The purpose of this dissertation was to analyze the works of Federico Garcia Lorca within the mystic context that dominates their very genesis. The problematic definition of mysticism was explored lest it be confused with traditional mysticism, which implies union with the divine. The historiography of literature speaks of the Mystic Genre, yet it does not address the mystic mode of artistic creation due to its inability to adhere to rational measure. This mode of conception was explored through Lorca’s poetic discourse: ‘Lorquian mysticism’ is the result of the poet’s cultivation of an innate spiritual potential enhanced by external influences and technical mastery. There is visible influence of Fray Luis of Leon in Lorca’s early Libro de poemas and El maleficio de la mariposa, as well as of Saint John of the Cross in the later Divan del Tamarit, Sonetos de amor and Yerma. However, definitive echoes of poets from theSufi and other Eastern mystic traditions were also illustrated in these late works. A persistent longing to elide the physical condition, the greatest obstacle of the transcendental quest, is the essence of Lorca’s poetic voice. The object of this analysis was Lorca’s language, which reaches levels removed from conventional thought. His dazzling metaphors and his particular use of symbols and of paradox compare equitably with those of great mystic poets. Like them, Lorca was faced with the same limitations of language to describe an ineffable experience; he embraced what Octavio Paz describes as ‘sacred language’: there is a linguistic frugality as well as an ambiguity in Lorca’s poetic art that result from his realization of super- cognitive states. Yet such an interpretation is rejected by the rationalist approach, invoking the age-old debate between faith and reason and signaling the application of psychoanalytical theory. This limited approach was disputed on the basis of reader- response theory. Lorca was truly an eclectic and a modification of the conventional reader’s preestablished horizon of expectations is essential in order to seal the gaps in his late works. This innovative perspective placed Lorca within the framework of a new mysticism in the modem world.

Orientador: María Dolores Aybar-Ramírez / Banca: Maria Augusta da Costa Vieira / Banca: Wilma Patrícia Marzari Dinardo Maas / Resumo: O presente trabalho tem por objetivo analisar o espaço, a personagem e a memória em "Ana-Não", romance de 1977, escrito em francês por Agustín Gómez-Arcos, autor espanhol autoexilado na França. Esta é uma das obras do escritor que pertence à literatura exilada e, portanto, traça um panorama relacionado à questão da Guerra e, sobretudo, do Pós-Guerra Civil espanhola. A partir dos estudos sobre o espaço, na narrativa, observa-se uma intrínseca relação entre o tempo-espaço ficcional e a Espanha histórica, ditatorial. No percurso de viagem feito pela protagonista Ana-Não, do extremo Sul ao extremo Norte espanhol, verifica-se um espaço caótico que contribuiu para a formação da identidade da personagem. As experiências adquiridas pela protagonista nos espaços pelos quais passa, juntamente com os retornos às suas memórias, apresentam a instauração de uma identidade efetivamente Republicana. Desta forma, a análise visa alcançar uma ressignificação dos valores relacionados aos espaços formais e artísticos propostos pela semiótica russa, bem como indagar a influência destes para a afirmação de uma heroína que vai construindo, por meio desta narrativa, um Bildungsroman feminino e, simultaneamente, a memória individual, coletiva e histórica dos vencidos. / Abstract: El presente trabajo tiene por objetivo analizar el espacio, el personaje y la memoria en "Ana-Não", novela de 1977, escrita en francés por Agustín Gómez-Arcos, autor español autoexilado en Francia. Ésta es una de las obras del escritor que pertenece a la literatura exilada y que, por lo tanto, establece un panorama relacionado a la cuestión de la Guerra y, sobre todo, a la Posguerra Civil española. A partir de los estudios sobre el espacio, en la narrativa, se observa una intrínseca relación entre el espacio-tiempo ficcional y la España histórica, dictatorial. En el viaje recorrido por la protagonista Ana-Não, del extremo Sur al extremo Norte español, se verifica un espacio caótico que contribuye a la formación de la identidad del personaje. Las experiencias adquiridas por la protagonista en los espacios por los cuales pasa, juntamente con los retornos a sus memorias, presentan la instauración de una identidad efectivamente Republicana. De este modo, el análisis pretende llegar a atribuir nueva significación de los valores relacionados a los espacios formales y artísticos a partir de la semiótica rusa, así como indagar la influencia que éstos ejercen en la afirmación de una heroína que va creando, por medio de la narrativa, un Bildungsroman femenino y, simultáneamente, la memoria individual, colectiva e histórica de los vencidos. / Mestre

Orientador: Ana Raquel Marques da Cunha Martins Portugal / Banca: Eduardo Natalino dos Santos / Banca: Alberto Ággio / Resumo: Este trabalho se propõe a analisar porque a intérprete Malinche foi descrita com tanta intensidade nas Crônicas de Índias do século XVI. Considerando que a história nessa época era entendida segundo o preceito de "mestra da vida" -, em que os feitos positivos do passado deveriam servir como exemplos para o homem do presente - a escrita dos fatos centrava-se nos acontecimentos grandiosos e nos personagens masculinos como atores principais. Desse modo, a história da conquista espanhola ganhou destaque pela importância no cenário europeu e o conquistador Hernán Cortés se tornou o grande responsável pela vitória sobre os índios, dada a sua coragem e façanha, virtudes exaltadas nessa época. Atentando para esse padrão masculino da escrita da história, o questionamento que se faz a partir dessa explicação é saber o que levou os cronistas de Índias a inserir Malinche em seus relatos ao lado de Cortés? Levando em conta o lugar secundário que as mulheres, os intérpretes e os escravos ocupavam na conquista e nas crônicas, por que, então, uma figura que representa tudo isso esteve centrada nesses textos como uma das protagonistas desse evento? / Abstract: This work proposes to analyze because the interpreter Malinche was described with so much intensity in Chronicles of Indies in the 16th Century. Whereas the history at the time it was understood according to the precept of "teacher of life" -, in which the made positive of the past should serve as examples for the man of present - the writing of the facts was focused on the events grandiose and characters male as well as major players. In this way, the history of the spanish conquest has gained attention because of the importance in the european arena and the conqueror Hernán Cortés has become the major responsible for victory over the indians, given their courage and achievement, virtues exalted at that time. Looking for this pattern of male writing of history, the questioning that is based on this explanation is what has led the chroniclers of Indies to insert Malinche in their reports on the side of Cortés? Taking into account the place secondary to the women, the interpreters and the slaves occupied in the conquest and the chronicles, why, then, a figure that represents everything that has focused on these texts as one of the protagonists of this event? / Mestre

Esta dissertação apresenta uma análise das representações da marginalidade na obra cinematográfica de Pedro Almodóvar, com base na Sociologia do Desvio de Goffman, Becker e Elias, atualizada pela teoria de covering de Yoshino. A intenção do trabalho é problematizar a produção audiovisual do início da carreira do diretor manchego, de forma a comprovar que os filmes Pepi, Luci e Bom e outras garotas de montão (1980), Labirinto de Paixões (1982), Maus hábitos (1983) e O que eu fiz para merecer isto? (1984) documentam seu engajamento na dinâmica contracultural desenvolvida na Espanha da época. Almodóvar representa a marginalidade em seus filmes do período, configurando o que alguns críticos denominam como estética do mau gosto, de tal forma que as obras produzidas registram a luta pela liberdade democrática após anos de regime ditatorial. Pensar na cinematografia de Almodóvar a partir do ponto de vista da sociologia do desvio é refletir sobre as políticas de visibilidade de identidades culturais minoritárias. O trabalho do diretor apresenta menos inovações formais, pois parte de estruturas narrativas clássicas, mesmo quando mistura os gêneros; mas inova quando revela a marginalidade, cotidianiza-a, potencializando o processo de sua assimilação. / This research presents an analysis of the portrayal of deviance in Pedro Almodóvars early movies, based upon the Sociology of Deviance by Goffman, Becker and Elias, reviewed through Yoshinos covering theory. The purpose of the work is to review the movies produced by Almodóvar in the early 80s, in order to prove that features like Pepi, Luci, Bom and other girls on the heap (1980), Labyrinth of Passion (1982), Bad habits (1983) and What have I done to deserve this? (1984) register his commitment in the countercultural dynamics developed in Spain at the time. Almodóvar portrays deviants in his movies of the period, configuring what some critics name aesthetics of bad taste, in such a way that the films produced register the fight for democratic freedom after years of dictatorship. To think about Almodóvars cinematography from the point of view of the sociology of deviance is to reflect about the visibility of cultural minorities identities. The work of the director presents less formal innovations, as he uses classical narrative structures, even when mixing genres; but innovates when reveals deviance, from a day-by-day perspective, empowering the process of its assimilation.

The author of the thesis describes current tendences of the Castilian-basque bilingualism from the linguistic, social and political point of view. After the introduction to the general overview of the linguistic situation in Spain, the author geographically and historically specifies the Basque-speaking area and then she closely deals with the extension, typology, linguistic characteristics of the Basque language in comparison with the Castilian and its historical background. In the second part of the thesis focused on bilingualism, the author first generally identifies this phenomenon with the related problematic issues of its clasification and then she describes in details the bilingulistic scheme of the present Basque country, the evolution of the implementation of the Basque language into the school curriculum and its current position in education against the legislative background; later on the author defines linguistic models of the education system and programmes aimed to support the Basque language and culture in today´s Basque society. In the conclusion of the thesis, the author analyses her own qualitative research conducted among bilingual speakers in the Basque and Navarre Autonomous Communities. The thesis is written in Czech and contains a summary in Spanish.

No description available.

abstract: Complaints, characterized by LaForest (2002), are expressions "of dissatisfaction addressed by an individual A to an individual B concerning behavior on the part of B that A feels is unsatisfactory," (p. 1596) have been studied in the language of English speakers since the 1980's (Boxer, 1993a; 1993b; 1996; House & Kasper, 1981; Murphy & Neu, 1996; Trenchs, 1995; Vázquez, 2011; Wolfe & Powell, 2006). However, only a few studies on Spanish-language complaints have been carried out (Bolívar, 2002a; Márquez Reiter, 2005; Pinto & Raschio, 2008). Due to the lack of studies analyzing complaints among second generation Mexican-American Spanish-English bilinguals in the United States, role-plays were collected from 21 participants, ten males and eleven females, who interacted with a female interlocutor. The data was analyzed using Spencer-Oatey's (2005) Rapport Management in order to gain a better understanding of this population's politeness strategies used in complaining both in Spanish and English. In addition to acting out the role-plays, the participants were asked to fill out a Language Experience and Proficiency Questionnaire (LEAP-Q), in order to assess language proficiency. Upon completion of the role-plays, the participants completed a post role-play questionnaire, which evaluated their impressions of the interactions. The strategies used in the complaints included, but were not limited to: complaining/accusing, reason/explanation/ justification, threatening, suggesting/requesting/commanding, and providing information. The results showed that for the Spanish complaints the participants preferred the use of reason/explanation/justification, while they preferred suggesting/requesting/commanding in the English complaints. In addition, in both situations the participants chose to respect the association principle, however, this result was not statistically significant. With respect to face sensitivities, the participants chose to enhance the interlocutor's identity face in both the English and Spanish. It is concluded that these participants do not demonstrate a transfer of strategies from one language to another. Furthermore, no significant gender differences were observed. Moreover, the participants show a tendency toward positive politeness, which falls in line with other Hispanic cultures such as Cubans, Spaniards, Argentineans, Uruguayans, Peruvians, and Venezuelans. Although this study adds to the literature of Spanish in the U.S. pragmatics, further study of this population is needed. / Dissertation/Thesis / M.A. Spanish 2013

abstract: The subject of bilingual language use in the southwestern United States has been widely researched. However research pertaining to the Phoenix Metropolitan area is lacking. Studies have shown that language choice is governed by linguistic as well as social constraints (Gumperz, 1977; Poplack 1980; 1981). This study examined and compared the code-switching behaviors of two communities in the southwestern United States: Antonito, Colorado and the Phoenix Metropolitan area in Arizona. The study explored the social and linguistic factors that are said to govern code-switching behaviors such as the type of switches made (intra-sentential or single lexical switches), the position in the utterance where the switch occurs (final or other), the direction of the switch (an utterance beginning in English and ending in Spanish, or beginning in Spanish and ending in English), the gender and level of education of the participants (college or above; high school or below), the ethnicity of the interviewer (Anglo or Hispanic), as well as which of the aforementioned social and linguistic factors most favored intra-sentential switches. The study used corpus data, with four participants from each community for a total of eight interviews. Participants from each corpus were selected to control for gender, the highest level of education achieved and the ethnicity of the interviewer. The study found that in the corpora looked at, linguistic factors such as position of the switch and direction of the switch affected intra-sentential switches more than social factors, although in terms of frequencies within individual factor groups, social factors such as the ethnicity of the interviewer, and the participant's level of education were found to be significant in affecting code-switching behavior. / Dissertation/Thesis / M.A. Spanish 2013

Este trabalho tem por objetivo estudar os chamados verbos de cambio do espanhol a partir da perspectiva teórica das colocações. Inicialmente foi realizada uma análise quantitativa, com base na Linguística de Corpus, que permitiu identificar construções recorrentes com os verbos hacerse, ponerse e volverse na produção de falantes nativos do espanhol. A seguir, buscou-se identificar colocações integradas por esses verbos, ou seja, formas de coocorrência de palavras que não se pautam pelas possibilidades gramaticais oferecidas pela língua, mas por restrições combinatórias. Também foram aplicadas as funções léxicas, com base na Teoria Sentido-Texto, às colocações encontradas. Os resultados indicam que a noção de mudança ultrapassa as construções predicativas com hacerse, ponerse e volverse, sendo encontrada em colocações que, a rigor, não podem ser classificadas como construções com verbos de cambio. Os resultados também indicam que uma parte da produção com verbos de cambio é formada por combinações cujo significado não está no conteúdo semântico de cada uma das palavras integrantes, mas está vinculado à expressão como um todo. / This work aims to study the so-called change of state Spanish verbs from the theoretical perspective of collocations. Initially a quantitative analysis was done based on Corpus Linguistics, which allowed us to identify recurring constructions with the verbs hacerse, ponerse and volverse in the production of native Spanish speakers. Next, we sought to identify collocations integrated by these verbs, i.e., forms of co-occurrence of words that are not guided by the possibilities offered by the language grammar, but by combinatorial restrictions. Based on the Meaning-Text Theory, we also applied lexical functions to the collocations found. The results indicate that the notion of change exceeds the predicative constructions with hacerse, ponerse and volverse, which were found in construcctions that, strictly speaking, cannot be classified as change of state verb constructions. The results also indicate that some of the production with verbs of change is formed by combinations whose meaning is not in the semantic content of each word, but is in the expression as a whole.

This study contributes to what is known about the nature of unbalanced bilingualism that emerges in language contact situations by examining the morphological knowledge of Spanish receptive heritage bilinguals (RHBs). RHBs were exposed to Spanish in their homes and communities but received formal schooling in English. These bilinguals have been described as being "on the verge of culminating the language shift towards English monolingualism" (Beaudrie, 2009a, p. 86), although despite this they report the ability to understand but not speak their heritage language. While the interpretation and production of inflectional morphology are difficult for more proficient heritage bilinguals (Montrul, 2008, 2009), little is known about the extent to which knowledge of morphology is measurable in HRBs or how it contributes to their ability to comprehend spoken Spanish. To answer these questions, 33 adult Spanish RHBs completed four, aurally-presented on- and off-line experimental tasks designed to assess their underlying grammatical competence, their receptive comprehension skills, and their proficiency without requiring that participants speak, read or write in Spanish. These tasks and the skills they assessed are listed below. 1) A self-paced, aural grammaticality judgment task examined whether RHBs have access to the rules that govern the well-formedness of specific inflectional morphemes, including gender and subject/verb agreement, as well as tense, aspect, and mood morphemes. 2) A morpheme interpretation task assessed whether RHBs interpret the meaning supplied by bound morphemes and distinguish between semantic contrasts. 3) A contextualized listening comprehension task measured the listening comprehension abilities of RHBs. 4) An elicited imitation task measured the proficiency of RHBs. The results of this study show that RHBs do have underlying morphological competence and are able to distinguish between grammatical and ungrammatical morphemes despite their limited language skills in other domains. Additionally, these bilinguals interpret the meaning supplied by bound morphemes, although access to the rules governing both the structure and the semantics of these morphemes decreases in accordance with the order in which they were acquired in childhood. RHBs understand the majority of what they hear when listening to spoken Spanish, and on average their proficiency ranges from low to intermediate levels. An analysis of the linear relationship between the results of the four experimental tasks revealed that the extent to which listening comprehension abilities and proficiency correspond to morphological knowledge in Spanish RHBs is dependent on the degree of access that these bilinguals have to the semantic information provided by functional morphemes. The results of this study show that while the core syntax of Spanish RHBs is intact, semantic knowledge may not have been mapped to certain morphemes during the acquisition process. These results are analyzed in tandem with various hypotheses that have been recently put forth to account for the linguistic outcomes of contact bilingualism, and an argument is made for considering heritage grammars as completely acquired but distinct language varieties.