(in English): This diploma thesis Translations of Ukrainian literature into Czech 1989-2014 is devoted to the analysis of the development of the Czech-Ukrainian translation process after 1989. The basic objectives of the thesis are to prepare a complete bibliographic list of translations of Ukrainian literature into Czech in the period 1989-2014 based on various sources of information (books, magazines, internet portals), to record the authentic experience of the new generation of translators and to establish the basis for Ukrainian translatology. The introductory chapter is devoted to the history of Czech-Ukrainian literary relations, which are the basis for their development at present. The main part is the research of a modern translation process, which contains a list of translations, analysis of motivation of translators, publishing strategies of the publishing houses and the reception of Ukrainian literature in the Czech Republic. Greater attention is devoted to the publication of translations of Ukrainian literature in journals. Key words (in English): Ukrainian Literature, translation, Czech-Ukrainian literature relations, translation studies, translations of published books, translations published in journals, translations published on the Internet, reception of translation.

This thesis explores the transmission and reception of Benjamin of Tudela’s Book of Travels, a twelfth-century Hebrew travel narrative. Scholarship of the Book of Travels is fragmentary, descriptive and largely focused on what the narrative can tell scholars about the twelfth-century Jewish and non-Jewish worlds. This study presents a methodological shift away from an intra-textual examination of the text by seeking to answer how the text has been transmitted, how successive copiers and printers have changed the text, and how readers interpreted and used the text between the twelfth and seventeenth centuries. It begins with an outline of the extant manuscripts through a codicological examination and textual comparison. Based on a close reading of the manuscripts, it illustrates how the Book of Travels has survived in four separate textual witnesses. This study, however, highlights the centrality of the Jerusalem manuscript, which carried the transmission of the Book of Travels from manuscript into print. Whilst scholars have argued that the text has been edited and redacted, this thesis offers a more nuanced argument for scribal intervention as copyists, and later printers, altered the text through error and deliberate omissions and additions. Consequently, there is no single transmission of the Book of Travels. Although the core of the text remained unchanged, readers would have encountered different texts through the lens of copyists and printers. The second half of the thesis addresses the medieval and early modern reception of the Book of Travels. It argues that the narrative was used in a variety of contexts, from polemics, to biblical geography and history by medieval Jewish scholars. The early modern reception, discussed more broadly, indicates that the printed Hebrew editions of 1543 and 1556 were read by an Sephardic audience for the purposes of connecting to their Iberian heritage, with an additional layer of interpretation which linked the text to the hope for redemption and the coming of the Messiah. As the text becomes introduced to Christian readers in both Hebrew and Latin, the Book of Travels was initially understood and used in a similar manner. The 1583 Hebrew edition and first Latin translation of 1575 also applied the text to history and biblical geography. This study thus illuminates the continuity in the way in which the Book of Travels was understood – as an eye-witness and authoritative source which found contemporary resonance with later readers. The second Latin translation of 1633 represents an evolution in the way in which the Book of Travels was interpreted, as the text was now engaged polemically to attack the Jews. This study also investigates the censorship of the Book of Travels. It analyses not just the text which has been excised through self-censorship, and the prohibition and expurgations proscribed by both the Italian and Spanish Inquisitions, but also how this impacted the transmission and reception of the narrative. It is shown that whilst Inquisitorial censorship was seemingly systematic, it was unevenly applied and did not impact on the Book of Travels’ transmission. This thesis is ultimately a pioneering study of the afterlives of a Hebrew travel narrative which enjoyed a rich manuscript and printed tradition. In attracting both Jewish and Christian readers alike, the Book of Travels endured and continued to find relevance amongst audiences. As a result of its versatility the Book of Travels achieved a prominent position within the Jewish and Christian worlds crossing cultural and religious divides between the twelfth and seventeenth centuries.

The thesis deals with the author's personality and the novels of Miloš Urban. The aim was to map their existing reception, especially with regard to the development and reflection of author's style and appearance of the narrator. With respect that this is the current author and his work is not yet reflected in a separate monographic material consisted the thesis primarily of review works, both published in the literature review journals and those published by the daily press. Work focused on confrontation the perspective of the reviewers and my own critical reading of the author's novels.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-10T12:54:48Z No. of bitstreams: 1 Meire Lisboa Santos Goncalves.pdf: 6487994 bytes, checksum: 4bc0ee19b5eae256614be63182acf5a5 (MD5) / Made available in DSpace on 2017-10-10T12:54:48Z (GMT). No. of bitstreams: 1 Meire Lisboa Santos Goncalves.pdf: 6487994 bytes, checksum: 4bc0ee19b5eae256614be63182acf5a5 (MD5) Previous issue date: 2011-09-05 / Analysis of the translation in Portuguese (Brazil) of the children's story "The Giving Tree" by Shel Silverstein, American original, Harper Collins, published in 1964. A Portuguese translation was made by Fernando Sabino, published by Cosac Naify in 2006 with the title "A árvore generosa." The comparison between original and translation will be done from the parameters of children’s reception given by the relevance of their language development. The comparative analysis between original and translation will be performed from the parameters of the children’s reception. It will be described the methodology and procedures for passage of the source language to target language, considering the theoretical Darbelnet and Vinay (2004), Nida (2001/2004), Catford (1980) and Newmark (2001). It will also be mentioned reflections of other theorists such as Goethe, Benjamin, and Derrida. / Análise da tradução em Língua Portuguesa (Brasil) da história infantil “The giving tree”, de Shel Silverstein, original estadunidense, editora Harper Collins, do ano de 1964. A tradução em português foi feita por Fernando Sabino, publicada pela Cosac Naify em 2006, com o título de “A árvore generosa”. O estudo comparativo entre original e tradução será realizado a partir dos parâmetros da recepção infantil dada a relevância do desenvolvimento da linguagem na criança. A análise comparativa entre original e tradução será realizada a partir dos parâmetros da recepção infantil. Serão descritos a metodologia e os procedimentos de passagem da língua de partida para a língua de chegada considerando os teóricos Vinay e Darbelnet (2004), Nida (2001/ 2004), Catford (1980) e Newmark (2001). Serão também mencionadas reflexões de outros teóricos como Goethe, Benjamim e Derrida.

In this dissertation literature discussions which include students of Vehicle Engineering at a Swedish upper secondary school will be discussed. The students are all boys. The study is focused on these boys’ small-group literature discussions, and the aim of the study is to describe what happens when they discuss four of the novels that form an integral part in the context of their Swedish studies. Principal fields of interest are the readings and the reception that the boys give utterance to in the literature discussions, as well as the identity-constructing processes which set in when they interact in the light of what they have read. The empirical material consists of eleven video recorded small-group discussions, and a conversational analytic perspective is combined with a reception theory perspective in the dissertation. The study shows that a sense of community is vital to the core of the boys’ literature discussions, and this has an influence on the reception and the readings that come up in the discussions. The boys are anxious to come to an agreement and voices which threaten to shatter the sense of community that has been constructed in the discussions are opposed in different ways. The literature discussions are not only arenas where the boys construct themselves as readers but are also considered as a forum where various identity-constructing practices take place. As readers these boys are bound to what can be read, and what cannot be read, in literary texts, but it is possible to see a certain development in their readings towards a more complex attitude, such as they find expression in the discussions. The boys also carry out the literature discussions, and the constructed sense of community is based on the reading of the novel to be discussed in a small-group discussion. Thus the boys take on the responsibility for their own learning as well. Many of the processes in which the boys are involved during the literature discussions could be described as processes of social reproduction, but various dividing lines which could be identified in the study also show that there are openings for other directions of the discussions.

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Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-06-14T19:33:34Z No. of bitstreams: 1 Carlos Eduardo.pdf: 931719 bytes, checksum: c8685a26426d27f1d8bac31a50d52878 (MD5) / Made available in DSpace on 2017-06-14T19:33:34Z (GMT). No. of bitstreams: 1 Carlos Eduardo.pdf: 931719 bytes, checksum: c8685a26426d27f1d8bac31a50d52878 (MD5) Previous issue date: 2017-03-21 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The research that follows seeks to present a mapping of a tradition developed over many centuries in the apocalyptic writings of Christianity: The accounts of travel description to the Other-World, more specifically, to Hell. Initially we tried to draw a line starting from the origins of this tradition, in classical Greek texts, through the Jewish Apocalypse of the Second Temple, through Primitive Christianity and making references to some works of the Middle Ages, in order to demonstrate, once more, that the importance of the theme made him gain breath in this period too. We highlight some important concepts such as the apocalyptic genre and some striking features of the reports of journeys of hell. We define some theoretical bases that are relevant to all research, such as the importance they have for a significant study of the formation of the religious imaginary of Primitive Christianity, from sources such as apocryphal writings. In a second moment, we turn to the analysis of one of the primitive sources in which, in the second century of Christianity, reports of a description of Hell appeared in a guided journey in which condemned sinners and their feathers were described: The Apocryphal Acts of the Apostle Philip. Finally, we analyze two contemporary sources in which, we argue, there was reception of the theme of the journeys to Hell and in which are laid common characteristics in relation to continuity and rupture with the oldest writings, revealing the importance of the theme for crossing centuries of history of the Christianity, being assumed, reread and re-signified by the most diverse readers to the present day. / A seguinte pesquisa busca apresentar um mapeamento de uma tradição desenvolvida ao longo de muitos séculos nos escritos apocalípticos do Cristianismo: Os relatos de descrição de viagens ao Além-Mundo, mais especificamente, ao Inferno. Inicialmente procuramos traçar uma linha que se iniciasse nas origens dessa tradição, em textos clássicos gregos, passando pela Apocalíptica Judaica do Segundo Templo, pelo Cristianismo Primitivo e fazendo referências a algumas obras da Idade Média, a fim de demonstrar, mais uma vez, a importância do tema e como o mesmo ganha fôlego também nesse período. Destacamos alguns conceitos importantes como o de gênero apocalíptico e algumas características marcantes dos relatos de viagens ao inferno. Definimos algumas bases teóricas relevantes a toda a pesquisa, como por exemplo, a importância que têm, para um estudo significativo da formação do imaginário religioso do Cristianismo Primitivo, de fontes como os escritos apócrifos. Num segundo momento, passamos à análise de uma das fontes primitivas na qual, já no segundo século do Cristianismo, surgiram relatos de uma descrição do Inferno em uma jornada guiada em que pecadores condenados e suas penas foram descritas: Os Atos Apócrifos do Apóstolo Felipe. Por fim, analisamos duas fontes contemporâneas em que, defendemos, houve recepção do tema das viagens ao Inferno e nas quais estão postas características comuns em relação de continuidade e ruptura com os escritos mais antigos, revelando a importância do tema por atravessar séculos de história do Cristianismo, sendo assumido, relido e ressignificado por leitores, os mais diversos até os dias de hoje.

Seneca’s contribution to the development of Western European theatre and conceptions of theatricality has been underestimated in comparison to that of Greek tragedy. This thesis argues for the continuous importance of Senecan drama in theatrical theory and practice from the sixteenth century until the present day. It examines significant instances of Seneca in performance, and shows how these draw on particular aspects of Seneca’s style and dramaturgical technique to coalesce into a sub-genre of tragedy termed here ‘hypertragedy’ or the ‘senecan aesthetic’. The underlying premise of this representational mode is that verbal (vocal) performance is a physical act and induces physical responses. This entails the consequential inference that Senecan theatre is not mimetic – that is, based on an isomorphic identification of character with performer – but rather affective; like oratory, it functions through direct, quasi-musical manipulation of the auditor’s senses. The goal of this theatrical form is to articulate extreme states of mind or experiences which cannot be conveyed via conventional mimetic means: pain, frenzy, dissolution of the self. In tracing the theories of tragedy which comprise a narrative contrapuntal to the reception of Seneca onstage, it is possible to identify the factors which have successively constructed, promoted, suppressed, reviled and finally reinstated the senecan aesthetic as philhellenism’s other.

<p>This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.</p><p>The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?</p><p>Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.</p><p>The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.</p>

This dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context. The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom? Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching. The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.