I den här uppsatsen har jag gjort en tematisk läsning av de dystopiska ungdomstrilogierna Hungerspelstrilogin, Divergenttrilogin och Legendtrilogin, vilket jag har gjort med fokus på temat kosmetika och utsmyckning. Syftet var att undersöka de genusmönster som existerar kring kosmetikan och utsmyckningen, liksom dess förhållande till klass och ålder. Jag kommer i uppsatsen fram till att kosmetika och utsmyckning bärs frivilligt av överklass och onda karaktärer och att det tvingas på de flickor, och i viss mån även de pojkar, som är böckernas huvudpersoner. Böckerna tycks bekräfta åsikten att kosmetikan är något förkastligt och påtvingat av patriarkatet. Tvånget kommer dock i böckerna inte enbart ifrån patriarkatet utan också från överklassen. Uppdelningen mellan vad som är okej för flickor och pojkar att bära ser i stort sett likadan ut som i dagens samhälle, trots framtidsskildringens möjligheter att måla upp något nytt. De som frivilligt bär kosmetika och utsmyckning är oftast farliga, såsom onda ledare eller förtryckande överklass. Det feminina nedvärderas i böckerna mer än det könsneutrala (även om kritik kring det neutrala också förekommer) och det kvinnliga nedvärderas starkare än det flickiga. Även om flickorna finner att dekorationen kan vara användbar har den litet eller inget värde då den inte fyller en annan funktion än skönhet. Resultatet blir destruktivt då flickor och kvinnor vänds mot varandra och sig själva. Dessutom blir ramen för vad som är okej snävare då de både ska vara vackra, men inte bry sig om det. Det bekräftar också de genusmönster och förväntningar som säger att flickan ska vara passiv och vacker.

Suzanne Collin’s trilogy The Hunger Games has become an international bestseller, and tells the story about Katniss Everdeen, a young citizen of District 12 in Panem. The object of this essay is to demonstrate that nurturing, being a warrior and pursuing beauty are the most idealized behaviors in The Hunger Games trilogy. By analyzing these behaviors from a gender perspective, based on the standpoint of Western society, I demonstrate how nurturing and pursuing beauty are feminine behaviors, and being a warrior is a masculine behavior. Furthermore, I outline how the characters’ behavior reflects their upbringings or the circumstances they are in. I conclude by considering what the popularity of Collins’s series indicates about contemporary perceptions of these behaviors, that are traditionally deemed as feminine or masculine in Western society. The result of the analysis indicates that the characters are being rewarded for both feminine and masculine behaviors. However, the characters showing a combination of both feminine and masculine traits gain more than the characters that possess either feminine or masculine qualities only. The contemporary views on femininity and masculinity are changing in Western society, and The Hunger Games trilogy gives us an indication about today’s view on the gendered behaviors in this essay.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-06-07T14:02:51Z No. of bitstreams: 1 arquivo total.pdf: 1597477 bytes, checksum: 8b2e1918cf31a4112621f69d34576ac1 (MD5) / Made available in DSpace on 2016-06-07T14:02:51Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1597477 bytes, checksum: 8b2e1918cf31a4112621f69d34576ac1 (MD5) Previous issue date: 2015-08-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Les études consacrées à la culture de fans connaissent de nos jours un développement de plus en plus important et, bien que la notion de ce que signifie être un “fan” se trouve présente dans nos societés depuis longtemps, la plupart des fois elle a une connotation fortement négative. Cepedant, la théorie de la culture participative (JENKINS, 2009, 2010) affirme que les fans (“fandom”) ont assumé un rôle actif, influençant les choix des entreprises dans la production et la distribution de produits. Parmi les productions réalisées par des fans, l’une des principales est la fan-traduction. Dans la fan-traduction, un groupe de volontaires se réunit pour traduire et rendre accessible gratuitement, à d’autres fans, diverses oeuvres qui n’ont pas encore bénéficié d’une traduction officielle. Compte tenu du grand nombre de livres traduits en amateurs par des fans, le but de cette étude est de comprendre et d’analyser comment la fan-traduction est-elle prise en charge au sein de la culture participative. Le corpus de la recherche est formé par la fan-traduction (groupe Shadow Secrets, 2009) et la traduction officielle (Alexandre D‟Elia/Editora Rocco, 2010) du roman dystopique Jogos vorazes (The Hunger Games, Editora Scholastic, 2008) de l’écrivaine nord-américaine Suzanne Collins. Du point de vue méthodologique, nous avons eu recours à l'analyse interprétative-descriptive dans le but de saisir les stratégies possiblement utilisées par les fan-traducteurs et par les traducteurs officiels dans leurs respectives traductions. Nous avons également procédé à une analyse comparative des deux traductions, afin d'observer les principales différences entre les textes. Le cadre théorique de l'analyse renvoie aux études menées par Lawrence Venuti (2002, 2004b) sur les stratégies de “domestication” et “foreignization”, et l'invisibilité du traducteur; aux tendances déformantes dans la traduction proposées par Antoine Berman (2013), et aux notions de bilinguisme et compétence en traduction développées par Wolfgang Lörscher (2012). Les résultats montrent que la fan-traduction ne suit pas un modèle particulier de stratégie traductive, mais choisit de suivre une voie plus libre par rapport à la traduction officielle en se rapprochant de la structure du texte d’origine, et cela au risque de compromettre le sens du texte cible. Les résultats ont également montré qu’il manque au traducteur-fan une certaine compétence en traduction spécifique, présente chez les professionnels. Cette compétence en traduction est attribuée aux personnes bilingues – profil qui prédomine chez les fans – et est perpétuée par la croyance que cet individu bilingue possède naturellement la compétence requise pour traduire. Nous sommes arrivée à la conclusion que les fans-traducteurs possèdent moins de compétence que les traducteurs officiels pour transférer les différents sens, qu’ils soient culturels ou linguistiques, du texte original vers le texte de la langue cible, suscitant parfois la confusion chez le lecteur. / Os estudos referentes à cultura dos fãs vêm crescendo cada vez mais e, embora a noção do que significa ser um “fã” se encontre presente em nossa sociedade há bastante tempo, na maioria das vezes tem uma conotação altamente negativa. A própria indústria do entretenimento costumava desprezar os fãs, considerando-os como pessoas cuja opinião não representava a de outros consumidores. A teoria da cultura participativa (JENKINS, 2009, 2010), porém, afirma que os fãs (fandom) assumiram um papel ativo, influenciando as escolhas das empresas na produção e distribuição de produtos. Dentro das produções realizadas pelos fãs, uma das principais é a fã-tradução. Na fã-tradução, um grupo de voluntários se forma para traduzir e disponibilizar para outros fãs, gratuitamente, obras variadas que ainda não contam com uma tradução oficial. Dessa forma, a obra se torna acessível a leitores que não dominam uma língua estrangeira, ao mesmo tempo em que ocorre certa publicidade do produto, abrindo oportunidades para que receba uma tradução oficial. Pensando no grande número de livros traduzidos de forma amadora pelos fãs, o objetivo deste trabalho é compreender e analisar como funciona a fã-tradução dentro da cultura participativa. A pesquisa possui como corpus a fã-tradução (grupo Shadow Secrets) e a tradução oficial (Editora Rocco/Alexandre D’Elia) do romance distópico Jogos vorazes (The Hunger Games), da estadunidense Suzanne Collins. Do ponto de vista teórico-metodológico, utilizamos a análise interpretativa-descritiva visando a desvelar as possíveis estratégias utilizadas pelos fãs-tradutores no decorrer da tradução, bem como pelo tradutor oficial na tradução oficial. Procedemos ainda com uma análise comparativa entre as duas traduções, no intuito de observar as diferenças mais proeminentes entre elas. O referencial teórico para a análise se encontra nos estudos realizados por Lawrence Venuti (2002, 2004b) sobre as estratégias de domesticação e estrangeirização, e sobre a invisibilidade do tradutor; nas tendências deformadoras na tradução propostas por Antoine Berman (2013) e nas noções de bilinguismo e competência tradutória desenvolvidas por Wolfgang Lörscher (2012). Os resultados mostram que a fã-tradução não segue um modelo de estratégia tradutória em particular, mas escolhe seguir um caminho mais livre se comparada à tradução oficial, optando por se aproximar da estrutura do texto de origem, muitas vezes comprometendo o significado do texto alvo. Foi possível constatar que aos fãs-tradutores falta determinada competência tradutória, presente nos profissionais da área. Essa competência tradutória é esperada dos indivíduos bilíngues, perfil geral dos fãs-tradutores, sendo perpetuada pela crença de que tal indivíduo possui naturalmente a capacidade para traduzir (LÖRSCHER, 2012). Concluímos que os fãs-tradutores possuem menos habilidade que os tradutores oficiais para transferir os diversos sentidos do texto original, sejam eles culturais ou linguísticos, para o texto da língua alvo, chegando, algumas vezes, a induzir confusão nos leitores.

The primary aim of this master’s thesis has been to examine how the dystopian, young adult novel, The Hunger Games (2008) by Suzanne Collins could entail depictions of violations against the articles of the Universal Declaration of Human Rights (1948). The analysis has been conducted based on a theme-based close reading of the novel using the Universal Declaration of Human Rights as a contextualization device. In addition, the literary analysis has been divided into three sections, namely global, group and the individual perspectives of how incidents in the novel hypothetically violate the Universal Declaration of Human rights. The division was made in order to delineate the social perspective of how literature can amplify the understanding of human rights and societal issues. Furthermore, the secondary aim of this master’s thesis has been to discuss how upper secondary students, when using a critical literacy lens in the English as a Foreign Language classroom, may establish an awareness about other people’s living conditions and fundamental rights that are present in their immediate social vicinity and in this novel.

This study explores the latent operation of Western gender norms in popular female-centred Young Adult (YA) dystopian texts. By examining adolescent female protagonists and the nature of their social havoc-making, this study investigates how reconstructed and recalibrated definitions of femininity ultimately re-inscribe a patriarchal status quo. The five havoc-making heroines under consideration are: Katniss Everdeen of Suzanne Collins’ “Hunger Games” trilogy, Saba in Moira Young’s “Dustlands” trilogy, Deuce in Ann Aguirre’s “Razorland” trilogy, Tris Prior in Veronica Roth’s “Divergent” series, and finally, Cassie Sullivan in Rick Yancey’s THE 5TH WAVE. Although these YA havoc-making heroines rebel against oppressive governmental regimes, I recognize the implicit and explicit construction of their bodies and their behaviours through male-influence. Their male counterparts play a large role in shaping how these heroines look and behave—they perform and appear as masculinized warriors and as feminized delicate beauties in accordance with the political and personal desires of male characters. Through such constructions, these contemporary havoc-makers demonstrate a collision of heroisms: they look and act as conventional action heroines and romance heroines. Including theoretical texts from the 1990s and onward that feature feminist scholarly writing on the textual and filmic representations of women—such as Dawn Heinecken’s THE WARRIOR WOMEN OF TELEVISION and Sherrie A. Inness’ TOUGH GIRLS—I investigate how these young heroines are shaped as per the genres of Action/Adventure and Romance fiction. / Thesis / Master of Arts (MA) / This study looks at depictions of Young Adult heroines in popular YA dystopian fictions. Works under consideration: Collins' THE HUNGER GAMES trilogy, Young's "Dustlands" series, Aguirre's ENCLAVE, Roth's DIVERGENT and Yancey's THE 5TH WAVE.

No description available.

Uppsatsen syftar till att undersöka om barn och ungdomslitteraturen tillägnat sig filosofiska tankegångar och hur detta har utryckts i fyra skönlitterära verk. Barnlitteraturen används i skolan framförallt för att öka läsförståelse och ordkunskap. I denna studie har jag pekat på att litteraturen även kan föra fram filosofiska idéer. Uppsatsen kan fungera som en vägvisare till hur filosofiska idéer kan hämtas från skönlitteraturen och på så sätt exemplifiera dessa med hjälp av litteraturen, men också hur vi på samma sätt kan göra litteraturen mer begriplig med hjälp av filosofiska exempel. Uppsatsen har visat att barnlitteraturen innehåller djupa och intressanta filosofiska tankegångar. Både äldre och nyare barnlitteratur kan därför med fördel användas i skolan för att introducera filosofiska begrepp på ett stimulerande sätt.

This thesis aimed to analyze how men and masculinity were portrayed in The Hunger Games. I intended to investigate the most salient masculine characters. I also wanted to analyse the one-on-one interactions between men as well as their group interactions. I sought to investigate if one could see any power relations between the male characters and if they were traditionally masculine or not in this interaction, and also if this book could be used for discussions in the work with the core values of the Swedish national curriculum. The questions used in the thesis were: ”How are the men portrayed, and how do they act, compared against a traditional masculinity norm?”, ”What happens in the homosocial interaction between the men?”, and ”How do the men treat Katniss, seen from a masculinity perspective?” The theories used in the analysis were found within the field of masculinity studies. Hegemonic masculinity theory was the first one, and the second theory was the theoretical framework of traditional masculinity ideologies by Mahalik et al., specifically the measurement tool of CMNI – Conformity to Masculinity Norm Inventory. The method used to collect the data for the analysis was Close Reading. In the analysis I compared the men to a set of masculinity norms. The measurement tool was the norm inventory of CMNI. The results of the analysis found that at all the men in the study lived in accordance with at least some of the traditional masculinity norms. Out of the four men analysed, three of them had a gender equal relationship with the female lead character. Some men in the book were shown to act based on a patriarchal power structure. It was found that the men who acted in accordance with this structure were conforming more to the traditional masculity norms in their interaction with other men than in their interaction with women.

Through Close reading of the two trilogies The Hunger Games by Suzanne Collins and The Engelsfors trilogy by Sara Elf Bergsmark and Mats Strandberg this thesis aim is to examine the popular literary theme with a young girl who saves the world.  This thesis approach this through Michel Foucault’s theories of both discourse theory and analysis of power. By using discourse theory this thesis first examines what it means to be a girl, in both the literary worlds and our own. The result shows that the girls have very different approaches to what it means to be a girl. What they do have in common is that they all relate to an understanding of a concept of the right way to be a girl, as if there was a blueprint version of the true girl. In the second part the girls approach to power and how they find ways to show resistance is studied. Foucault argues that power is a part of all human relationships and that power always is possible to change. By exanimating everyday life experiences where power and control is exercised, different ways in which the girls lives that were shaped by this power was revealed. The analysis show that the power influences their lives in even the smallest ways and affect what they say, their dreams and their thoughts. By becoming more aware of how their societies are constructed they find ways to fight back and show resistance. Collaborations between people of different background and class is an important element in both trilogies and through the girls commitment they become aware of how they can be a part of and lead their societies to change. In both books, the worlds the girls live in is changed for the better.

Submitted by Guilherme Augusto Louzada Ferreira de Morais null (gui_amorais@hotmail.com) on 2018-02-19T23:21:31Z No. of bitstreams: 1 Dissertação_Morais_2018.pdf: 1959729 bytes, checksum: e4bb69bb4962e19ac63cfef3f80a903e (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-02-21T18:35:01Z (GMT) No. of bitstreams: 1 morais_galf_me_sjrp.pdf: 1959729 bytes, checksum: e4bb69bb4962e19ac63cfef3f80a903e (MD5) / Made available in DSpace on 2018-02-21T18:35:01Z (GMT). No. of bitstreams: 1 morais_galf_me_sjrp.pdf: 1959729 bytes, checksum: e4bb69bb4962e19ac63cfef3f80a903e (MD5) Previous issue date: 2018-02-06 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Estudamos a série de livros “Jogos vorazes” (2010-2011) com o objetivo de demonstrar como se dá a permanência e a representação do modelo heroico da Antiguidade Clássica na Contemporaneidade por meio da análise da caracterização da personagem feminina Katniss Everdeen. Para tanto, enfocamos a personagem criada por Collins e as características que a definem como heroína, comparando-a ao modelo heroico clássico descrito por tantos autores da Grécia e Roma, como, por exemplo, Homero, Hesíodo, Vergílio, etc., e considerando também as reflexões sobre o herói tecidas por Campbell em O herói de mil faces (1997), dentre outros títulos e autores que embasam nossos estudos. Percebemos que há, na série, uma mudança na representação de arquétipos literários, a saber, herói clássico versus donzela clássica, visto que Katniss Everdeen assume o papel de herói e Peeta Mellark, tributo masculino, assume o papel de donzela, pois, em grande parte do enredo, é salvo por ela. Dessa forma, buscamos verificar o que desvia a trama em estudo dos moldes então estabelecidos pelos Clássicos, ou seja, como Collins redefine os padrões da Literatura Clássica greco-romana, nos quais o homem era guerreiro e a mulher era dona de casa. Para isso, iniciamos nossas considerações a partir de Jung (2002), porque autores como Randazzo (1996), Vogler (2006) e Meletínski (1998), dentre outros, partem das postulações do psicanalista suíço para discutirem a respeito de arquétipos encontrados na publicidade, literatura e cinema. No percurso do estudo da heroína, realizamos uma breve comparação entre Katniss, outrora escravazida pela Capital (em uma espécie de escravidão velada), que se torna heroína e símbolo de toda uma revolução, e o herói masculino de outra obra, Espártaco, escravo e gladiador da Trácia, que foi líder de uma revolução conhecida por Guerra dos Escravos, conforme se pode comprovar no romance Espártaco, de Howard Fast (1981), publicado originalmente em inglês em 1951, e no filme baseado nesta obra literária, de Stanley Kubrick (1960), com a finalidade principal de comprovar a mudança no tratamento dos arquétipos e averiguar a presença de elementos ligados à cultura romana na série escrita por Collins. Enfim, buscamos verificar de que modo o modelo de Herói Clássico, seja na figura dos heróis mitológicos, seja na personagem histórica de Espártaco, é representado na caracterização da protagonista feminina de “Jogos vorazes” e quais significados tais representações acrescentam à interpretação da série. / The present study aims at analyzing the series titled “The Hunger Games” to demonstrate, by observing the characterization of the female character Katniss Everdeen, how the representation of the heroic model from Classical Antiquity persists in Contemporary Literature. In order to do so, we have focused on the character created by Collins and the features that define her as a heroine, comparing her to the classical heroic model described by several authors in Greece and Rome, such as Homer, Hesiod, Vergil, etc., as well as to specifications about the hero character presented in “The Hero with a Thousand Faces” (1997), by Joseph Campbell, along with additional information on the topic provided by other authors. We have observed a change, in Collins’ novels, regarding the representation of literary archetypes, namely the classical Hero versus the classical Maiden, as Katniss Everdeen takes the role of the Hero and Peeta Mellark, the male tribute, plays the role of the Maiden, for throughout a large part of the plot he is saved by her. Therefore, we seeked to verify what deviates the plot in study from the patterns once established by Classical tradition, or, in other words, to observe how Collins redefines the standards of the Greco-Roman Classical Literature, in which the man was a warrior and the woman was a housewife. Our study is based on Jung (2002) because authors such as Randazzo (1996), Vogler (2006) and Meletínski (1998), among others, consider the postulates of the Swiss psychoanalyst to discuss archetypes found in advertising, literature and cinema. In the course of the study of the heroine, for the purpose of proving the change in the treatment of archetypes and ascertaining the presence of elements related to the Roman culture in the series written by Collins, we made a brief comparison between Katniss, once slaved by the Capitol (in a kind of veiled slavery), who becomes a heroine and a symbol of an entire revolution, and the male hero of another artwork, Spartacus, a slave and gladiator from Thrace who was the leader of a revolution known as the “War of the Slaves,” as it can be seen in Howard Fast’s (1981) novel Spartacus, originally published in English in 1951, and in the film based on this literary work, directed by Stanley Kubrick (1960). Finally, our study demonstrates that the Classical Hero model, whether taken from mythological heroes or from the historical character of Spartacus, plays an important role in the characterization of the female protagonist of “The Hunger Games,” adding different meanings to the interpretation of the series. / Proc. 2015/23592-6