Η παρούσα διδακτορική διατριβή κινήθηκε γύρω από έναν κεντρικό άξονα: την ιστορία και την κριτική της λογοτεχνίας στα δύο μεγάλα γένη της αρχαίας ελληνικής γραμματείας (επική και λυρική ποίηση). Στόχος της είναι η εξέταση της αρχαίας λογοτεχνικής κριτικής στο αριστοτελικό corpus με βάση το στερεότυπο κείμενο, προκειμένου να μελετηθούν αναλυτικά η λειτουργία, η σπουδαιότητα και τα όριά της. Μπορεί ο Αριστοτέλης να ασκεί αμιγώς λογοτεχνική κριτική στο Περὶ ποιητικῆς, στα κεφ. 1-12 του τρίτου βιβλίου του Περὶ ῥητορικῆς, στα βιβλία Α, α, Λ του Μετὰ τὰ Φυσικὰ και ενίοτε σε κάποια άλλα συγγράμματά του, αλλά η παρούσα εργασία στοχεύει στην περαιτέρω ανάλυση, στο μέτρο του δυνατού, όλων των αναφορών του σε κάποιον επικό ή λυρικό ποιητή και στην εξαγωγή χρήσιμων συμπερασμάτων. Η εργασία διαρθρώνεται σε επτά κεφάλαια, ακολουθούν τα συμπεράσματα (8ο κεφάλαιο), έπεται η βιβλιογραφία (πρωτογενής και δευτερογενής) και δύο ευρετήρια παραθεμάτων (αρχαίων και νεότερων κύριων ονομάτων) που βοηθούν στην ανάγνωσή της. / The present doctoral thesis was motivated by a central axis: the history and the criticism of literature in the two big genres of ancient Greek literature (epic and lyric poetry). The main objective of this dissertation is the examination of ancient literary criticism of the corpus of Aristotle which is based on the stereotyped text, so that the function, the importance and its limits are studied analytically. Aristotle exerts constructive literary criticism in the Poetics, in third book of Rhetoric (chapters 1-12), in the books A, a, L of Metaphysics and occasionally in some of his other works, however, the present approach aims at the further analysis, as much as possible, of all reports on an epic or lyric poet and the inference of useful conclusions. The research is divided into seven chapters, the conclusions (ch. 8), the bibliography (primary and secondary) and two indeces passages (ancient and new principal names) that help the interpretation.

This study defines and applies a theory of tragedy which is based on the work of Friedrich Nietzsche in The Birth of Tragedy. In the first chapter the writer argues for the need of a widely accepted theory of tragedy and show that we do not presently have one. In the same chapter, the writer presents the theory that tragedy is a very specific art type which transcends genre and which is the product of a synthesis of the Dionysiac and Apollonian forces in Western culture. The writer argues that by understanding the philosophical and aesthetic nature of the forces as they are expressed in tragedy we can isolate and define the essential elements of tragedy. Tragedy must have a person of heroic stature as its main protagonist. It must have a specific kind of plot in which a reversal of the hero's experience of the universe occurs. It must have a choric element, which is a combination of two components: communality and lyricism. Finally, tragedy must contain a mythic background which allows for the expression of two themes, the Dionysiac theme and the Apollonian theme.

In June 1917 W.B. Yeats wrote to his father : Much of your thought resembles mine . . but mine is part of a religious system more or less logically worked out, a system which will I hope interest you as a form of poetry. I find the setting it all in order has helped my verse, has given me a new framework and new patterns. (Wade 1954, 627) The new framework and new patterns that he claimed to have found in his system generated a new, and for Yeats, radically different sort of poetry. Before 1919 (The Wild Swans at Coole), the poetry had as its subject various traditional themes: the pity of love; the romance and heroism of Irish mythology; the threat of age, change and death. The poetry up to this point is, formally speaking, highly skillful, but locked into its own admissions of failure to touch or incorporate reality in any but a romantically defeatist way. However, the order which Yeats refers to in his letter, and the system he generated as a propaedeutic to this new order, once assimilated into the habit and texture of the poetry, generated new topics of its own which made those of the earlier work seem subjective, self- indulgent and intellectually uninformed. Yeats's poetry now changed drastically in focus and form, from subjective to objective poetry. Whereas the earlier poetry had opposed reality with romantic heroism or selfdestructive despondency, the poetry subsequent to his change of practice, incorporates a new vision of reality as the intrinsic architechtonics of poetry itself. Now the measure of human and aesthetic completion is no longer an inexplicable and inscrutable sadness, but an intelligent and informed detachment, an energy of mind that Yeats called "gaiety". My thesis explores this energy of mind and what it meant for Yeats and his poetry. My contention is that the idea of gaiety provides a way for Yeats to grant meaning to his life, a way for him to create himself. As the poetry is completed thanks to the new system, so is the poet. In order to see this, it is necessary to read the poems as a series of collections, or stories, that resonate back and forth with meaning and qualification and understanding. Yeats's system is his myth, and he writes his poetry in terms of and informed by that myth, shaping and re-shaping the experience of the created and fictional self until it has meaning in a way that the real self does not. The thesis explores this process of creation firstly in theoretical terms, using Lotman's ideas of Story and Myth, and looking at Yeats's intellectual and poetic inheritance. It goes on to examine some of the great poems in an attempt to define gaiety, and how Yeats achieves it in the poetry, and then to look at the early, pre-system poems to see how they differ. Finally, it takes the last of Yeats's lyric collections, Last Poems, and shows how gaiety works in the most mature poetry when the poems are read as narrative events within a story.

Uma das principais peculiaridades que distinguem o conto de outras formas pertencentes ao gênero épico é o compartilhamento de certas características e procedimentos típicos da Lírica. Reflexões acerca desse hibridismo de gênero podem ser encontradas já na obra crítica de um dos mais ilustres iniciadores do conto moderno, o norte-americano Edgar Allan Poe, cuja priorização do efeito incutido pela narrativa e a preocupação em obter um tom e/ou um acontecimento singular que o transmitam ao leitor de forma contundente submetem o conto a diversas exigências internas que são mais comumente encontradas na Lírica, entre elas: a brevidade e intensidade da narrativa, a condensação tanto linguística quanto temática e uma perspectiva que se atém exclusivamente às próprias imediações. O lirismo na obra de Katherine Mansfield se manifesta principalmente através de meticulosos recortes temáticos que demonstram seu olhar atento aos detalhes mais ínfimos, do emprego de imagens e símbolos significativos e da posição cambiante de um narrador que frequentemente procura fundir sua perspectiva e seu próprio discurso ao das personagens principais. Para tanto, a autora recorre largamente à técnica do discurso indireto livre, que permite ao narrador se apropriar da voz de diversas personagens sem se limitar à perspectiva unitária da narrativa em primeira pessoa, o que confere à sua obra um grau ainda maior de subjetividade e, ao mesmo tempo, uma multiplicidade caleidoscópica dentro dos limites estritos do conto. / One of the main singularities that distinguish the short story from other forms that belong to the Epic genre is the sharing of certain characteristics and procedures with Lyric poetry. Considerations on this genre hybridism can already be found in the critical work of one of the most renowned founders of the modern short story, Edgar Allen Poe, whose priorization of the effect created by the narrative, as well as the aim to obtain a tone and/or a singular episode capable of conveying said effect to the reader, subject the short story to various internal requirements which are more commonly found in Lyric poetry, such as: the brevity and the intensity of the narrative, its linguistic and thematic condensation, and a point of view that focuses exclusively on its own immediacies. The lyrism found in the work of Katherine Mansfield is achieved mostly through a careful selection of theme that reveals her attention to detail, the use of meaningful images and symbols, and the shifting point of view of the narrator, who often attempts to combine his perspective and his speech to those of the main characters. In order to do that, the author frequently employs indirect free speech, which allows the voices of different characters to be incorporated without being limited by the one-sided perspective of a first-person narrator. Her stories are thus enriched by an even higher degree of subjectivity and, at the same time, by a kaleidoscopic diversity within the strict limits of the short story.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-03-01T14:50:26Z No. of bitstreams: 2 Maria_Faria2016.pdf: 3996848 bytes, checksum: bf214d7ae6e87d831d103990f85d0820 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-01T14:50:26Z (GMT). No. of bitstreams: 2 Maria_Faria2016.pdf: 3996848 bytes, checksum: bf214d7ae6e87d831d103990f85d0820 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-11-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / “The writing is free? Contributions of lyric poetry to beyond the bars”: is a research that longs to contribute, through the reading and writing of lyric poetry, to the educational formation of incarcerated students These students study at a State Center of Basic Education for Young people and Adults (Centro Estadual de Educação Básica para Jovens e Adultos – CEEBJA), located in a penitentiary in Paraná. The development of this study is supported by three specific goals: i) to work the concept of literature, lyric poetry and language resources, encouraging the student to read and comprehend poetical texts; ii) to propose pedagogical practices that help the student to write and express himself through the writing of daily life poems; iii) to encourage the student to read and write poems, comprehending the writing activity as a possibility to express himself during the teaching-learning process behind the prison bars. The research was based on theoretical assumptions that point to the humanizing role that literature plays, accordingly to what is proposed by Antonio Candido (1995), giving to the student the opportunity of learning more. That will help him develop a wider perspective of the world. The theoretical support of this work was based on intellectuals such as Michel Foucault (2013), Paulo Freire (2003), Antonio Candido (1995), G. W. Friedrich Hegel (1980), Massaud Moisés (2003), Salvatore D’Onófrio (1995), Cesare Beccaria (2009). And, to support the elaboration of our Proposal of Pedagogical Expansion, we consulted the propositions of the Método Recepcional by Maria da Glória Bordini (1993) and Vera Teixeira Aguiar (1993), combined to the Reception Theory, by Hans Robert Jauss (1994) and Wolfgang Iser (1979). Therefore, this is a bibliographic qualitative research, in which the procedures were developed through a research and action method. As a result of this didactic-pedagogical process, it is possible to notice that the classroom work with lyric poetry can happen in an didactic and spontaneous way, being useful to the humanization and emancipation of the students reached by this practice. / “A escrita é livre? Contribuições da poesia lírica para além das grades”: trata-se de uma pesquisa que busca contribuir, por meio da leitura e escrita de poesia lírica, na formação educacional de alunos encarcerados. Esses alunos estudam em um Centro Estadual de Educação Básica para Jovens e Adultos – CEEBJA, localizado em uma penitenciária no Estado do Paraná. Esse estudo se propôs desenvolver três objetivos específicos: i) trabalhar a concepção de literatura, de poesia lírica e de recursos da linguagem, estimulando o aluno a ler e a compreender o texto poético; ii) propor práticas pedagógicas que auxiliem o aluno a escrever e a se expressar por meio da escrita de poemas do cotidiano; e iii) estimular o aluno a ler e a escrever poemas, compreendendo a escrita como uma forma de expressividade possível no processo de ensino-aprendizagem atrás das grades da prisão. A pesquisa se sustentou em pressupostos teóricos que apontam o papel potencializador e humanizador da literatura, segundo o entendimento de Antonio Candido (1995), trabalhado pelo viés da poesia lírica, que pode ser posta a serviço da educação, oportunizando ao aluno privado de liberdade aprender mais, tanto para si, quanto para a sua vida social. Isso o auxilia a ter uma visão mais ampla de mundo. A base teórica do trabalho foi buscada em pensadores como Michel Foucault (2013), Paulo Freire (2003), Antonio Candido (1995), G. W. Friedrich Hegel (1980), Massaud Moisés (2003), Salvatore D’Onófrio (1995), Cesare Beccaria (2009). E, para embasar a elaboração de nossa Proposta de Aplicação Didática, recorremos às proposições do Método Recepcional de Maria da Glória Bordini (1993) e Vera Teixeira Aguiar (1993), articuladas à Estética da Recepção, concebida por Hans Robert Jauss (1994) e Wolfgang Iser (1979). Trata-se, portanto, de uma pesquisa bibliográfico-qualitativa, cujos procedimentos foram desenvolvidos por meio da pesquisa-ação. Como resultado desse processo didático-pedagógico, percebemos que o trabalho em sala de aula com a poesia lírica pode ocorrer de forma didática e espontânea, servindo para a humanização e a emancipação dos alunos alcançados por essa prática.

O trabalho analisa um conjunto de fragmentos de Safo e Alceu em busca de resquícios da poesia praticada pelos povos indo-europeus. A análise parte da comparação entre aspectos da poesia de ambos autores dentro do contexto mais amplo da poesia de culturas de origem indo-europeia, centrando-se em aspectos de dicção, fórmulas, métrica e uma mitologia comum. Com isso, descobrem-se amplos laços de contato entre a poesia dos autores lésbios com diversas tradições poéticas, tais como a indiana, a iraniana, a irlandesa, a germânica, dentre outras. Além disso, o trabalho toca um pouco em um aspecto correlato, que são as relações entre a poesia lésbia e outras tradições poéticas gregas, especialmente a épica, representada por Homero. Por fim, conclui-se que a poesia lésbia se centra dentro de uma firme tradição indoeuropeia comum a toda a poesia grega, recebida diferentemente por cada um dos dois poetas: de maneira mais conservadora para Alceu, e Safo, em diversos momentos, ressignificando essa tradição, sem contudo se afastar dela. / This work investigates a group of fragments by the Lesbian poets Sappho and Alcaeus in search of relics from the poetry of the ancient Indo-European people. The investigation starts from the comparison between aspects of the poetry of both poets in the wider context of poetry of Indo-European origin, focusing on aspects of diction, formulae, metrics and a common inherited mythology. Numerous links are discussed between the Lesbian poets and several poetic traditions such as Indian, Iranian, Irish, Germanic, among others. Besides, this work touches a correlate point by screening the relations between Lesbian and other Greek poetic traditions, specially epic, as represented by Homer. At last, the conclusion is that Lesbian poetry represents a firm Indo-European poetic tradition, one that is common to all Greek poetry and received differently by each of both poets: more conservatively by Alcaeus, and Sappho, in several moments reshaping this tradition without distancing itself from it.

This dissertation asks how the physiological conception of the mind promoted by scientific, philosophical and cultural forces since the mid-twentieth century has affected poetic accounts of mental experience. For the cohort of poets I identify here—James Merrill, Robert Creeley, A.R. Ammons, John Ashbery, and Jorie Graham—recognition that fallible, biological mechanisms determine the very structure of human subjectivity causes deep anxiety about how we perceive the world, exercise reason, and produce knowledge. These poets feel caught between the brain sciences’ empirical vision of the mind, which holds the appeal of a fresh and credible vocabulary but often appears reductive, and the literary tradition’s overwhelmingly transcendental vision of the mind, which bears intuitive resonance but also appears increasingly naïve. These poets find aesthetic opportunity in confronting the nature of mind: Merrill takes up forgetting as a central subject, making elegant, entropic monuments out of the distortions and perforations of embodied memory; Ammons and Creeley become captivated by the motion of thinking, and use innovative, dynamic forms to emphasize the temporal and spatial impositions of embodiment upon the motions of thought; Ashbery luxuriates in the representational possibilities of distraction as a structural and thematic principle; Graham identifies the anatomical limits of the visual system with our limits of empathetic perspective, conceiving of her poems as prostheses that can enhance our feeble power to imagine other minds. In a host of significatory practices that reimagine lyric subjectivity in physiological terms, these poets’ ambitious and influential oeuvres reveal the convergence of “raw” and “cooked” post-war poetries in a set of fundamental suppositions about our aptitudes as observers, knowers, and interpreters; this convergence exposes the vestiges of the Romantic mind in modernism’s empowered conception of the poetic imagination. Uniquely equipped to explore meaningful correspondences between physiological and literary form, the contemporary lyric defies the novel’s preeminent position in the study of literary consciousness by demonstrating an enterprising talent for philosophical investigation of the experience of mind.

Orientador: Paulo Sergio de Vasconcellos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T16:17:45Z (GMT). No. of bitstreams: 1 Piccolo_AlexandrePrudente_D.pdf: 2779565 bytes, checksum: 0f3f5e04731996d36193d0822473c58d (MD5) Previous issue date: 2015 / Resumo: A partir das Odes de Horácio, esta tese investiga a presença de elementos épicos, sobretudo homéricos, e como o poeta latino os ajusta em sua obra lírica ¿ processo mais bem definido como "modulação." Antes de tratar de algumas odes específicas, um breve panorama pelos textos horacianos destaca diversas alusões às epopeias de Homero. Então, teorias intertextuais ajudam a analisar tanto poemas que aparentemente rejeitam a épica ou outros padrões elevados (como os Carmina 4.15, 4.2, 2.1, 2.12, 1.6 e 3.3), quanto aqueles que incorporam, de modo patente ou latente, diferentes passagens, versos, fórmulas e palavras das epopeias de Homero. Essas odes são agrupadas em três grandes conjuntos: o conflito entre amor e guerra (C 1.15, 1.17, 2.4, 3.7 e 3.20); a passagem pelos infernos (C 2.13 e 2.14); a poesia da memória e da eternidade, disfarçada em poemas laudatórios (C 4.6, 4.8 e 4.9). Como um anexo final, uma tabela apresenta mais de quinhentas referências nas Odes à Ilíada e à Odisseia de Homero, coletadas ao longo da pesquisa / Abstract: Starting from Horace¿s Odes, this dissertation investigates the presence of epic features, mainly Homeric ones, and how the Latin poet adjusts them to his lyric work ¿ a process better defined as `modulation.¿ Before dealing with a selection of odes, a quick survey of Horace¿s texts highlights several allusions to Homer¿s epics. Then, theories of intertextuality help to analyse both poems that apparently refuse an epic or elevated standard (like Carmina 4.15, 4.2, 2.1, 2.12, 1.6, and 3.3), and those that frankly or evasively incorporate different passages, lines, formulas or words from Homer. These odes are divided into three main groups: the conflict of love and war (such as C 1.15, 1.17, 2.4, 3.7, and 3.20); the passage through the underworld (C 2.13 and 2.14); the poetry of memory and eternity, disguised as laudatory poems (C 4.6, 4.8, and 4.9). As a final appendix, a table presents more than five hundred references in the Odes to Homer¿s Iliad and Odyssey, gathered throughout the research / Doutorado / Linguistica / Doutor em Linguística

<p>  </p> <p>This thesis is a book length collection of poetry. Divided into four sections, the book explores longing, distance, and often reckons with absence, as the poems attempt to overcome absence to achieve connection. Each of the first three sections seek to reach connection in their own distinct ways: the first through engaging the natural world, the second through exploring universal challenges of the human condition, and the third through place and location. The fourth and final section displays connections achieved or reimagines absence as something that can take on a presence through language and art. Many poems throughout the book stem from personal experience, longing for a lover or reimagining childhood experiences. Other poems step outside of the self to explore historical figures, events, or places. Many poems blend personal experiences with historical or scientific research to arrive somewhere new. The poems range from narrative to lyric and often engage modes such as elegy, reverie, meditation, and ars poetica. The poems possess a strong attention to sound and line and often utilize horizontal whitespace to physically manifest absence or motion on the page. In <em>Smallest Excavations</em>, the poet can be thought of as a collector—of snippets of memories, factoids, places, people, and natural wonders. What is collected is changed by the speaker’s poetic rendering, just as what is collected changes and molds the speaker’s identity.</p>

How She Sleeps at Night is a collection of lyric poetry constellated around experiences of disability, trauma, and womanhood. A critical essay introduces the collection by elucidating the experiences and theoretical underpinnings that shaped the body of these poems. The introductory essay distills the principles that informed my cardinal poetic goals as I wrote: to create poems that can be read again and again over a lifetime, which connect with readers' common humanity, and which acknowledge the nuances and complexities of being alive.