. Resultou-se com esse trabalho a percepção de que o texto dramático aparece superficialmente no Livro Didático de Língua Portuguesa (LDLP), que a leitura e a produção do texto dramático no ensino fundamental contribuem para aproximar os alunos da literatura, percebendo-a como possibilidade de refletir acerca de nossa realidade utilizando a linguagem teatral como modalidade discursiva.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-12T11:31:02Z No. of bitstreams: 1 Patrícia Cardoso Soares.pdf: 1822957 bytes, checksum: 5a375cc616880a486bc2a8a9faeeb636 (MD5) / Made available in DSpace on 2017-12-12T11:31:02Z (GMT). No. of bitstreams: 1 Patrícia Cardoso Soares.pdf: 1822957 bytes, checksum: 5a375cc616880a486bc2a8a9faeeb636 (MD5) Previous issue date: 2017-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This doctoral thesis aimed to analyze how the intentions present in the institutional and pedagogical proposals, related to the implementation of practices to encourage literary reading, through the Programa Nacional Biblioteca da Escola (PNBE) and Pacto Nacional da Alfabetização na Idade Certa (PNAIC) have taken place in the period of literacy (1st to 3rd year), in the Municipal Education Services in the city of Araçatuba / SP, between the years of 2009-2016. The fragile understanding of the relevance of literary reading in the literacy cycle has led to a decrease of the importance given to the programs that propose the encouragement of this kind of reading, depriving the child of the right to aesthetic enjoyment, encouragement for the elevation of his or her level of thought and the development of literary competence, among others variants. This was a qualitative research, with exploratory approach through the analysis of the program’s development from macro to micro level, engaging 39 professionals who were on charge of monitoring and implementing the literary reading programs in Araçatuba-SP. For data collection, it was used the documental analysis, the application of questionnaires and the focus group. The investigation analysis, in the described levels, was made through Policy Cycle Approach in the context of the influence of the internationalization of educational politics. The results show elements that highlight the absence of political commitment from public officials of medium and high rank, in prioritizing the literary reading in the official curriculum, in different contexts; the need of better articulation between macro and micro level processes for analysis, understanding and adequate implementation of the policy, as well as the lack of planning of actions, by the Secretaria Municipal de Educação (SME) of Araçatuba, on what concerns the focus on literary readings / A presente tese de doutoramento teve o objetivo de analisar a forma como as intenções presentes nas propostas institucionais e pedagógicas, em relação à implantação e implementação de práticas de incentivo à leitura literária, por meio do Programa Nacional Biblioteca da Escola (PNBE) e do Pacto Nacional da Alfabetização na Idade Certa (PNAIC), têm se concretizado no período de alfabetização (1º ao 3º Ano), na Rede Municipal de Ensino de Araçatuba/SP, entre os anos de 2009-2016. A compreensão frágil sobre a relevância da leitura literária no ciclo alfabetizador tem provocado a secundarização dos programas que propõem o incentivo a essa leitura, privando a criança do direito à fruição estética, do incentivo à elevação do pensamento, ao desenvolvimento da competência literária, entre outras variantes. A pesquisa foi de natureza qualitativa, com abordagem exploratória, analisando o percurso dos Programas, do nível macro ao micro, envolvendo 39 profissionais responsáveis pelo acompanhamento e implementação dos programas de leitura literária no município em questão. Para a coleta de dados, utilizaram-se a análise documental, a aplicação de questionários e o desenvolvimento de grupo focal. A análise da investigação, nos níveis descritos, foi feita a partir da Abordagem do Ciclo de Políticas (Policy Cycle Approach), contextualizando-a no âmbito das influências da internacionalização das políticas educacionais. Os resultados forneceram elementos que evidenciam ausência de compromisso político de gestores públicos, na priorização da leitura literária no currículo oficial, em diferentes contextos; necessidade de maior articulação entre os processos de nível macro e micro para análise, compreensão e implementação adequada da política, além da falta de planejamento de ações, pela Secretaria Municipal de Educação (SME) de Araçatuba, voltadas à leitura literária

Charles Bukowski devoted his writing career to turning his own life into poetry and prose. In poems and stories about his experiences as one of the working poor in post war America, and in those depicting his experiences as a writer of the American underground, Bukowski represents himself as both a literary and social outsider. Bukowski expresses an alternative literary aesthetic through his fictional persona, Henry Chinaski, who struggles to overcome his suffering in a world he finds absurd, and who embarks on a quest for freedom in his youth to which he remains committed all his life. This thesis examines Charles Bukowski's autobiographical fiction with a specific emphasis on five novels and one collection of short stories. In the novels, Post Office (1970), Factotum (1975), Women (1978), Ham on Rye (1982) and Hollywood (1989), and in a number of short stories in the collection Hot Water Music (1983), Bukowski explores different periods of Chinaski???s life with a dark humour, revealing links between Chinaski???s struggle with the absurd and those aspects comprising Bukowski???s alternative aesthetic. The thesis focuses on such aspects of Bukowski???s art as the uncommercial nature of his publishing history, his strong emphasis on literary simplicity, the appearance of the grotesque and Bukowski???s obsession with nonconformity, drinking and sex. These aspects illuminate the distinctive nature of Bukowski???s art and its purpose, which is the transformation of an ordinary life into literature. This thesis argues that Bukowski illuminates possibilities that exist for individuals to create an identity for themselves through aesthetic self-expression. The thesis traces the development of Chinaski's non-conformist personality from Ham on Rye, based on Bukowski's youth in Los Angeles during the Depression, to Hollywood, Bukowski's ironic portrayal of Chinaski's brush with the commercial film industry. Through meeting the many challenges he faced throughout his life with defiance, honesty and an irreverent sense of humour, Bukowski invites readers to identify with his alternative world view. The thesis argues this particular aspect of his writing constitutes his most valuable contribution to twentieth century American fiction.

Charles Bukowski devoted his writing career to turning his own life into poetry and prose. In poems and stories about his experiences as one of the working poor in post war America, and in those depicting his experiences as a writer of the American underground, Bukowski represents himself as both a literary and social outsider. Bukowski expresses an alternative literary aesthetic through his fictional persona, Henry Chinaski, who struggles to overcome his suffering in a world he finds absurd, and who embarks on a quest for freedom in his youth to which he remains committed all his life. This thesis examines Charles Bukowski's autobiographical fiction with a specific emphasis on five novels and one collection of short stories. In the novels, Post Office (1970), Factotum (1975), Women (1978), Ham on Rye (1982) and Hollywood (1989), and in a number of short stories in the collection Hot Water Music (1983), Bukowski explores different periods of Chinaski???s life with a dark humour, revealing links between Chinaski???s struggle with the absurd and those aspects comprising Bukowski???s alternative aesthetic. The thesis focuses on such aspects of Bukowski???s art as the uncommercial nature of his publishing history, his strong emphasis on literary simplicity, the appearance of the grotesque and Bukowski???s obsession with nonconformity, drinking and sex. These aspects illuminate the distinctive nature of Bukowski???s art and its purpose, which is the transformation of an ordinary life into literature. This thesis argues that Bukowski illuminates possibilities that exist for individuals to create an identity for themselves through aesthetic self-expression. The thesis traces the development of Chinaski's non-conformist personality from Ham on Rye, based on Bukowski's youth in Los Angeles during the Depression, to Hollywood, Bukowski's ironic portrayal of Chinaski's brush with the commercial film industry. Through meeting the many challenges he faced throughout his life with defiance, honesty and an irreverent sense of humour, Bukowski invites readers to identify with his alternative world view. The thesis argues this particular aspect of his writing constitutes his most valuable contribution to twentieth century American fiction.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2017-12-29T13:20:42Z No. of bitstreams: 1 FRANCERLY MOREIRA BARREIRO DE ARAÚJO - DISSERTAÇÃO PROFLETRAS 2015.pdf: 1801473 bytes, checksum: a60045d4911f5b8c25551074e55efdf4 (MD5) / Made available in DSpace on 2017-12-29T13:20:42Z (GMT). No. of bitstreams: 1 FRANCERLY MOREIRA BARREIRO DE ARAÚJO - DISSERTAÇÃO PROFLETRAS 2015.pdf: 1801473 bytes, checksum: a60045d4911f5b8c25551074e55efdf4 (MD5) Previous issue date: 2015-08-24 / O encontro do aluno com a literatura deve contribuir para torná-lo um leitor mais ativo, fazendo-o refletir sobre assuntos relevantes para o desenvolvimento de sua formação leitora, a partir de análises da linguagem plurissignificativa e da busca de sentido para o que leu. Assim, este trabalho tem como objetivo geral contribuir com a promoção do letramento literário através da efetivação de práticas metodológicas organizadas por meio de sequências didáticas, sobretudo porque muitas das atuais práticas têm trazido grandes entraves para a formação de leitores na escola. Os objetivos específicos desta pesquisa visam ampliar o repertório de leitura literária em sala de aula através de propostas metodológicas com gêneros literários; estimular a proficiência da produção escrita de textos literários na escola, bem como, oferecer pressupostos teóricos aos docentes que atuam no ensino fundamental, especificamente, na disciplina de Língua Portuguesa. Para tanto, serão contemplados três pontos básicos: o primeiro se constitui de uma abordagem de como o ensino de literatura foi apresentado ao aluno numa perspectiva histórica, como é e como deveria ser esta aproximação do discente ao texto literário, de modo que os problemas que inviabilizam a formação do leitor sejam amenizados. Estas reflexões estão pautadas nos pressupostos teóricos apontados por Zilberman (2009); Zilberman (2010); Cereja (2005); Compagnon (2012); Filipouski et al (2009); Cândido (1985); Paiva (2003); Sales (2011); Cosson (2011); PCNs (1998); PCNs (2001); Azevedo (2003); Silva (2009), entre outros. O segundo ponto evidencia que a metodologia apresentada neste estudo contribuirá com a prática docente dos professores que irão trabalhar propostas de leitura e produção de textos literários no ensino fundamental II; por se tratar de uma pesquisa bibliográfica está fundamentada em Gil (2002); Cordeiro (1999); Metring (2009) e demais teóricos. O último ponto está organizado por meio de uma proposta metodológica em forma de sequências didáticas desenvolvidas a partir do poema ―Vou-me embora pra Pasárgada‖ (1930) de Manuel Bandeira (1886-1968) e da crônica ―19 de maio de 1888‖ de Machado de Assis (1839-1908). Esta proposta visa promover a discussão sobre a necessidade de elaboração e execução de atividades que privilegiem o despertar do letramento literário no ensino fundamental. / The encounter between student and literature should aim at turning him into an active reader, making him reflect upon subjects that can help his development as an individual and as a reader, through the analysis of a meaningful language and a search for meaning in what he reads. Thus, this paper has as central objective, which is to contribute to the promotion of literary literacy through methodological practices organized in the form of didactic sequences, mainly because many of current practices have brought difficulties to the formation of a proficient reader. Some of other objectives of this research are to widen student‘s literary repertoire in classroom, through methodological proposals with literary genres; to stimulate proficiency in the production of written literary texts at school, as well as to offer students theoretical support, specially concerning the discipline of Portuguese. In order to achieve these goals, three points will be discussed here: the first one will provide a historical overview about the teaching of literature, how is was, how it has been and how it should be, in order to minor the problems that have provide impediment for a better formation of a proficient reader. These discussions are based on the theoretical support of Zilberman (2009); Zilberman (2010); Cereja (2005); Compagnon (2012); Filipouski et al (2009); Cândido (1985); Paiva (2003); Sales (2011); Cosson (2011); PCNs (1998); PCNs (2001); Azevedo (2003); Silva (2009), among others. The second point shows that the methodology used in this study will contribute to a better teaching practice in the elementary stages; since this is a research of bibliographical nature, it is based on Gil (2002); Cordeiro (1999); Metring (2009), among others. The last point is organized in the form of a didactic sequence developed from the poem ―Vou-me embora pra Pasárgada‖ (1930), by Manuel Bandeira (1886-1968) and the chronicle ―19 de maio de 1888‖, by Machado de Assis (1839-1930). This proposal aims at promoting a discussion about the need of elaboration and development of activities that promote literary literacy in the elemental school.

In my earlier work, ‘First steps towards a rhetorical hermeneutics of literary interpretation’ (2006), I argued that academic reading takes the form of an argument between readers. Four serious weaknesses in that account are its elision of the distinction between reading and discourse on reading, its inattention to non-academic reading, its exclusive focus on ‘interpretation’ as if this constituted the whole of reading or of discourse on reading, and its failure to theorise the object of literary reading, ie. the work of literature. The current work aims to address all of these problems, together with those created by certain other approaches to literary reading, with the overall objective of clearing the ground for more empirical studies. It exemplifies its points with examples drawn primarily from non-academic public discourse on literature (newspapers, magazines, and the internet), though also from other sources (such as reading groups and undergraduate literature seminars). It takes a particular (though not an exclusive) interest in two specific instances of non-academic reception: the widespread reception of Salman Rushdie’s novel The Satanic Verses as an attack on Islam, and the minority reception of Peter Jackson’s film trilogy The Lord of the Rings as a narrative of homosexual desire. The first chapter of this dissertation critically surveys the fields of reception study and discourse analysis, and in particular the crossover between them. It finds more productive engagement with the textuality of response in media reception study than in literary reception study. It argues that the application of discourse analysis to reception data serves to problematise, rather than to facilitate, reception study, but it also emphasises the problematic nature of discourse analysis itself. Each of the three subsequent chapters considers a different complex of problems. The first is the literary work, and its relation to its producers and its consumers: Chapter 2 takes the form of a discourse upon the notions of ‘speech act’ and ‘authorial intention’ in relation to literature, carries out an analysis of early public responses to The Satanic Verses, and puts in a word for non-readers by way of a conclusion. The second is the private experience of reading, and its paradoxical status as an object of public representation: Chapter 3 analyses representations of private responses to The Lord of The Rings film trilogy, and concludes with the argument that, though these representations cannot be identical with private responses, they are cannot be extricated from them, either. The third is the impossibility of distinguishing rhetoric from cognition in the telling of stories about reading: Chapter 4 argues that, though anecdotal or autobiographical accounts of reading cannot be taken at face value, they can be taken both as attempts to persuade and as attempts to understand; it concludes with an analysis of a magazine article that tells a number of stories about reading The Satanic Verses – amongst other things. Each of these chapters focuses on non-academic reading as represented in written text, but broadens this focus through consideration of examples drawn from spoken discourse on reading (including in the liminal academic space of the undergraduate classroom). The last chapter mulls over the relationship between reading and discourse of reading, and hesitates over whether to wrap or tear this dissertation’s arguments up.