The goal of this master´s thesis is to describe individual characters, especially the main characters, in selected prose of the well-known Czech writer Ladislav Fuks. This thesis will be primarily focused on the unusual behavior, peciliarities, features and the character of the protagonists. The biographical part of the thesis will be focused on the author´s personality and lifestyle. The bibliographical part will be focused on a detailed analysis of the protagonists in selected titles. More than ten characters will be compared. The primary method used in this thesis will be: analysis, interpretation, along with the use of the description and confrontation of the individual protagonists. The prime benefit of this thesis lies in a more detailed description and comparison of the behavior and character of the individual figures.

Este estudo surge a partir da pergunta: Que sentidos têm a Roda para crianças e professores na escola de educação infantil? Esta pergunta me leva a significar a Roda como linguagem, como conteúdo, como conteúdo-linguagem, amparada em autores como C. S. Peirce e Junqueira Filho. Tal escolha teórica me leva a investigar quais são a estrutura e as regras de funcionamento das Rodas postas em funcionamento nos encontros em Roda entre crianças e professoras numa escola de educação infantil. Como instrumentos metodológicos foram utilizados a observação participante, o diário de campo, entrevistas semiestruturadas e conversas com as crianças. Os dados produzidos em campo possibilitaram tanto a identificação de alguns sentidos para a Roda quanto a identificação da estrutura e das regras de funcionamento das Rodas observadas durante as idas à escola de educação infantil. Quando falo Roda, me refiro à Roda de conversa, que se dá pelo encontro de professoras e crianças, significados como pares uns dos outros, em interlocução, a partir de linguagens verbais e não verbais. Quando digo Roda, me refiro a um conteúdo-linguagem a ser aprendido tanto pelos professores quanto pelas crianças, e ao ser aprendido, cada vez que a Roda é posta em funcionamento, gera conhecimentos e aprendizagens sobre a Roda, sobre seus participantes e sobre conversar. / This study arises from the question: What are the senses of the Circle for children and teachers at kindergarten school? This question leads me to mean the Circle as a language, such as content, as content-language, supported by authors such as C. S. Peirce and Junqueira Filho. This theoretical choice leads me to investigate what are the structure and operating rules put in place in the Circles on Circle meetings with children and teachers in a kindergarten school. Methodological tools were used as participant observation, field diary, semi-structured interviews and conversations with children. The data produced in the field have enabled both the identification of some directions for the Circle as the identification of the structure and operating rules for Circles observed during visits to the kindergarten education. When I say Circle, I mean the conversation Circle, which goes by the gathering of teachers and children, meanings of each other as peers in dialogue, from verbal and nonverbal languages. When I say circle, I refer to a content-language to be learned by teachers and children, and once it is learned, each time the circle is turned on, it generates knowledge and learning on the circle on its participants and on the action of talking.

Este estudo surge a partir da pergunta: Que sentidos têm a Roda para crianças e professores na escola de educação infantil? Esta pergunta me leva a significar a Roda como linguagem, como conteúdo, como conteúdo-linguagem, amparada em autores como C. S. Peirce e Junqueira Filho. Tal escolha teórica me leva a investigar quais são a estrutura e as regras de funcionamento das Rodas postas em funcionamento nos encontros em Roda entre crianças e professoras numa escola de educação infantil. Como instrumentos metodológicos foram utilizados a observação participante, o diário de campo, entrevistas semiestruturadas e conversas com as crianças. Os dados produzidos em campo possibilitaram tanto a identificação de alguns sentidos para a Roda quanto a identificação da estrutura e das regras de funcionamento das Rodas observadas durante as idas à escola de educação infantil. Quando falo Roda, me refiro à Roda de conversa, que se dá pelo encontro de professoras e crianças, significados como pares uns dos outros, em interlocução, a partir de linguagens verbais e não verbais. Quando digo Roda, me refiro a um conteúdo-linguagem a ser aprendido tanto pelos professores quanto pelas crianças, e ao ser aprendido, cada vez que a Roda é posta em funcionamento, gera conhecimentos e aprendizagens sobre a Roda, sobre seus participantes e sobre conversar. / This study arises from the question: What are the senses of the Circle for children and teachers at kindergarten school? This question leads me to mean the Circle as a language, such as content, as content-language, supported by authors such as C. S. Peirce and Junqueira Filho. This theoretical choice leads me to investigate what are the structure and operating rules put in place in the Circles on Circle meetings with children and teachers in a kindergarten school. Methodological tools were used as participant observation, field diary, semi-structured interviews and conversations with children. The data produced in the field have enabled both the identification of some directions for the Circle as the identification of the structure and operating rules for Circles observed during visits to the kindergarten education. When I say Circle, I mean the conversation Circle, which goes by the gathering of teachers and children, meanings of each other as peers in dialogue, from verbal and nonverbal languages. When I say circle, I refer to a content-language to be learned by teachers and children, and once it is learned, each time the circle is turned on, it generates knowledge and learning on the circle on its participants and on the action of talking.

No description available.

Este estudo surge a partir da pergunta: Que sentidos têm a Roda para crianças e professores na escola de educação infantil? Esta pergunta me leva a significar a Roda como linguagem, como conteúdo, como conteúdo-linguagem, amparada em autores como C. S. Peirce e Junqueira Filho. Tal escolha teórica me leva a investigar quais são a estrutura e as regras de funcionamento das Rodas postas em funcionamento nos encontros em Roda entre crianças e professoras numa escola de educação infantil. Como instrumentos metodológicos foram utilizados a observação participante, o diário de campo, entrevistas semiestruturadas e conversas com as crianças. Os dados produzidos em campo possibilitaram tanto a identificação de alguns sentidos para a Roda quanto a identificação da estrutura e das regras de funcionamento das Rodas observadas durante as idas à escola de educação infantil. Quando falo Roda, me refiro à Roda de conversa, que se dá pelo encontro de professoras e crianças, significados como pares uns dos outros, em interlocução, a partir de linguagens verbais e não verbais. Quando digo Roda, me refiro a um conteúdo-linguagem a ser aprendido tanto pelos professores quanto pelas crianças, e ao ser aprendido, cada vez que a Roda é posta em funcionamento, gera conhecimentos e aprendizagens sobre a Roda, sobre seus participantes e sobre conversar. / This study arises from the question: What are the senses of the Circle for children and teachers at kindergarten school? This question leads me to mean the Circle as a language, such as content, as content-language, supported by authors such as C. S. Peirce and Junqueira Filho. This theoretical choice leads me to investigate what are the structure and operating rules put in place in the Circles on Circle meetings with children and teachers in a kindergarten school. Methodological tools were used as participant observation, field diary, semi-structured interviews and conversations with children. The data produced in the field have enabled both the identification of some directions for the Circle as the identification of the structure and operating rules for Circles observed during visits to the kindergarten education. When I say Circle, I mean the conversation Circle, which goes by the gathering of teachers and children, meanings of each other as peers in dialogue, from verbal and nonverbal languages. When I say circle, I refer to a content-language to be learned by teachers and children, and once it is learned, each time the circle is turned on, it generates knowledge and learning on the circle on its participants and on the action of talking.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-18T10:36:38Z No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-22T11:32:33Z (GMT) No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) / Made available in DSpace on 2018-05-22T11:32:33Z (GMT). No. of bitstreams: 1 monicadecarvalhoteixeira.pdf: 3108897 bytes, checksum: 1ce36b0916a4f4543d203d8435e8ab57 (MD5) Previous issue date: 2018-03-16 / Esta pesquisa é fruto de inquietações em relação à forma de se lidar com crianças migrantes dentro da rede municipal da cidade de Itaboraí é um pensar sobre a relação da criança migrante com o espaço que lhe é ofertado. Esta pesquisa se desenvolveu em uma escola pública de Educação Infantil da cidade de Itaboraí, região metropolitana fluminense, que recebeu um grande contingente de migrantes por conta do COMPERJ (Complexo Petroquímico do Rio de Janeiro), cuja implantação fez parte do Programa de Aceleração do Crescimento (PAC) do Governo Federal e foi apresentado pelo governo federal, em junho de 2006, como um eldorado de oportunidades. Isso significou que a demanda nas escolas públicas da rede municipal sofreu um considerável aumento no número de crianças migrantes e, no encontro entre professores e crianças, em especial com as crianças migrantes, necessário se fez entender de que forma estas estabeleciam relações entre si e com os espaços que ocupam. Com a Operação Lava Jato deflagrada em março de 2014, a cidade no início do ano de 2015, sofreu um decréscimo no número de migrantes, tendo muitos deles retornado às suas regiões de origem, precisando assim, redesenhar a pesquisa até então em andamento. Desta forma, me apareceu Shirley, uma criança baiana de nascimento, com algumas andanças pelo nosso país, tornando-se a atriz principal destas páginas. A pesquisa pretendeu dialogar com os Estudos da Infância: Sociologia da Infância e Geografia da Infância e com questões referente aos estudos de Identidade e Diferenças, para a partir da autoria e da vivência de Shirley no espaço ofertado, a pesquisa ‘com’ se efetivasse. Apesar do avanço conquistado através da existência de práticas pedagógicas que trabalharam com o protagonismo de Shirley, muito ainda há de ser feito para que a inserção real de crianças, migrantes ou não, no espaço escolar seja realizado. O olhar folclorizado ou romantizado para com as infâncias que se fazem presentes no seio da escola necessita de um ajuste para romper com o adultocentrismo ainda presentes nas práticas pedagógicas e o olhar unilateral sobre a cultura das infâncias. / This research is the result of concerns about the way to deal with migrant children whitin the municipal network of the city of Itaboraí is to think about the relation of the migrant child whit the space that is offered to him. This research was carried out in a public school of Early Childhood Education in the city of Itaboraí, metropolitan region of Rio de Janeiro, which received a large contingent of migrants from COMPERJ ( Rio de Janeiro Petrochemical Complex), whose implementation was part of the Growth Acceleration Program (PAC) and was presented by the federal government in June 2006 as an eldorado of opportunites. This meant that the demand in the public schools of the municipal network suffered a considerable increase in the number of migrant children and, in the meeting between teachers and children, especially with the migrant children, it was necessary to understand how they established relations among themselves and with the spaces they ocuppy. Whit Operation Lava Jato started in March 2014, the city at the beginning of the tear 2015, suffered a decrease in the number of migrants, many of them returning to their regions of origin, in order to redesign the research that has been under way, I appeared to Shirley, a bahian chid by birth, with some wandering around our country, becoming the main actress of these pages. The research sougth to dialogue with the Childhood Studies: Sociology of Childhood and Geografy of Childhood and with questions recarding the studies of Identity and Differences, from the authorship and the experience of Shirley in the space offered, the ‘with” research was effective. Despite the progress achieved through the existence of pedagogical practices that have worked with Shirley´s protagonism, a lot still has to be done so that the real insertion of children, migrants or not, in the school space is realized. The folklorizes or romanticized look at the childhoods that are present whitin the school needs an adjustment to brezk with the adultcentrism still present in the pedagogical pratices and the unilateral look on the culture of the childhoods.

Refugees, a novel in progress, begins in the collective first-person with a group of people who live on the same residential street of middle-class homes in an east coast American city and are experiencing the most exquisitely vivid aurora borealis to appear in recorded history. But they quickly learn that this gorgeous wonder is a harbinger of civilization's demise and possibly the end of all life on the planet, because the solar storms causing the sky's fantastic nightly coloring is also slowly stripping away the atmosphere and leeching oxygen into space. This "we" narrative switches to third person, moving between two characters—Julie and Amira—as the narrative moves forward. The first chapter covers the first few months of this apocalyptic crisis, and Julie and Amira are central as they are forced decide if they still have the strength and the will to even attempt survival in these new and brutal circumstances. The second chapter, also told in third person, picks up seventeen years in the future with Aya, Amira's daughter who was six during the initial atmospheric disaster. A small group survived in an underwater refuge, recently discovered the atmosphere above had healed over time, and sent an excursion group, including Aya, to evaluate the changing environment. This chapter reveals the history and particular struggles of these characters living in this complex society, both residual and nascent. The third chapter returns to the group of neighbors—including Julie and Amira—seventeen years prior, immediately following the catastrophic event as their story continues to unfold. This chapter opens, like the first chapter, in the "we" voice, tracing the movement of the group south in a search for help and a desperate, though orderly, effort toward survival. This next phase of their journey introduces fresh conflicts and new characters and points to approaching challenges and the persistent hope for survival. Two short stories, unrelated to the novel and each other and entitled "Awake" and "Her," are also included.

Uppsatsen undersöker hur de tre karaktärstyperna protagonist, antagonist och hjälte introduceras i de första bilderna i filmerna Avatar och Lord of the Rings: The Fellowship of the Ring utifrån berättarkomponenterna bildutsnitt, ljussättning, djupindikationer och ljud. Totalt sex karaktärsintroduktioner från filmerna kommer att analyseras och därefter jämföras med varandra. Det finns otroligt många olika metoder att introducera en karaktär på, som filmskapare är det viktigt att tänka på hur man vill att varje karaktär ska skildras. Därför kan den här uppsatsen ses som inspiration för hur en karaktär kan introduceras, då det inte finns ett definitivt svar.

This qualitative research study used a theoretical framework of third-wave feminism and reader response theory to examine two research questions: How do girls and women relate to the female protagonist in dystopian young adult literature (YAL)? and How are the responses to dystopian YAL similar and different for the targeted teen audience and the adult audience? A group of four teenaged girls and another group of three adult women read and discussed the YAL dystopian text Uglies. For this project, I collected participant journals and transcripts from individual interviews and book club discussions. I selected quotations from each data source that highlighted the participant’s reactions to the protagonist. Data were analyzed in two phases. In phase one, I used discourse analysis, and in phase two I used constant comparative analysis. The analyses revealed that participants from both groups identified with the protagonist’s attempts to improve society, which aligns both groups’ responses with inclusive aspects of third-wave feminism. However, other aspects of feminism were incorporated into their answers as well. The women participants demonstrated a broader societal concern, such as those shared by second wave feminists. The girls, in contrast, were firmly situated within individualist aspects of third-wave feminism. Whereas, the women related to the protagonist on both a personal and broader societal level, the girls related only on a personal level. Findings from this research extend reader response theory by showing that responses to literature are strongly shaped by generational position.

Syftet med denna text är att belysa problematik i de narrativa rollerna ‘antagonist’ och‘protagonist’. Detta görs genom karaktärsanalys av Rumpelstiltskin och Killian Jones frånABC:s Once Upon a Time. Utifrån Immanuel Kants teorier om gott och ont studeras niohändelseförlopp för att se om antagonister är onda, goda eller tvetydiga. Abraham Maslowsteori om mänskliga behov och Paul Ekmans forskning om emotioner används för att stödjaanalysen. Detta visar att den traditionella synen på antagonister och protagonister inte fungerarutifrån Kants moralfilosofi. Därför bör klassificeringen av karaktärer som antagonister ochprotagonister utmanas då varken den ena eller den andra är helt ond eller god.