This research comprises a comparative examination of the transformation of Afrikaans and Dutch youth narratives into drama texts. Attention has been paid to the story elements embodied in various narratives and dramas, and, in addition, to aspects related to narrative and drama. By means of the comparison of the constants and variants with regard to the four texts, the possibility of creating a transformation model has been examined. The transformation model derived from the research, is applicable, firstly, to the narratives and drama texts upon which this study has been based. It is therefore presented as a conception for the conversion of a narrative text into a drama text, but the uniqueness of each separate narrative is taken into consideration; hence the model is not prescriptive, and it is assumed that the model may be adjusted in line with each adaptation. The comparison is effected between Afrikaans and Dutch texts, in view of the existence in the Low Countries of an established culture of bookshops, publishers and theatrical companies, focused on youth literature and theatre. Some publishers and bookshops, moreover, exclusively publish and sell youth narratives and dramas. Theatre productions aimed at children and young adults are plentiful, and attract a large percentage of young people. Should the fact that some theatres specialise in youth theatre productions be taken into account, also, the contrast and the gaps pertaining to the Afrikaans literary system are marked. The research in respect of the transformation of prose texts into drama texts has identified those procedures employed to adapt the narrative aspects (narrator, focalization, character, event, time and space) in such a way that it is reconcilable with the unique nature of the dramatic aspects (didascalia, dialogue, character, action, time and space). By virtue of the transformation of youth narratives into drama texts (with the purpose of the eventual performance thereof), the adolescent reader is made aware in a different manner of the value of narrative. / Thesis (M.A. (Afrikaans and Dutch))--Potchefstroom University for Christian Higher Education, 2003

This research comprises a comparative examination of the transformation of Afrikaans and Dutch youth narratives into drama texts. Attention has been paid to the story elements embodied in various narratives and dramas, and, in addition, to aspects related to narrative and drama. By means of the comparison of the constants and variants with regard to the four texts, the possibility of creating a transformation model has been examined. The transformation model derived from the research, is applicable, firstly, to the narratives and drama texts upon which this study has been based. It is therefore presented as a conception for the conversion of a narrative text into a drama text, but the uniqueness of each separate narrative is taken into consideration; hence the model is not prescriptive, and it is assumed that the model may be adjusted in line with each adaptation. The comparison is effected between Afrikaans and Dutch texts, in view of the existence in the Low Countries of an established culture of bookshops, publishers and theatrical companies, focused on youth literature and theatre. Some publishers and bookshops, moreover, exclusively publish and sell youth narratives and dramas. Theatre productions aimed at children and young adults are plentiful, and attract a large percentage of young people. Should the fact that some theatres specialise in youth theatre productions be taken into account, also, the contrast and the gaps pertaining to the Afrikaans literary system are marked. The research in respect of the transformation of prose texts into drama texts has identified those procedures employed to adapt the narrative aspects (narrator, focalization, character, event, time and space) in such a way that it is reconcilable with the unique nature of the dramatic aspects (didascalia, dialogue, character, action, time and space). By virtue of the transformation of youth narratives into drama texts (with the purpose of the eventual performance thereof), the adolescent reader is made aware in a different manner of the value of narrative. / Thesis (M.A. (Afrikaans and Dutch))--Potchefstroom University for Christian Higher Education, 2003

In this study, I will be applying Art historian Wolfgang Kemp’s theory of the aesthetics of reception as described in the article The Work of Art and Its Beholder: The Methodology of the Aesthetic of Reception (1998) to the Jon Rafman solo exhibition at Zabludowicz Collection in London (2015). A close study has been carried out on a selection of exhibition objects, as well as the exhibition space, to investigate how they address and interact with the beholder. An examination of Rafman’s art practice will also be disclosed. Throughout the study I will answer the following questions; How are the influences that inspired the exhibition, presented in the exhibition?, How do Jon Rafman’s installations at Zabludowicz Collection engage the beholder? And, how can the composition of the exhibition space be described?

Orientador: Karin Adriane Henschel Pobbe Ramos / Banca: Eliane Aparecida Galvão Ribeiro Ferreira / Banca: Ricardo Magalhães Bulhões / Resumo: O mestrado profissional Profletras é direcionado para professores do ensino fundamental da rede pública e prevê em suas diretrizes a elaboração e execução de uma pesquisa voltada para a investigação de um problema acerca da realidade escolar, com intuito de contribuir para a melhoria da qualidade da educação pública brasileira. A partir dessa perspectiva, esta pesquisa destaca a problemática da formação de leitores que vem, ao longo dos anos, evidenciando-se como uma temática frequentemente revisitada e estudada por diversos críticos e teóricos na área acadêmica. Contudo, é no cotidiano em sala de aula que se verificam os reais problemas e obstáculos que interferem na prática da leitura literária na escola. Partindo, assim, desses pressupostos este trabalho objetiva discutir o espaço e a recepção da literatura no ensino fundamental, através da aplicação do método recepcional (BORDINI; AGUIAR, 1988) em atividades desenvolvidas para uma turma de 7º ano de uma escola pública do Estado de São Paulo. O foco das leituras propostas está na leitura e recepção da obra Por parte de pai, de Bartolomeu Campos de Queirós, utilizada na etapa de ruptura dos horizontes de expectativa. Para realizar a investigação, optamos por realizar uma metodologia de cunho qualitativo interpretativo da pesquisa narrativa, pautando-nos, principalmente, nos estudos de Clandinin e Connelly (2011). No que tange à fundamentação teórica para as leituras das obras literárias utilizamos os pressupostos da teoria ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The professional master Profletras is intended for elementary public school teachers and provides in its guidelines the development and implementation of a research aimed at investigating a problem about the school reality, in order to contribute to improving the quality of public education Brazilian. From this perspective, this research highlights the problem of formation of readers coming, over the years, showing up as a theme frequently revisited and studied by many critics and theorists in the academic field. However, it is in daily life in the classroom that the real problems and obstacles that interfere with the practice of literary reading in school can be found. Starting thus these assumptions this work discusses space and reception of literature in primary education, by applying the recepcional method (BORDINI; AGUIAR, 1988) in activities for a 7th grade class in a public school of the State of Sao Paulo. The focus of assigned activities are reading and reception of the book Por parte de pai, by Bartolomeu Campos Queirós, used in the stage of breaking the horizons of expectation. To conduct the research, we chose to use an interpretive qualitative methodology of narrative research, especially in studies of Clandinin and Connelly (2011). Regarding the theoretical basis for the reading of literary works used the assumptions of the reception aesthetics of the theory and the theory of Jauss effect (1994) and Iser (1996), among others focused researchers for training players and, in particular, juvenile literature. Thus, the aim is to expand the discussion on this theme, contribute to the critical studies of the area, reflect on the practice carried out and enhance actions to the constitution or literary reader maintenance in Elementary Education II, aiming at building their autonomy and criticality / Mestre

Wu Wen-ying is not only an undoubtedly important figure in the history of ci poetry, but also a controversial ci poet. Since the late song dynasty, reviewers have been having different opinions about Wu Wen-ying's ci poetry, praising or criticizing. It is a special phenomenon in the history of ci criticism. This issue is worthy of further exploring both in the work itself, reader response, etc. Therefore, in this dissertation the author uses Wolfgang Iser¡¦s ¡§artistic¡¨ and ¡§aesthetic¡¨ concepts to discuss text and the reader response, researching in the art form of Wu Wen-ying's ci poetry and the reviewers¡¦ criticism. Since the latter involves the reader responses in different times, this dissertation further elaborates through Hans Robert Jauss¡¦ concepts of ¡§horizon of expectation¡¨ and ¡§reception history.¡¨ As for the art form, this dissertation discusses two parts in Wu Wen-ying's ci poetry, ¡§the organization of writing¡¨ and the ¡§diction,¡¨ in order to explore the nature of its art form. The structure and composition of ¡§the organization of writing¡¨ and the ¡§diction¡¨ are relevant to the overall organization and each word in the text; Therefore, in ¡§the organization of writing¡¨, it will research in the ¡§design of time and space¡¨ and the ¡§arrangement of fiction and reality.¡¨ As for the ¡§diction¡¨ is concerned, the creative approach is analyzed by the ¡§image,¡¨ ¡§allusion,¡¨ ¡§substitute word,¡¨ and so on, and their possible impacts on reading. Moreover, regarding the history of ci criticism, this dissertation shows the criticism of Wu Wen-ying's ci poetry by ci poetry schools and ci poet groups in different times, through ¡§synchronic¡¨ and ¡§diachronic¡¨ approach and Hans Robert Jauss¡¦ concept of ¡§reception history.¡¨ After discussing ci poets¡¦ criticism, the other chapter of this dissertation will further examine on why Wu Wen-ying's ci poetry is so controversial. Each ci poetry school has different aesthetic orientation and horizon of expectation which affect its criticism. Thus, in this chapter there is further discussion about the reasons through ¡§review standards¡¨ and ¡§reading mode.¡¨ Finally, the conclusion summarizes the preceding three parts, the art form, reviewers¡¦ criticism on Wu Wen-ying's ci poetry, and the reason why Wu Wen-ying's ci poetry is controversial.

Submitted by RENATA PIRES GAVIÃO null (renata_gaviao@hotmail.com) on 2017-01-04T22:16:58Z No. of bitstreams: 1 Dissertação final .pdf: 2929944 bytes, checksum: cf0d26a6ce74eb0d2c979459c6d43aad (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-01-06T16:04:56Z (GMT) No. of bitstreams: 1 gaviao_rp_me_assis.pdf: 2929944 bytes, checksum: cf0d26a6ce74eb0d2c979459c6d43aad (MD5) / Made available in DSpace on 2017-01-06T16:04:56Z (GMT). No. of bitstreams: 1 gaviao_rp_me_assis.pdf: 2929944 bytes, checksum: cf0d26a6ce74eb0d2c979459c6d43aad (MD5) Previous issue date: 2016-11-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O mestrado profissional Profletras é direcionado para professores do ensino fundamental da rede pública e prevê em suas diretrizes a elaboração e execução de uma pesquisa voltada para a investigação de um problema acerca da realidade escolar, com intuito de contribuir para a melhoria da qualidade da educação pública brasileira. A partir dessa perspectiva, esta pesquisa destaca a problemática da formação de leitores que vem, ao longo dos anos, evidenciando-se como uma temática frequentemente revisitada e estudada por diversos críticos e teóricos na área acadêmica. Contudo, é no cotidiano em sala de aula que se verificam os reais problemas e obstáculos que interferem na prática da leitura literária na escola. Partindo, assim, desses pressupostos este trabalho objetiva discutir o espaço e a recepção da literatura no ensino fundamental, através da aplicação do método recepcional (BORDINI; AGUIAR, 1988) em atividades desenvolvidas para uma turma de 7º ano de uma escola pública do Estado de São Paulo. O foco das leituras propostas está na leitura e recepção da obra Por parte de pai, de Bartolomeu Campos de Queirós, utilizada na etapa de ruptura dos horizontes de expectativa. Para realizar a investigação, optamos por realizar uma metodologia de cunho qualitativo interpretativo da pesquisa narrativa, pautando-nos, principalmente, nos estudos de Clandinin e Connelly (2011). No que tange à fundamentação teórica para as leituras das obras literárias utilizamos os pressupostos da teoria da estética da recepção e a teoria do efeito de Jauss (1994) e Iser (1996), entre outros pesquisadores voltados para formação de leitores e, em especial, da literatura juvenil. Assim, o intuito é ampliar a discussão em torno dessa temática, contribuir para os estudos críticos da área, refletir sobre a prática realizada e aprimorar ações para a constituição ou manutenção do leitor literário no Ensino Fundamental II, visando à construção de sua autonomia e criticidade. / The professional master Profletras is intended for elementary public school teachers and provides in its guidelines the development and implementation of a research aimed at investigating a problem about the school reality, in order to contribute to improving the quality of public education Brazilian. From this perspective, this research highlights the problem of formation of readers coming, over the years, showing up as a theme frequently revisited and studied by many critics and theorists in the academic field. However, it is in daily life in the classroom that the real problems and obstacles that interfere with the practice of literary reading in school can be found. Starting thus these assumptions this work discusses space and reception of literature in primary education, by applying the recepcional method (BORDINI; AGUIAR, 1988) in activities for a 7th grade class in a public school of the State of Sao Paulo. The focus of assigned activities are reading and reception of the book Por parte de pai, by Bartolomeu Campos Queirós, used in the stage of breaking the horizons of expectation. To conduct the research, we chose to use an interpretive qualitative methodology of narrative research, especially in studies of Clandinin and Connelly (2011). Regarding the theoretical basis for the reading of literary works used the assumptions of the reception aesthetics of the theory and the theory of Jauss effect (1994) and Iser (1996), among others focused researchers for training players and, in particular, juvenile literature. Thus, the aim is to expand the discussion on this theme, contribute to the critical studies of the area, reflect on the practice carried out and enhance actions to the constitution or literary reader maintenance in Elementary Education II, aiming at building their autonomy and criticality.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-14T13:28:12Z No. of bitstreams: 3 Dissertação - Luma Heyn - 2015.pdf: 2967719 bytes, checksum: ca6055fa1a1e75572636645752b9085f (MD5) Barbara Hendricks - Ariettes oubliées_ C'est l'extase langoureuse.mp3: 6936449 bytes, checksum: 047b8ca6971842e1d49e711d30ad6b00 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-14T13:30:33Z (GMT) No. of bitstreams: 3 Dissertação - Luma Heyn - 2015.pdf: 2967719 bytes, checksum: ca6055fa1a1e75572636645752b9085f (MD5) Barbara Hendricks - Ariettes oubliées_ C'est l'extase langoureuse.mp3: 6936449 bytes, checksum: 047b8ca6971842e1d49e711d30ad6b00 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-14T13:30:33Z (GMT). No. of bitstreams: 3 Dissertação - Luma Heyn - 2015.pdf: 2967719 bytes, checksum: ca6055fa1a1e75572636645752b9085f (MD5) Barbara Hendricks - Ariettes oubliées_ C'est l'extase langoureuse.mp3: 6936449 bytes, checksum: 047b8ca6971842e1d49e711d30ad6b00 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This research introduces a look at the vocal music of Claude Debussy, supported by approach of some elements of a phenomenological analysis, by reflections on the imaginary by Gilbert Durand and Cornelius Castoriadis, and by the Reception Aesthetics of Hans Robert Jauss. The artistic thoughts and the composer's life, as well as its insertion in the imaginary and European historical context of the nineteenth century, are studied together with the approach of his work, aiming to capture the artistic motivations and senses and meanings that constituted his musical universe. Bringing poetry, pictures and music together, we perform a symbolical analysis of the song C'est l'extase langoureuse, poem by Paul Verlaine, from the cycle Ariettes oubliées. / Esta pesquisa introduz um olhar sobre a música vocal de Claude Debussy, sustentado pela abordagem de alguns elementos de uma análise fenomenológica de Hurssel, pelas reflexões sobre o imaginário de Gilbert Durand e Cornelius Castoriadis, e pela abordagem da Estética da Recepção de Hans Robert Jauss. Os pensamentos artísticos e a vida do compositor, bem como sua inserção no imaginário e no contexto histórico europeu do século XIX, são estudados junto com a abordagem de sua obra, com intuito de captar as motivações artísticas e sentidos e significados que constituíam o seu universo musical. Unindo poesia, imagens e música, é realizada uma análise simbólica da canção C’est l’extase langoureuse, poema de Verlaine, pertencente ao ciclo Ariettes oubliées.

Orientador: Eliane Aparecida Galvão Ribeiro Ferreira / Resumo: Esta pesquisa tem por objetivo realizar, a partir dos pressupostos da Estética da Recepção (JAUSS, 1994; ISER, 1996 e 1999), uma análise das obras Por parte de pai (1995), Vermelho Amargo (2011) e O olho de vidro do meu avô (2004), de Bartolomeu Campos de Queirós, incorporadas pelos acervos do PNBE destinados ao público do Ensino Médio e do EJA – Educação de Jovens e Adultos. Desse modo, essas obras estão disponíveis nas escolas públicas e podem ser conhecidas pelo público jovem, embora não tenham sido direcionadas especificamente a ele em sua origem. As obras de Queirós situam-se no que Eliana Yunes (2013) denomina como literatura de fronteira, pois se encontram na fronteira de todas as idades do ser humano, ou seja, podem ser lidas por crianças e adultos. Além disso, classificam-se como literatura de fronteira pelo hibridismo, pois suas narrativas resultam da inventividade proveniente do hábil entrecruzamento entre prosa e poesia. Configuram-se como obras dotadas de prosa poética, de cunho autobiográfico e memorialístico que, mesmo na ficção, abordam questões filosóficas e existenciais, dirigindo-se a públicos de diferentes idades. Com mais de quarenta livros publicados, alguns deles traduzidos para outros idiomas, o escritor mineiro possui um acervo altamente premiado pela crítica literária por sua competência criativa e habilidade sensível no trato com a palavra. Desse modo, pela análise literária, buscou-se verificar como se efetiva a organização do plano linguístico nas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to present, from the assumptions of Reception Aesthetics (JAUSS, 1994; ISER, 1996 and 1999), an analysis of the works Por parte de pai (1995), Vermelho Amargo (2011) and O olho de vidro do meu avô (2004), by Bartolomeu Campos de Queirós, incorporated by the PNBE collections for the High School and EJA - Youth and Adult Education. These works are available in public schools and may be known to the young public, although they were not specifically addressed to them in their origin. Queirós' works are situated in what Eliana Yunes (2013) calls the frontier literature, as they are on the frontier of all ages of human beings, that is, they can be read by children and adults. In addition, they are classified as frontier literature by their hybridity, because their narratives result from the inventiveness that comes from the skillful intersection between prose and poetry. They are configured as works endowed with poetic prose, autobiographical and memorialist nature that, even in fiction, address philosophical and existential issues, addressing audiences of different ages. With more than forty books published, some of them translated into other languages, the Minas Gerais writer has a collection highly prized by literary critics for his creative competence and sensitive ability in dealing with words. Hence, through the literary analysis, we sought to verify how the organization of the linguistic plane is effective in the three works chosen as the object of study. ... (Complete abstract click electronic access below) / Mestre

My research uses my painting practice as an experimental and investigative tool to test the capacity of practical aesthetics to generate similar or analogous experiences to the non-dualist reception aesthetics of certain key examples of post-Tridentine (1563) Catholic Counter-Reformation devotional imagery, particularly, The Ecstasy of St. Theresa (1647-1652) by Gian Lorenzo Bernini and the Incarnation (1596-1600) by El Greco. I apply an interpretative method to the development of Christian imagery within painting in the post-Reformation period and its relationship to the economic system of modern capitalism and the Enlightenment aesthetic of the sublime. My research aims to see what, if any, meanings and experiences, which, I believe, were present in the affective aesthetics of certain Counter-Reformation imagery can, through the contemporary aesthetics of my painting practice, be reconstructed or re-generated again as similar experience to those original pre-Enlightenment non-dualist meanings and experiences. The experience I aim to generate in my paintings is an affective and experiential narrative of presence, - Eliot's 'unity of thought, feeling and action', which I argue is found in the meaning and experience of those key Christian devotional images.

Nesta dissertação é analisada a presença de elementos do movimento filosófico denominado existencialismo, especialmente os provenientes da leitura da produção ficcional de Jean-Paul Sartre (1905 1980), na prática literária do romancista brasileiro Carlos Heitor Cony (1926 - ). Para tanto, se desenvolveu um estudo comparativo das distintas versões de seu romance de estréia, O Ventre (1958), produzidas ao longo de mais de 50 anos de existência. Com base nessa construção de um olhar crítico sobre a obra e sobre as tendências que motivaram sua escrita e, principalmente, suas reescritas, delineadas pela leitura das alterações empreendidas de uma versão para outra do romance, se buscou compreender a dinâmica dessa relação intertextual flagrada no andamento de seu processo de criação. Este estudo pretende ressaltar a lógica complexa desse diálogo, marcado por momentos de aproximações e afastamentos, em consonância com as situações particulares em que os autores estavam envolvidos e seus objetivos específicos almejados, cada qual pertencente à época, local, situação histórica e política, formação pessoal e circuitos intelectual, cultural, literário e mercadológico distintos. Almejou-se, por fim, refletir sobre o complexo mecanismo das trocas culturais em funcionamento no seio da criação literária e delinear os pressupostos, as concepções de literatura sua função pessoal e/ou coletiva, sua posição na sociedade, sua face autocrítica subjacentes ao fazer artístico dos escritores anteriormente mencionados. / This dissertation analyses the presence of elements of the philosophical movement called existentialism, especially those which came from the reading of the fictional production of Jean-Paul Sartre (1905 1980), in the literary production of the Brazilian novelist Carlos Heitor Cony (1926 - ). For this purpose, a comparative study of the different versions of his first novel, O Ventre (1958), written in a period of more than fifty years, was developed. Based on the formation of a critic reading of his oeuvre and of the tendencies that motivated his works and, mainly, the rewritings, traced by the reading of the changes made from one version to the other, a comprehension of the dynamic of this intertextual relation detected throughout its creation process was pursued. This study intends to highlight the complex logic of this dialog, marked by approaches and withdrawals, in consonance with the private situations in which the authors were involved and their yearned specific aims, each one belonging to different periods, places, historical and political situations, personal formation and also different intellectual, cultural, literary and marketing circuits. Finally, a reflection about the complex cultural exchanges mechanisms functioning in the core of the literary creation was aimed and also a tracing of the presuppositions, the conceptions of literature (its personal and/or collective functions, its role in the society, its autocritical side) underlying the artistic work of the previously mentioned writers.