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Although certain critics have mentioned Blasco Ibáñez’s women characters in their writings, they often relegate these persons to a subordinate role relevant to the development of the plot and of the philosophy of the author. Many of the earlier critics have mentioned the importance of the setting in Blasco Ibáñez’s novels, as did James O. Swain when he wrote in 1935, “Especially in his Valencian novels, Arroz y Tartana, Flor de Mayo, La barraca, and Cañas y barro, does the setting play an important role.” As recently as 1961, Sherman Eoff has pointed out how characterization is secondary to the milieu of the people in some of Blasco Ibáñez’s early writing. There are, nonetheless, notable women who play an important part in some of Blasco Ibáňez’s early novels. Eduardo Betoret-Paris has mentioned the significance of women in both Cañas y barro and Flor de Mayo. Doña Manuela in Arroz y tartana and Neleta in Cañas y barro are cited by Antonio Espina as being significant human portraits. M. Romera-Navarro has indicated the mastery with which Blasco Ibáñez created a particular kind of woman in Entre naranjos. Tía Picores in Flor de Mayo has been called a strong and dominant character. Still another woman has been singled out for the complexity of her character in Blasco Ibáñez’s La Maja Desnuda. In recognition of the fact that some women do play an important role in some of Blasco Ibáñez’s earlier novels, this investigation seeks to reveal certain aspects of a particular kind of woman – the dominative woman. In order to present some of the significance of the dominative woman, an examination of portions of the life and philosophy of Blasco Ibáñez will be made. In addition, Arroz y Tartana, Flor de Mayo, Entre naranjos, Cañas y barro and La Maja Desnuda will be studied in order to illustrate Blasco Ibáñez’s presentation of the dominative woman, her characteristics, imagery related to her, and her roles in these works as they relate to aspects of the author’s life and philosophy.

The works of Carlos Fuentes are well known for their thematics of History, how the past continues to influence the present despite mechanisms of historical omission, oblivion, or repression. This dissertation offers a spectral reading of a selection of Fuentes’ works—La muerte de Artemio Cruz (1962), Aura (1962), Cambio de piel (1967), Terra nostra (1975), and Una familia lejana (1980)—that represents his vision of Mexican, Latin American, and Transatlantic history. A spectral reading refers to the hidden or indirect ways that the past continues to manifest in the present as specters, ghosts—unconscious and unwitting remembrances of repressed or unknown material that elude conscious recollection but continue nonetheless to linger and impede healthy progress. Concepts from trauma theory and psychoanalysis thus provide a framework for this critical approach. Fuentes’ representations of history often comprise violent events that resonate as ghostly presences haunting contemporary society. Our reading makes use of concepts such as Nicolas Abraham and Maria Torok’s “crypt” and “phantom” as well as Marianne Hirsch’s “postmemory” in order to show how historical traumas and violent events are transmitted across generations as a spectral inheritance. Through this theoretical lens, a spectral reading sheds new light upon Carlos Fuentes’ use of cyclical time, doubling, narrative experimentation, and intertextuality that function together to represent the effects of violent history as a spectral legacy on individual, family, national, regional, and global scales. The works studied in this dissertation’s six chapters represent distinct moments of Fuentes’ narrative production. Despite the works’ various forms of representation—realist, Gothic, modern, postmodern—, their common thread is the timeless burden of historical violence and trauma. Fuentes presents a pessimistic vision of the ways in which contemporary society ineffectively bears or disavows this burden. The works thus show a possibility for embracing the Other and engaging in the task of working through trauma, although this potential reconciliation remains constantly thwarted. History, according to Fuentes, remains trapped in a purgatory of violence. Yet the hope can be gleaned, however, that the reader may take up this healing labor. While full reconciliation continues to elude us, engagement with the ghosts of the past is a healthy first step.

En las paginas de esta tesis se encuentra un analisis deconstructivo de las tecnicas narrativas y el contenido tematico-ideol6gico de la primera novela de la escritora chilena Isabel Allende. Mediante el mismo, se ha tratado de descubrir en La casa de los espiritus una actitud de rebeldia en contra de las formas de poder que se manifiesta en diversos niveles de la vida social, y que, segun el critico uruguayo Angel Rama, caracteriza la obra de algunos escritores hipanoamericanos contemporaneos. Diferentes tecnicas narrativas, quedan analizadas, dando mayor enfasis al uso del realismo magico, el cual crea una oposici6n en la estructura del texto, que va a continuar en su contenido. Esta oposici6n, al igual que las expuestas por el contenido tematico-ideol6gico, queda disipada luego de ser estudiada mas a fondo. Ademas, se enumeraron y analizaron las distintas visiones de instituciones sociales, como la Iglesia, la familia y el gobierno, encontradas en el texto, que logran dar al lector un resumen del contenido ideol6gico que Allende trata de exponer en su obra. Dos perspectivas de la Iglesia, por ejemplo, son expuestas. La Iglesia defensora de ideologias derechistas y la Iglesia que aboga por ideales izquierdistas. Ambas quedan convertidas en una misma; una instituci6n defensora de ideologias basadas en la oposici6n binaria inicial rico/pobre establecida por el poder econ6mico. Ante la incapacidad de la Iglesia como instituci6n para resolverse hacia una forma de vida particular, surgen otras alternativas, otras perspectivas de vida. Estas tienen el efecto de mantener a las masas en un punta media donde sse disminuye la fuerza de cualquier oposici6n verdadera al poder econ6mico. De igual manera, quedan deconstruidas otras instituciones sociales en la novela. En el estudio se constata c6mo, tanto las oposiciones entre tecnicas narrativas, como las oposiciones entre ideologias quedan destruidas en esta obra. Con la destrucci6n de oposiciones binarias, la autora denuncia las injusticias de un sistema social, dominado por el poder econ6mico norteamericano que ha golpeado su patria cruelmente.

This dissertation explores the troubled relationship between Hispanic-American Modernism and modernity through the close study of a representative array of authors (José Martí, Rubén Darío, Enrique Gómez Carrillo, Augusto Dhalmar and Pedro Prado). My analysis departs from the revisionist theories of Angel Rama and Ivan A. Schulman, which changed the traditional views about the movement towards a more complete vision of its role as a literature that is highly subversive. During the XIX century, America experienced a vigorous cultural awakening unsupported by an incomplete modernization whose more fundamental principles are challenged by the systematic use of primitivism by these authors. I propose that by analyzing how primitivism is used as an essential tool for criticism, a deeper understanding of a highly codified literature and its importance as precursor of the Vanguard may be reached.

Orientadora: Lúcia Regiane Lopes-Damasio / Banca: Solange de Carvalho Fortilli / Banca: Norma Barbosa Novaes Marques / Resumo: Neste trabalho, que se insere no Grupo de Pesquisa Estudos sobre a Linguagem (GPEL), propõe-se um enfoque específico nos mecanismos de junção em tradição discursiva argumentativa produzida por alunos de duas turmas (A e D) de 7º anos do Ensino Fundamental - ciclo 2, por meio de uma análise linguístico-discursiva da escrita, a fim de descrever e analisar os mecanismos de junção empregados na tradição discursiva argumentativa para dissertar acerca dos aspectos sintomáticos da junção na delimitação dessa tradição e contribuir com uma proposta de ensino da escrita, não voltada para o "erro". A escolha da junção como foco desta pesquisa se fundamenta, de modo mais genérico, na hipótese de Kabatek, confirmada em vários de seus trabalhos (cf. KABATEK, 2005, 2006, 2012), acerca do aspecto sintomático dos mecanismos de junção na configuração de tradições discursivas, ou seja, na hipótese da correlação entre junção e tradição discursiva. Essa escolha é direcionada, de modo mais específico, por resultados de estudos realizados no âmbito do GPEL, a saber, Longhin (2011a, 2011b), Tuão-Brito (2014), Zago (2014) e Lopes-Damasio (2017, 2016, 2014). A análise será realizada a partir de uma amostra de 40 textos produzidos por alunos dessas turmas de 7º anos do Ensino Fundamental. O objetivo geral da pesquisa é buscar evidências da junção como aspecto sintomático da tradição discursiva argumentativa, em relação com a heterogeneidade da escrita, a fim de realizar apontamentos para o ensino da ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work, which is part of the Research Group on Language - NRC (RGOL), applies a specific focus in the Junction Mechanisms (JM) of argumentative Discursive Tradition (DT) produced by students of two classes (A and D) of the 7th year of Elementary School - cycle 2. Through linguistics-discursive analytics of writing, to describe and analyze the Junction Mechanisms (JM) employed in the argumentative Discursive Tradition (DT) to discuss the symptomatic junction aspects in the tradition delimitation, this work aggregates for a not "error oriented" writing teaching proposal. The use of junction as the approach of this work is generally based on Kabatek's hypothesis, confirmed in several of his works (KABATEK, 2005, 2006, 2012) on the symptomatic aspect of JM in the configuration of TD, which means, in the hypothesis of the correlation between junction and TD. This option is directed mainly by results of studies performed in the context of the RGOL, as cited by Longhin (2011a, 2011b), Tuão-Brito (2014), Zago (2014) and Lopes-Damasio (2017, 2016, 2014). The study will be based on a sample of 40 texts produced by students in the 7th year of Elementary School. The general objective this research is to collect evidence of the junction as a symptomatic aspect of the argumentative DT, concerning the writing heterogeneity, to gather observations for writing teaching. It is, therefore, a study that ends up reinforcing Kabatek's (2005) hypothesis that syntax can be envisioned as an ... (Complete abstract click electronic access below) / Mestre

Orientador: Nildiceia Aparecida Rocha / Banca: Rosângela Sanches da Silveira Gileno / Banca: Patrícia de Oliveira Lucas / Resumo: Em razão da crescente demanda do ensino e aprendizagem de Português Língua Estrangeira (PLE), parece ser necessária a contínua formação de professores na área. Ao longo de nossa trajetória no ensino de PLE, observamos que muitos aprendentes se interessam por literatura, porém desconhecem a literatura brasileira. Sabemos que por meio da literatura de um país podemos compreender especificidades da cultura, tais como costumes, crenças, pensamentos e tradições, os quais se encontram muitas vezes presentes no texto literário e podem resultar no entendimento de muitas situações, que para o estrangeiro podem ser conflituosas. O objetivo deste trabalho é despertar a atenção do aluno de PLE para a herança patriarcal, presente na literatura brasileira, por meio do romance As meninas, de Lygia Fagundes Telles, cuja análise se dá focalizando algumas falas das personagens centrais femininas e está pautada no conceito de representações sociais, de Serge Moscovici (2003). Tomamos por público alvo alunos de PLE, do nível avançado ou avançado superior, e por isso apresentamos, de acordo com o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras), os níveis de proficiência, e a justificativa da utilização do texto literário no ensino de Língua Estrangeira proposto no Quadro Europeu Comum de Referência (QECR). Assim sendo, este trabalho configura-se como uma pesquisa documental, em relação à compreensão e análise de documentos, compostos por diferentes textos que integ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Due to the increasing demand for the teaching and learning of Portuguese as a Foreign Language (PFL), it seems necessary to mantein teachers training in the area. Throughout our trajectory in teaching Portuguese for Foreigners, we observe that many learners appreciate literature, but they are not familiar with the Brazilian literature. We know that through the literature of a country we can understand cultural specificities such as customs, beliefs, thoughts and traditions, which are often present in the text and it can result in the understanding of many situations that are disturbing to the foreigner. The objective of this work is to call the attention of Portuguese as a Foreign student Language to the patriarchal inheritance, present in the Brazilian literature, through the novel As meninas, by Lygia Fagundes Telles, whose analysis is focused on the speeches of the female central characters and will be based on the concept of social representations, by Serge Moscovici. Our target audience is Portuguese as a Foreign student at the advanced or proficient and therefore we will present, according to the Celpe-Bras, the levels of proficiency and the justification of the use of the literary text in the teaching of Foreign Language proposed in the Common European Framework of Reference. Therefore, this work is configured as documentary research in relation to the comprehension and analysis of documents, composed of different texts that integrate the theory and the analysis of the... (Complete abstract click electronic access below) / Mestre

Orientador: Nildiceia Aparecida Rocha / Banca: Porfíria Bizarro Monteiro dos Reis Soares / Banca: Maria Inês Vasconcelos Felice / Banca: Ana Cecília Cossi Bizon / Banca: Maria Cristina Reckziegel Guedes Evangelista / Resumo: Na primeira década do século XXI, fatores mundiais de caráter político e econômico contribuíram para a procura da aprendizagem do português como língua estrangeira (PLE) no Brasil e no exterior (MEYER, 2015). Nos últimos 25 anos, nas escolas de idiomas de São Paulo houve aumento de cem por cento do número de alunos que procuram aprender português. E há cursos de português como língua estrangeira oferecidos também em universidades brasileiras e estrangeiras (ALMEIDA FILHO, 2011). Consequentemente, há uma reflexão sobre políticas linguísticas, sobre a formação de profissionais e sobre produção de materiais voltados para o ensino-aprendizagem de PLE. Assim, este trabalho, inserido no campo da Linguística Aplicada, visa a discutir e a contribuir para o ensino e aprendizagem de português como língua estrangeira, a partir da inter-relação entre língua e cultura, promovendo ações didático-metodológicas com músicas brasileiras. Os objetivos específicos foram: identificar as microesferas culturais (PAIVA, 2009) recorrentes nas interações de Teletandem e de diários reflexivos, que nortearam a elaboração de tarefas didáticas; verificar as representações interculturais de aprendizes de PLE, francófonos, em um curso ministrado em uma universidade francesa; e averiguar as potencialidades das tarefas didáticas propostas com músicas, observando suas contribuições no ensino de PLE, sob a perspectiva intercultural. Foram analisadas doze interações e 120 diários reflexivos, dos quais, sob uma a... (Resumo completo, clicar acesso eletrônico abaixo) / Résumé: Au cours de la première décennie du 21e siècle, des facteurs politiques et économiques mondiaux ont contribué à la recherche d'un apprentissage du portugais comme langue étrangère (PLE) au Brésil et à l'étranger (Meyer, 2015). Au cours des 25 dernières années, dans les écoles de langues de São Paulo, il y a eu une augmentation de cent pour cent du nombre d'étudiants qui cherchent à apprendre le portugais. Et les cours de PLE sont également proposés dans les universités brésiliennes et étrangères (ALMEIDA FILHO, 2011). En conséquence, des politiques linguistiques, la formation de professionnels et la production de matériel sont envisagées pour l'expansion du PLE. Ainsi, ce travail, inséré dans le domaine de la linguistique appliquée, vise à discuter et à contribuer à l'enseignement et à l'apprentissage du portugais comme langue étrangère, en se basant sur l'interrelation entre langue et culture, en promouvant des actions didactiques et méthodologiques avec la musique brésilienne. Les objectifs spécifiques ont eu les suivants: identifier les microsphères culturelles (PAIVA, 2009) récurrentes dans les interactions Télétandem et dans les journaux réflexive, qui ont guidé l'élaboration de tâches didactiques; vérifier les représentations interculturelles des étudiants de PLE, francophones, dans un cours enseigné dans une université française; et examiner les potentialités des tâches didactiques proposées avec des chansons, en observant leurs contributions à l'enseignement du PLE, d... (Résumé complet accès életronique ci-dessous) / Abstract: In the first decade of the 21st century, global political and economic factors contributed to the search for learning Portuguese as a foreign language (PLE) in Brazil and abroad (MEYER, 2015). In the last 25 years, in the language schools of São Paulo, there was a hundred per cent increase in the number of students seeking to learn Portuguese. And there are Portuguese as a foreign language courses offered also in Brazilian and foreign universities (ALMEIDA FILHO, 2011). Therefore, language policies, the training of professionals and the production of materials are being considered for the expansion of PLE. Thus, this work, inserted in the field of Applied Linguistics, aims to discuss and contribute to teaching and learning of Portuguese as a foreign language, based on the interrelationship between language and culture, promoting didactic-methodological actions with Brazilian songs. The specific objectives were: to identify the cultural microspheres (PAIVA, 2009) recurrent in the Teletandem interactions and in the reflective diaries, which guided the elaboration of didactic tasks; to verify the intercultural representations of PFL learners, francophone, in a course taught at a French university; and to investigate the potentialities of the didactic tasks proposed with songs, observing their contributions in the teaching of PFL, from the intercultural perspective. Twelve interactions and 120 reflective diaries were analyzed, and under an interpretive analysis, we deduced the fo... (Complete abstract click electronic access below) / Doutor

In "Contestatory Subjects: Performance and the Politics of Recognition in Don Quijote," I analyze the performative strategies used by several well-known characters in Cervantes' 1605 Don Quijote to counter their initial displacement and to constitute an alternative yet acceptable subject position for themselves within the socio-historic structure of the text. Throughout the study, I posit that successful subjectivity requires more than the character who performs any given subject position; it requires a response, an on-going dialogue between self and other - and most importantly - it requires an ethical commitment to the process on the part of the witness, be that witness intra- or extra-textual. My analysis of Dorotea, Ruy Pérez, and Zoraida shows that their individual performances are really communal or dialogic processes played out in conjunction with other characters. My project therefore counters the tendency to study each character's story as an isolated performance or as a self-contained intercalated tale in Don Quijote. Rather, I offer a more holistic or integrated examination of a trajectory of contestatory performances throughout Part I of the Quijote. With each performance, the 1605 novel increasingly expands the normative limits of social inclusivity in Early Modern Spain, ultimately arguing in the last chapters for the accommodation of a mora cristiana within the limits of the recognizable. In viewing these characters not as isolated, self-fashioning individuals but rather as a community of performers and ethical witnesses, my analysis points toward a didactic project on Cervantes's part in the 1605 novel, in which he uses these characters to model and tutor the reader in empathetic reading strategies that forestall the inquisitorial hermeneutic imposed by the State and the Church in Habsburg Spain. My analysis of Cervantes's contestatory performances and their receptions draws primarily on critical theories of gender and performance studies in combination with the cultural materialist studies of early modern Spain (e.g., Cruz, Fuchs, Hernández-Pecoraro, Johnson, Maravall, Mariscal, Presberg, Sieber). Of particular importance are Judith Butler's work on gender performativity and Kelly Oliver's work on witnessing, which nuances Butler's notion of performativity by addressing the ethical responsibilities on the part of the witness/spectator. Each chapter links the performance in question back to the material conditions and available discourses vying to produce acceptable subjects in early modern Spain. In terms of normative discourses, the most obvious institutions involved in the formation and reformation of the seventeenth-century Spanish subject are the Church and the Absolutist state, quite effectively combined in the Holy Office of the Inquisition. Therefore, this study features a number of theological, economic, and social treatises that were written in an effort to constitute the ideal Spanish subject in terms of gender, religion, race/ethnicity and class/estado. Around these normative subject positions we observe the subsequent formation of resistant or contestatory discourses, which also feature prominently in each chapter of the study. By combining the work of Butler and Oliver, and insisting on an analysis of both the performer and the spectator in various scenes of Don Quijote, Part I, this project fills gaps in the scholarship on Cervantes and performance studies, which have tended to privilege the performance of the self-fashioning individual while overlooking the dialogic nature of performativity. I show that there is more at stake than opening space for projects of private perfection, which is no doubt a necessary goal. Also at stake are ethical relationships with others and shared projects of social reform and restoration. In all of the performances I analyze here, Cervantes creates characters who self-fashion by reiterating and manipulating contrary, traditionally binary discourses around gender, class, race/ethnicity, religion, and nationality. In turn, his fictional witness-listeners model the ethical posture necessary to maintain a productive openness to the characters' difference. Together, their performances induce us to accept the contestatory virtues of faith, good works, and caritas over the normative determinants of blood (purity) and lineage (old-order occupations; ejercicios), which the novel shows to be tired categories that are encouraging costly foreign wars, emigration to the New World, declining fertility rates, and unproductive economic investments.

This dissertation analyzes the representation of sugar plantation societies in nineteenth and twentieth century Puerto Rican literature. Using an interdisciplinary approach, I study the socio-historical, political, and economic development of the sugarcane industry in Puerto Rico as represented in the literary works of Manuel Zeno Gandía, Enrique A. Laguerre, René Marqués, and Rosario Ferré. Scholars have tended to examine their works separately; however, I study how these writers from different literary generations develop a cohesive literary project, reshuffling the periodization of Puerto Rican literature by their focus on the sugar industry. Consequently, the literary works intersect with each other to provide a complete picture of the evolution and decline of the sugar plantation and its effects on the social imaginary of Puerto Rico. I use this term to mean both social practices of Puerto Rican society as well as its class stratification and political struggles. My theoretical approach is based on Antonio Benítez Rojo, "The Repeating Island: The Caribbean and the Postmodern Perspective" (1992), where the sugar plantation is defined as the principal unifying entity across the Caribbean, repeated continuously through time and space. I also rely on socio-historiographical approaches developed by Ramiro Guerra, Francisco Scarano, and Ángel Quintero Rivera, whose analyses of the sugar cane industry in the Caribbean shed light on class conflicts, primarily between the sugar oligarchy and factory workers. This dissertation suggests a homology between the socioeconomic structure of the sugar plantation and the Puerto Rican literary canon. I conclude that Puerto Rican writers have recoded the imaginary of the plantation in response to political events and economic shifts within the sugar industry. While Manuel Zeno Gandía and René Marqués promote and redefine its value system, other writers, such as Enrique A. Laguerre and Rosario Ferré, have transgressed the hacienda system to articulate the voice of those communities marginalized by the sugar plantation.