The thesis is focused on the topic Italo Calvino and Italian Falktales referring to the collection Sulla fiaba. This thesis presents the life and lifework of Italo Calvino, describes the studying of the Italian falktales, explains the influence of Ariosto at Calvino's production. My thesis devotes to the situation on the Italian territory and analyses the tales contained in the collection Fiabe italiane, in detail refers to the animals which appear in the tales from Tuscany, Sicily, Venice and Friuli. The thesis is written in Italian language.

150f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-17T13:02:02Z No. of bitstreams: 1 Tese Alana El Fahl.pdf: 478136 bytes, checksum: 1642efa0e8de22837fb48552582eb605 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-28T19:21:51Z (GMT) No. of bitstreams: 1 Tese Alana El Fahl.pdf: 478136 bytes, checksum: 1642efa0e8de22837fb48552582eb605 (MD5) / Made available in DSpace on 2013-05-28T19:21:51Z (GMT). No. of bitstreams: 1 Tese Alana El Fahl.pdf: 478136 bytes, checksum: 1642efa0e8de22837fb48552582eb605 (MD5) Previous issue date: 2009 / A presente tese tem por objetivo estudar a produção contística do escritor português José Maria Eça de Queirós (1845-1900). Estruturada em três capítulos, agrupados a partir dos temas ligados à viagem, às tradições e aos afetos, foram analisados os seguintes contos: A Perfeição (1897) e Civilização (1892), A Aia (1893) e O Tesouro (1894), José Matias (1897) e No Moinho (1880). Através de revisão bibliográfica, as análises buscam estabelecer relações com os romances do autor. Exercício de literatura comparada, o trabalho analítico evoca disciplinas diversas como a História, a mitologia, a filosofia. Motivada pela obra de Eça, tal interdisciplinaridade é uma estratégia usada para demonstrar que, deslocando-se por escolhas formais diferenciadas, a escrita do autor português não traiu seus fundamentais pilares, jamais se desapegando de um intransigente espírito crítico. Além disso, pretende-se evidenciar, nos contos, o escritor permanentemente voltado para a sociedade portuguesa e simultaneamente preocupado com a condição humana. / Salvador

Feminist scholarship concerning fairy tales is too limited. While relationships between male and female characters have been explored extensively, this thesis focuses on masculinity as it is performed in interactions between male characters. It aims to bring more justices to traditional fairy tale gender binaries. Using Tony Coles’ Theory of Multiple Dominant Masculinities, this project examines four 17th-19th century animal/monster groom tales, studying male characters in order to understand how masculinity is constructed in selected tales and operates as a dynamic relationship between male characters. While the quest for dominance is often linked to violence, by employing the marvelous as an agent of change, these tales offer utopian perspectives in which shifts in male power occur without violence. The system of masculinity can be unfavorable and restrictive, presenting male characters with limited role options, but in fairy tales this system is also flexible, offering the possibility of change.

This thesis maps a marriage of postcolonial theory and folklore studies. The progeny of this marriage is an analytic tool which can suitably and effectively tackle the subject of written folktale texts, whether they be part of a nineteenth century colonialist discourse, or a twenty-first century nationalist discourse. First, GM Theal's collection of folktale texts, Kaffir Folklore (1882), is analysed as part of his specific colonialist discourse. Theal formulated for himself, and for the Xhosa peoples, identities which consolidated the colonialisms he supported. I argue that these folktale texts, although a part of Theal's colonialist discourse, are hybrid, containing the voices of both coloniser and colonised. Second, the position of contemporary written folktales in a neo-colonialist and >new nationalist discourse=, is examined. The optimistic belief of scholars and authors, that folktales are a means of bridging cultural gaps, is questioned. Finally, it is shown that authors of folktale texts can synthesise diverse literary traditions in a hybrid artform. This synthesis, to some extent, embodies the >new nationalist= aim of a unified national cultural identity in South Africa. The central value of recognising the role of folktale texts in colonialist and nationalist discourses lies in the awareness that this type of literary activity in South Africa is a cross-cultural practice. The confluence of voices which constitutes these folktale texts, reveals that our stories are intertwined. In the past, the discourses of colonialism and apartheid controlled the formation of the diverse and hierarchised cultural identities of South Africa. But this is not to say that alternative stories of self-fashioning and cultural self-determination did not exist. In the folktale texts of writers such as Mhlope, Jordan, and even in Theal's colonial collection, different mediums, literary heritages and styles converge to create narratives which speak of cross-cultural interaction and the empowerment of the black voice. In post-apartheid South Africa, there is even greater opportunity to reshape stories, to recreate selves, and to redefine intercultural relations. This thesis has outlined how some of those stories, which use folktale texts as their central trope, are constructed and commodified. Not only do these reinvented folktale texts embody the heterogeneous cultural influences of South Africa, they also have the potential to promote, first, the understanding of cultural differences, and second, the acceptance of the notion of cultural hybridity in our society.

Esta dissertação é um estudo sobre a expressividade dos contos de fadas da obra Uma ideia toda azul, de Marina Colasanti. Torna-se inovadora por se tratar de textos curtos, valorizando o fantástico e pelos desfechos de seus contos, diferentes dos tradicionais. Trabalhando com reis, rainhas, príncipes, princesas e unicórnios, a autora utiliza figuras de linguagem que valorizam o texto, tornando cada vez mais encantador e instigante o seu bordado de palavras. Apresentam-se no decorrer do trabalho reflexões acerca das narrativas orais, as teorias referentes aos contos populares, a compreensão de literatura infantil, os contos de fadas, Marina Colasanti na cultura brasileira e a narrativa fantástica, um resumo da obra Uma ideia toda azul, a estilística como base da pesquisa e a essência das figuras de linguagem. Busca-se descrever e analisar as figuras mais produtivas: metáfora, personificação, hipérbole, sinestesia e eufemismo. São recursos linguísticos que conferem aos contos de Colasanti a expressividade que seduz o leitor de todas as idades. A realidade e a fantasia se articulam harmoniosamente em um texto que, ao ressaltar o fantástico, desvela os sentidos universais inerentes ao ser humano de todas as épocas / This thesis is a study on the expressiveness of fairy tales of the work A Whole Blue Idea, by Marina Colasanti. It is innovative because they are short texts, valuing the fantastic and for the outcomes of their stories, different from the traditional. Working with kings, queens, princes, princesses, unicorns, the author uses figures of speech that value the text, making its embroidery of words even more charming and instigating. Reflections about the oral narratives, the theories relating to popular stories, the understanding of childrens literature, fairy tales are present throughout the work, Marina Colasanti in Brazilian culture and the fantastic narrative, a summary of the work A Whole Blue Idea, stylistic as the basis of the research is the essence of figures of speech. It seeks to describe and analyze the most productive figures: metaphor, personification, hyperbole, synesthesia and euphemism. These are linguistic resources which give the tales of Colasanti the expressiveness that seduces the reader of all ages. Reality and fantasy are articulated harmoniously in a text that, to highlight the fantastic, unveils the universal meanings inherent to the human of all times

Made available in DSpace on 2016-01-13T13:27:02Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-09-11. Added 1 bitstream(s) on 2016-01-13T13:32:21Z : No. of bitstreams: 1 000855957.pdf: 1797066 bytes, checksum: 2345528bb576bad89dbd87378b62424c (MD5) / Os contos de fadas, por seus elementos fantásticos, costumam estar associados ao universo infantil. No entanto, a gênese dos contos revela que eles pertenceram à tradição oral e foram destinados aos adultos. Na fase escrita, passaram por adaptações até atingir o público infantil. Inseridos em diversas culturas, os contos misturam desde os ritos de passagem até as influências mais modernas contidas nas versões contemporâneas. Por serem considerados um artefato cultural do patrimônio literário, estes contos costumam compor o currículo de Língua Portuguesa das escolas brasileiras. Constituindo-se enquanto abordagem qualitativa, este estudo procurou aliar a realidade destas instituições em relação aos contos de fadas à proposta de refletir sobre as relações de gênero presente nestas histórias e sobre sua incidência em nosso comportamento. A decisão por esse tema adveio da experiência profissional permeada pela necessidade pessoal de buscar aclarar os processos normalizadores que se instituem entre os muros escolares, perpetuando as relações binárias que ali são construídas, bem como em outros espaços institucionais e sociais. Portanto, decidiu-se investigar as percepções das docentes, tanto sobre o significado que estas narrativas representam para elas, como também sobre a metodologia adotada em sala de aula, se contribuem ou não para a reprodução deste desequilíbrio naturalizado entre homens e mulheres. Para delimitar a análise, a pesquisa contou com a participação de seis docentes atuantes nos anos iniciais do ensino fundamental I, em uma escola municipal. Objetivando a coleta dos dados, optou-se por realizá-la em três momentos. O primeiro, por meio da entrevista semiestruturada. O segundo consistiu na entrevista projetiva e o último efetivou-se com a entrevista aberta ou em profundidade. Com base nos conceitos metodológicos expressos... / When comes to fairy tales and their own fantastic elements the association with the childhood universe is a common practice. However, the genesis of the stories reveals a link to the oral tradition and were intended for adults. During the written procedure they suffered adaptations to reach the children. Part of different cultures, these tales mix from the rites of passage to the most modern influences shown in the latest versions. As they are considered a cultural artifact of literary heritage, these tales are usually present in the Portuguese curriculum teaching of Brazilian schools. Establishing itself as a qualitative approach, this study had the goal of combine the reality of these institutions in relation to fairy tales to the proposal to reflect on the links of al gender in these stories and about their impact on our behavior. The decision by this theme came from the professional experience permeated by personal need to look for a way to put light at the standard-setting procedures between the school walls, perpetuating the binary intercourses that are built there, as well as in other institutional and social places. This way it was decided to investigate the perceptions of teachers on both the meaning that these narratives represent for them as well as on the methodology used in the classroom, whether they contribute or not to play this perpetuated imbalance between men and women. In order to mark of the analysis, six teachers working in the early grades of the elementary school from a local public school. Having data collection as a goal, it was chosen to do it in three stages. The first through the semi-structured interview. The second consisted in a projective interview and the last was accomplished with the open or in-depth interview. Based on the methodological concepts systematically expressed, it was used as procedure the content analysis and the thematic analysis, in which the ...

Orientador: Célia Regina Rossi / Banca: Débora Raquel da Costa Milani / Banca: Anselmo João Calzolari Neto / Resumo: Os contos de fadas, por seus elementos fantásticos, costumam estar associados ao universo infantil. No entanto, a gênese dos contos revela que eles pertenceram à tradição oral e foram destinados aos adultos. Na fase escrita, passaram por adaptações até atingir o público infantil. Inseridos em diversas culturas, os contos misturam desde os ritos de passagem até as influências mais modernas contidas nas versões contemporâneas. Por serem considerados um artefato cultural do patrimônio literário, estes contos costumam compor o currículo de Língua Portuguesa das escolas brasileiras. Constituindo-se enquanto abordagem qualitativa, este estudo procurou aliar a realidade destas instituições em relação aos contos de fadas à proposta de refletir sobre as relações de gênero presente nestas histórias e sobre sua incidência em nosso comportamento. A decisão por esse tema adveio da experiência profissional permeada pela necessidade pessoal de buscar aclarar os processos normalizadores que se instituem entre os muros escolares, perpetuando as relações binárias que ali são construídas, bem como em outros espaços institucionais e sociais. Portanto, decidiu-se investigar as percepções das docentes, tanto sobre o significado que estas narrativas representam para elas, como também sobre a metodologia adotada em sala de aula, se contribuem ou não para a reprodução deste desequilíbrio "naturalizado" entre homens e mulheres. Para delimitar a análise, a pesquisa contou com a participação de seis docentes atuantes nos anos iniciais do ensino fundamental I, em uma escola municipal. Objetivando a coleta dos dados, optou-se por realizá-la em três momentos. O primeiro, por meio da entrevista semiestruturada. O segundo consistiu na entrevista projetiva e o último efetivou-se com a entrevista aberta ou em profundidade. Com base nos conceitos metodológicos expressos... / Abstract: When comes to fairy tales and their own fantastic elements the association with the childhood universe is a common practice. However, the genesis of the stories reveals a link to the oral tradition and were intended for adults. During the written procedure they suffered adaptations to reach the children. Part of different cultures, these tales mix from the rites of passage to the most modern influences shown in the latest versions. As they are considered a cultural artifact of literary heritage, these tales are usually present in the Portuguese curriculum teaching of Brazilian schools. Establishing itself as a qualitative approach, this study had the goal of combine the reality of these institutions in relation to fairy tales to the proposal to reflect on the links of al gender in these stories and about their impact on our behavior. The decision by this theme came from the professional experience permeated by personal need to look for a way to put light at the standard-setting procedures between the school walls, perpetuating the binary intercourses that are built there, as well as in other institutional and social places. This way it was decided to investigate the perceptions of teachers on both the meaning that these narratives represent for them as well as on the methodology used in the classroom, whether they contribute or not to play this "perpetuated" imbalance between men and women. In order to mark of the analysis, six teachers working in the early grades of the elementary school from a local public school. Having data collection as a goal, it was chosen to do it in three stages. The first through the semi-structured interview. The second consisted in a projective interview and the last was accomplished with the open or in-depth interview. Based on the methodological concepts systematically expressed, it was used as procedure the content analysis and the thematic analysis, in which the ... / Mestre

Esta dissertação é um estudo sobre a expressividade dos contos de fadas da obra Uma ideia toda azul, de Marina Colasanti. Torna-se inovadora por se tratar de textos curtos, valorizando o fantástico e pelos desfechos de seus contos, diferentes dos tradicionais. Trabalhando com reis, rainhas, príncipes, princesas e unicórnios, a autora utiliza figuras de linguagem que valorizam o texto, tornando cada vez mais encantador e instigante o seu bordado de palavras. Apresentam-se no decorrer do trabalho reflexões acerca das narrativas orais, as teorias referentes aos contos populares, a compreensão de literatura infantil, os contos de fadas, Marina Colasanti na cultura brasileira e a narrativa fantástica, um resumo da obra Uma ideia toda azul, a estilística como base da pesquisa e a essência das figuras de linguagem. Busca-se descrever e analisar as figuras mais produtivas: metáfora, personificação, hipérbole, sinestesia e eufemismo. São recursos linguísticos que conferem aos contos de Colasanti a expressividade que seduz o leitor de todas as idades. A realidade e a fantasia se articulam harmoniosamente em um texto que, ao ressaltar o fantástico, desvela os sentidos universais inerentes ao ser humano de todas as épocas / This thesis is a study on the expressiveness of fairy tales of the work A Whole Blue Idea, by Marina Colasanti. It is innovative because they are short texts, valuing the fantastic and for the outcomes of their stories, different from the traditional. Working with kings, queens, princes, princesses, unicorns, the author uses figures of speech that value the text, making its embroidery of words even more charming and instigating. Reflections about the oral narratives, the theories relating to popular stories, the understanding of childrens literature, fairy tales are present throughout the work, Marina Colasanti in Brazilian culture and the fantastic narrative, a summary of the work A Whole Blue Idea, stylistic as the basis of the research is the essence of figures of speech. It seeks to describe and analyze the most productive figures: metaphor, personification, hyperbole, synesthesia and euphemism. These are linguistic resources which give the tales of Colasanti the expressiveness that seduces the reader of all ages. Reality and fantasy are articulated harmoniously in a text that, to highlight the fantastic, unveils the universal meanings inherent to the human of all times

The purpose of my study was to explore and describe the applicability of fairy tale-based sociodramatic play in developing social skills among high-functioning children with autism. My conceptual framework was based on existing theory relating to high-functioning children with autism, the development of social skills, sociodramatic play and fairy tales,. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed an instrumental case study design and conveniently selected a school that specialises in the accommodation of learners with autism. I purposefully selected three high-functioning children at the school as primary research participants, and their parents/caregivers as well as one educator from the foundation phase class at the school, as my secondary research participants. I developed and implemented a fairy tale-based sociodramatic play intervention, conducted face-to-face interviews and assessments of levels of social functioning, and utilised observationas- context-of-interaction as data collection methods. I relied upon audio-visual methods and a reflective journal as methods of data documentation. Three main themes emerged as a result of the inductive data analysis and interpretation that I completed. Firstly, I found that the primary participants displayed an improved tendency to ask for help and express their feelings after they had received fairy tale-based sociodramatic play intervention. Secondly, I found that certain additional changes in social experience and behaviour had occurred during the course of the research process, such as an apparent improvement in turn-taking, problem-solving and perspective-taking abilities, and an increased involvement in peer relationships and peer support. Despite the apparent changes in the participants’ abilities to ask for help and express their feelings, a few areas of no change also emerged. No change was observed in the primary participants’ tendency to not seek help from peers, as well as their tendency to rely on their body language, rather than on verbalisation, to ask for help and express feelings. Based on the findings, fairy tale-based sociodramatic play can therefore be regarded as a valuable tool for the development of the social skills of asking for help and expression of feelings among high-functioning children with autism. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

This thesis is a play for children. The story and the characters were derived from traditional Norwegian fairy tales. The central character is Billikin Whiskers, a billy-goat, who is captured by three trolls--Sparky, Garr and Pragg. The play is set on a mountain in Norway. The central idea of the play is the issue of intelligence--represented by Billikin Whiskers--versus physical strength--symbolized by the trolls.