This thesis is a literary analysis that discusses gender archetypes within two extensive literary works of Ladislav Klíma which he adapted into final pieces: Sufferings of Prince Sternenhoch and Glorious Nemesis. The methodological and theoretical part of the work examines the question of literary canon, defends feminist criticism as a legitimate approach to text analysis, looks back at the relatively short history of the use of gender as an analytical category, and represents a method of resistant reading. It also reflects the inspirational source of Klíma's authorship, the philosophy of Friedrich Nietzsche with an emphasis on gender aspects. Using classical feminist texts, works of literary theory, and the works that are central (not exclusively to feminist) analysis of (not only literary) archetypes identifies (mostly) female literary characters with some of the traditional (but also less common) archetypes - mother, witch, goddess of justice and fate, collaborator, and others. Except for archetypes, the thesis also discusses other gender (literary) aspects, for example the issue of stereotypical display of femininity and masculinity, the conceptualization of women as a capital, and women's connection with nature or female sexuality which is still often analyzed on the basis of the...

This work is an attempt to answer one simple question: What is Hamlet? Based on the material of Hamlet translations into Russian, the dissertation scrutinizes the problems of literary canon formation, translation and textuality proceeding in two parallel directions: the historical analysis of canon formation in translation and the conceptualization of Hamlet’s textuality. The methodological framework is defined in the context of Jurij Lotman’s semiotics of culture, which is invaluable for an understanding of the mechanisms of literary evolution, the theory of translation and literary canon formation. The study examines the history of Hamlet in Russia from 1748 until the present with special attention to analysis of the canonical translations, theater productions of the Shakespearean classic and the phenomenon of Hamletism. The case study of the 1964 film by Grigorij Kozincev focuses on the problem of the cinematographic canon of Hamlet. Further, the work scrutinizes various types of representation of Hamlet in such semiotic systems as the theater, the cinema, and the pictorial arts, and also examines how Hamlet functions as a specific type of sign. The final section returns to the question of canon formation and textuality. The results of the research show that 1) the literary canon appears to be closely associated with the concepts of genre and myth, 2) in order to become canonical it is imperative for a literary text to function on the level of microcanon and to be represented in modes other than the written.

Detta är en undersökning angående de faktorer som styr svensklärarnas val av skönlitteratur till elever på högstadiet. Syftet med uppsatsen är att undersöka vilka faktorer svensklärare på högstadiet utgår från när de väljer skönlitteratur till sina elever. Undersökningen är baserad på nio kvalitativa intervjuer. Informanterna är lärare på högstadiet och undervisar i svenska eller svenska som andraspråk. Utgångspunkt för uppsatsen är följande frågeställningar: -        Huvudfråga:Utifrån vilka faktorer väljer svensklärare på högstadiet skönlitteratur till eleverna? -        Underfrågor: Hur ställer sig lärare till att ha en litterär kanon inom svenskämnet? Hur har debatten om en litterär kanon inom svenskämnet påverkat lärares undervisning? Hur påverkas lärarens skönlitterära val till eleverna av lärarens konstruktion av svenskämnet? Hur påverkar styrdokumenten litteraturundervisningen i svenskämnet? Resultatet visar att svensklärare påverkas av en mängd olika faktorer i litteraturvalet såsom eleven, arbetsplatsen, personliga åsikter, läsningens syfte, samhället, styrdokument, samt lärarens konstruktion av svenskämnet. Resultatet visar att lärarna är både negativa och positiva till en litterär kanon i svenskämnet och att kanondebatten inte har påverkat deras undervisning. / This study with its purpose concerns factors that influence teachers, who specialize on the subject Swedish, when choosing fictional literature for their students. The gathering of empirical facts is done through nine qualitative interviews. The informants are nine teachers with Swedish as major who teaches at upper elementary level. The questions at issue are: -        Which factors influences teachers at upper elementary level when choosing fictional literature for their students? -        How do teachers regard the use of a literary canon when teaching Swedish? -        How has the debate concerning the use of a literary canon in the teaching of Swedish affected the teachers tutoring? -        To what extent is the teachers’ choice of fictional literature affected by the teachers’ own construction of the subject Swedish? -        To what extent does the curriculum affect the teaching of literature in the subject Swedish? The result of this study shows that teachers of Swedish are affected by several factors when they are choosing fictional literature for their students. Factors that influence the teachers’ choice of literature are: The teachers’ own construction of the subject, student preferences, workplace, personal preferences, the purpose of the reading, society and the curriculum. The result also shows that the teachers both have negative and positive attitudes towards using a literary canon in their tutoring of Swedish. The debate concerning the use of a literary canon has not affected their teaching of Swedish.

This study analyzes the contribution of Teresa de Cartagena, a deaf Spanish nun and author of the first known piece of writing by a Spanish woman. First, the work is put into its cultural and literary context. Second, the term "autohagiography," a hybrid of "autobiography" and "hagiography" is applied in order to understand that the figure that Teresa de Cartagena employs to express her spiritual fight against sadness. It is conclueded that Teresa de Cartagena constructs herself as if she were a saint, and she uses herself as a model for the faithful and the infirm.

The purpose of this study is to examine, from a gender perspective, Utbildningsradions TV-program Hej Litteraturen! in the light of feminist literature studies conducted during the last twenty years. I want to examine if the feminist literature studies have had any impact on contemporary teaching material regarding the question of how much space in time is given to men versus women and which female authors are included in the literary canon. Hej Litteraturen! is a TV program produced in 2010 intended for high school teaching of literature history.    By conducting a content analysis in which I divide the study in a quantitative and a qualitative component, I have investigated how much space and time is given to female writers and how they are presented. My analysis draws on use Yvonne Hirdman’s theory of the gender system.    The result shows that the female authors get 37 percent of the total reference space and 42 percent of the time-space. The program has sought to describe male and female authors equally and gives them weight and relevance to the sections in a similar manner.     In conclusion, Hej Litteraturen! is a tutorial which embraces parts of the criticisms that have existed in historical literature review papers in general and literary history textbooks in particular. Hej Litteraturen! has worked on gender aspects of the program and by picking up contemporary authors as reference points for literary history in the present, the program contributes not only not only in renewing the literary canon, but also in balancing out the dominance of male writers in the history of literature. / Syftet med denna studie är att ur ett genusperspektiv granska Utbildningsradions programserie Hej Litteraturen! mot bakgrund av den feministiska litteraturforskning som bedrivits under de tjugo senaste åren.  Jag vill undersöka om forskningen har haft någon inverkan på ett nutida läromedel i frågan om hur mycket utrymme som ges till män respektive kvinnor och vilka kvinnor som ingår i kanon. Hej Litteraturen! är ett TV-program avsett för gymnasieskolans litteraturhistoriska undervisning och är producerat 2010. Genom att göra en innehållsanalys där jag delar upp undersökningen i en kvantitativ och en kvalitativ del, har jag undersökt vilket faktiskt utrymme i tid och omnämnanden som ges de kvinnliga författarna och hur de presenteras. I denna analys har jag använt Hirdmans teori om genussystemets två principer som utgångspunkt. Resultatet visar att de kvinnliga författarna får 37 procent av det totala omnämnandeutrymmet och 42 procent av tidsutrymmet. I programmet har man försökt beskriva manliga och kvinnliga författare likvärdigt och ger dem tyngd och relevans i avsnitten på ett likvärdigt sätt. Slutsatsen blir att Hej Litteraturen! är ett läromedel som tagit till sig delar av den kritik som funnits mot litteraturhistoriska översiktsverk i allmänhet och litteraturhistoriska läromedel i synnerhet. Man har arbetat med genusaspekter i programmet och genom att låta nutida författare medverka som referenspunkter för litteraturhistorien i samtiden, bidrar man inte bara till att förnya kanon, utan väger också upp den dominans av manliga författare som finns i litteraturhistorien.

<p>Detta är en undersökning angående de faktorer som styr svensklärarnas val av skönlitteratur till elever på högstadiet. Syftet med uppsatsen är att undersöka vilka faktorer svensklärare på högstadiet utgår från när de väljer skönlitteratur till sina elever.</p><p>Undersökningen är baserad på nio kvalitativa intervjuer. Informanterna är lärare på högstadiet och undervisar i svenska eller svenska som andraspråk.</p><p>Utgångspunkt för uppsatsen är följande frågeställningar:</p><p>-        Huvudfråga:Utifrån vilka faktorer väljer svensklärare på högstadiet skönlitteratur till eleverna?</p><p>-        Underfrågor: Hur ställer sig lärare till att ha en litterär kanon inom svenskämnet? Hur har debatten om en litterär kanon inom svenskämnet påverkat lärares undervisning? Hur påverkas lärarens skönlitterära val till eleverna av lärarens konstruktion av svenskämnet? Hur påverkar styrdokumenten litteraturundervisningen i svenskämnet?</p><p>Resultatet visar att svensklärare påverkas av en mängd olika faktorer i litteraturvalet såsom eleven, arbetsplatsen, personliga åsikter, läsningens syfte, samhället, styrdokument, samt lärarens konstruktion av svenskämnet. Resultatet visar att lärarna är både negativa och positiva till en litterär kanon i svenskämnet och att kanondebatten inte har påverkat deras undervisning.     </p> / <p>This study with its purpose concerns factors that influence teachers, who specialize on the subject Swedish, when choosing fictional literature for their students.</p><p>The gathering of empirical facts is done through nine qualitative interviews. The informants are nine teachers with Swedish as major who teaches at upper elementary level.</p><p>The questions at issue are:</p><p>-        Which factors influences teachers at upper elementary level when choosing fictional literature for their students?</p><p>-        How do teachers regard the use of a literary canon when teaching Swedish?</p><p>-        How has the debate concerning the use of a literary canon in the teaching of Swedish affected the teachers tutoring?</p><p>-        To what extent is the teachers’ choice of fictional literature affected by the teachers’ own construction of the subject Swedish?</p><p>-        To what extent does the curriculum affect the teaching of literature in the subject Swedish?</p><p>The result of this study shows that teachers of Swedish are affected by several factors when they are choosing fictional literature for their students. Factors that influence the teachers’ choice of literature are: The teachers’ own construction of the subject, student preferences, workplace, personal preferences, the purpose of the reading, society and the curriculum. The result also shows that the teachers both have negative and positive attitudes towards using a literary canon in their tutoring of Swedish. The debate concerning the use of a literary canon has not affected their teaching of Swedish.</p>

The work will focus on the issue of the Czech literary canon and the literary legacy as a national wealth, while the work will focus especially the reception of this legacy in pupils at the elementary school. For this purpose, two authors were chosen - Karel Hynek Mácha and Božena Němcová. They are canonical authors their works were in many ways pioneering and determined for the subsequent development of Czech literature. The thesis is asking the extent to which importance is attached to these writers in the eyes of elementary school pupils. The work highlights the different perceptions of key authors in the past and in today's context. The work will also try to find out what didactic procedures and strategies are chosen by teachers in the teaching of chosen authors. Another objective of the thesis is to find out whether teachers use their own innovative methods in teaching about the mentioned authors, or compare the applied forms with other possible procedures, which could contribute by their attractive nature to the positive acceptance of students and also to the subsequent deepening of the understanding of the given issue.

Made available in DSpace on 2015-05-14T12:39:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 457608 bytes, checksum: e1f5f9717120aa60cb40c1ed47f86e89 (MD5) Previous issue date: 2011-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main aim of this dissertation is to investigate, through the survey of the critical work of Manuel Bandeira, the way that his prose essays influences his poetic. Considering his line of though as a poetry critic, we will study the work of the following pre-symbolist Brazilian poets that were studied by Manuel Bandeira in his critical prose: Raimundo Correia, Casimiro de Abreu and Gonçalves Dias. We also intend to verify, through the observation of intertextual characteristics and stylistic traits, the manner he constructs in his lyric the translation of the nineteenth century tradition. Our study will not take into account Bandeira s essays about Castro Alves work due to the fact that we do not agree that Alves has had a decisive influence on Bandeira s poetic. / Esta dissertação se propõe a investigar, mediante o levantamento da parcela viva e significativa da obra crítica de Manuel Bandeira, de que modo o resgate da prosa ensaística do escritor pernambucano lança luz sobre o seu métier poétique. Para tanto, tendo em vista as principais linhas de força do pensamento do Bandeira crítico de poesia, estudaremos a obra dos poetas pré-simbolistas brasileiros examinados mais detidamente pelo autor de Libertinagem em sua prosa crítica (Raimundo Correia, Casimiro de Abreu e Gonçalves Dias), verificando, através do levantamento de marcas intertextuais e dos traços estilísticos coincidentes, de que modo se constrói a tradução da tradição oitocentista na lírica de Manuel Bandeira. O nosso estudo não levará em consideração os ensaios escritos por Bandeira sobre a obra poética de Castro Alves, visto que, no nosso entendimento, o autor de Espumas Flutuantes, apesar de grande poeta, não exerceu influência decisiva sobre a poética de Manuel Bandeira.

Made available in DSpace on 2015-05-14T12:39:46Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4114399 bytes, checksum: 003c541442196b8ec8a389f40f7ed6e5 (MD5) Previous issue date: 2013-03-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This academic work consists of a discussion about the Brazilian literary canon, focusing on questions about how and by whom it is formed, who keeps it and how it is maintained. The singular analysis reflects on the writer José Condé's absence on the daily routine of reading nowadays. As he is a practically unknown author today, the works begins with the writer's biography presentation and then it makes some inroads in his works as a writer and journalist, based on observations made on his private library. The reflection about the literary canon and some canonical instances tries to find the reasons why Condé's work is sold out in bookstores and publishing houses. Interviews with José Condé's contemporaries, family and friends were made to conduct the research in order to saddle up the writer's widest possible life panel and there were also interviews with people linked to Literature, either in the production of books, holding events or taking part in the composition of Academies. The theoretical reflection is based on Michel de Certeau (2011), Roger Chartier (1998, 1999,2001, 2002, 2007), Robert Darnton (1992, 2010) among others that write about social and economic issues related to the literary support, its implications in the composition and maintenance of the literary canon. Michel Foucault (1992, 2008) was used as the subsidies to reflect on the Power, basic element in the formation of the canon. / Este trabalho consiste numa discussão sobre o cânone literário brasileiro, focando questões acerca do como e por quem é formado, quem o mantém e como é mantido. Singularizamos a análise, refletindo sobre a ausência do escritor José Condé, do cotidiano de leitura atual. Por ser um autor praticamente desconhecido hoje, iniciamos com uma apresentação biográfica do escritor, para, em seguida, realizar algumas incursões em sua atuação como escritor e jornalista, partindo de observações de parte do acervo que compõe sua biblioteca particular. Refletimos sobre o cânone literário e algumas instâncias canônicas, em busca de razões pelas quais a obra de Condé encontra-se esgotada em livrarias e editoras. Para a realização da pesquisa, recorremos a entrevistas com contemporâneos de José Condé, familiares e amigos, a fim de montarmos um painel biobibliográfico mais amplo possível do escritor; entrevistamos igualmente pessoas ligadas à literatura, seja na produção do livro, seja na realização de eventos, seja na composição de academias. Teoricamente, refletimos com Michel de Certeau (2011), Roger Chartier (1998; 1999; 2001; 2002; 2007), Robert Darnton (1992; 2010), entre outros, sobre questões sociais e econômicas ligadas ao suporte literário, suas implicações na composição e manutenção do cânone literário; também buscamos em Michel Foucault (1992; 2008) subsídios para refletir sobre o Poder, elemento basilar na formação do cânone.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work investigates the relevance of the Parnaso Lusitano (1826), written by the portuguese author, named Almeida Garrett (1799-1854), in the construction process of the first Brazilian literary canon, proposing an analysis of the way his critique has been (re) appropriated by other eighteenth century literary anthologies, as well as the Brazilian literary historiography, serving as theorical basis for the scholar use of this literature, and contributing to the invention of the Arcadianism in its historiography. Thus, aiming at the objectives presented, besides the legislation related to literature teaching in each period, some eighteenth century anthologies, florilegiums, as well as other anthologic writings published between 1830 and 1860 various theoretical sources have been used as a reference, such as: literary theory (WILLIAMS, 1958; EAGLETON, 1983; CULLER, 1999; BLOOM, 1994; KHOTE, 1997), literary history (CARPEAUX, 1959; CÉSAR, 1978; ROUANET, 1991; SOUZA, 1999, 2007; ABREU, 2003; TEIXEIRA, 1999; WEBER, 1997; ZILBERMAN, 1994, 1997; ZILBERMAN e MOREIRA, 1998); cultural history (ANDERSON, 2008; RENAN, 2008; HALL, 2005;) and history of school subjetcs (CHERVEL, 1990; HÉBRARD, 1999; OLIVEIRA, 2004, 2008, 2010). / Este trabalho investiga o processo de formação do cânone brasileiro setencentista, a partir do Parnaso Lusitano (1826), de Almeida Garrett (1799-1854), buscando analisar o modo como seus julgamentos críticos foram (re) apropriados pelas antologias oitocentistas e pela historiografia literária brasileira, servindo de lastro teórico para o uso escolar da literatura nacional e contribuindo para a invenção do Arcadismo na historiografia dessa literatura. Para tanto, além da legislação referente ao ensino de literatura no período recortado, de algumas antologias, parnasos, florilégios e ensaios publicados entre 1830 e 1860 e da própria obra citada, serão usados alguns pressupostos da teoria literária (WILLIAMS, 1958; EAGLETON, 1983; CULLER, 1999; BLOOM, 1994; KHOTE, 1997), da história literária (CARPEAUX, 1959; CÉSAR, 1978; ROUANET, 1991; SOUZA, 1999, 2007; ABREU, 2003; TEIXEIRA, 1999; WEBER, 1997; ZILBERMAN, 1994, 1997; ZILBERMAN e MOREIRA, 1998); da história cultural (ANDERSON, 2008; RENAN, 2008; HALL, 2005;) e da história das disciplinas escolares (CHERVEL, 1990; HÉBRARD, 1999; OLIVEIRA, 2004, 2008, 2010).