Over the period of candidature, write and direct a feature film to completion. Furthermore, undertake a thorough reflective phase which involves the analysis of each aspect relating to those key components, writing and directing. Through this form of creative practice and utilising state of the art digital filmmaking techniques it is hoped that an addition to knowledge will be achieved.

À partir de la trajectoire spécifique de Pedro de Ribadeneyra S.I. (1526-1611), à la fois personnalité centrale de la Compagnie de Jésus et écrivain réputé de son temps, cette thèse doctorale interroge les rapports complexes entre écriture, institution religieuse et pratiques littéraires. À cet égard, il faut appréhender Ribadeneyra non seulement comme une figure fonctionnelle de la Compagnie, mais aussi comme un écrivain aux prises avec une société qui ne se réduit pas forcément à celle de Jésus, afin de ressaisir la spécificité du religieux tolédan comme auteur.Croisant histoire de la Compagnie de Jésus (autant l’histoire institutionnelle et spirituelle de l’Ordre que l’histoire des jésuites dans l’Assistance d’Espagne) et histoire culturelle (plus précisément l’histoire de l’écrit à l’époque moderne), ce travail vise à comprendre l’insertion de Pedro de Ribadeneyra dans une « République sacrée des Lettres » ibérique et à interroger la figure de l’écrivain religieux au Siècle d’Or. / Through Pedro de Ribadeneyra’s S.I. (1526-1611) specific trajectory — both a central personality within the Society of Jesus and a famous writer of his time — this dissertation analyzes the complex links between writing, religious institution and literary practices. To this extent, Ribadeneyra has to be understood not only as a functional figure within the Society, but also as a writer, dealing with a society often wider than the Jesus Society itself, in order to grasp his specificity as an author.At crossroads between the Society of Jesus’ history (institutional and spiritual history, along with the Jesuits’ history in Spain’s Assistance) and cultural history (precisely writing practices’ history in Early Modern Ages), this work seeks to understand Pedro de Ribadeneyra’s role within an Iberian “sacred Republic of Letters” and to question the religious writer’s figure during the Golden Age.

Tendo em vista as transformações socioeconômicas e políticas que se operaram no Brasil nas décadas de 1920 e 1930 e suas implicações para o domínio da cultura, a proposta dessa dissertação consiste em examinar as condições sociais de possibilidade de surgimento do escritor moderno e suas diferentes funções, assumidas nesse contexto. Para o nosso estudo tomaremos como caso, ao mesmo tempo paradigmático e singular, a trajetória do escritor Erico Verissimo, que além de recursos associados à origem social, encontrou na emergência da Revista do Globo e Editora Globo um conjunto de condições favoráveis à consecução de um projeto intelectual. Esse projeto, entretanto, não esteve isento de injunções políticas e éticas nas tomadas de posição estéticas. Para o exame dessas articulações elegemos para a análise o romance O resto é silêncio, pois, além de sintetizar um conjunto de procedimentos formais e uma definição ideológica mais categórica, torna explícitos seus pressupostos ao destacar do elenco dos personagens um escritor ficcional, que expressa, em grande medida, os diferentes “partidos” tomados pelo escritor gaúcho naquele contexto histórico. Em síntese, os objetivos principais desse trabalho consistem em traçar um retrato sociológico do escritor Erico Verissimo, de um lado, e examinar a figuração do escritor no romance O resto é silêncio, de outro. Na medida em que observamos a inexistência de condições sociais de estruturação de um campo literário relativamente autônomo, o exame dessas duas dimensões, a sociológica e a ficcional, pressupõe a referência aos diferentes confrontos políticos e culturais que se travavam. A singularidade da posição de Erico Verissimo, nesse sentido, vincula-se ao tipo de experiência social de ruptura com o meio social de origem, de um lado, e a sua inserção e posicionamento nas “disputas” no interior da instância de produção cultural da Globo. Na homologia de posições (políticas, literárias, ideológicas etc.) entre o escritor real e o ficcional, ilumina-se o papel do escritor e suas diferentes missões possíveis na cultura brasileira do período. / Given the socioeconomic and political transformations that took place in Brazil in the 1920s and in the 1930s and its implications for the field of culture, the proposal of this dissertation is to examine the social conditions of possibility for the emergence of the modern writer and its different functions, assumed in this context. For our study we will take as an object, paradigmatic and singular at the same time, the trajectory of the writer Erico Verissimo who, in addition to features associated with social origin, found in the emergence of the Magazine and the Globo Publishing House a set of propitious conditions leading to the achievement of an intellectual project. This project, however, was not free of political and ethical injunctions in aesthetic stance. For the examination of these points we elected to analyse the novel The rest is silence, because, in addition to synthesize a set of formal procedures and a more decisive ideological definition, it explicits its assumptions by highlighting among the characters a fictional writer, who expresses, the different “parties” taken by the gaucho writer in that historical context. In summary, therefore, the main objectives of this thesis is to draw a sociological portrait of the writer Erico Verissimo, on the one hand, and examine the figuration of the writer in the novel The rest is silence, on the other. Since we observe the absence of social structuring conditions of a relatively autonomous literary field, the examination of these two dimensions, the sociological and the fictional, presupposes the reference to the different political and cultural clashes then happening. Accordingly, the uniqueness of the position of Erico Verissimo relates to the type of social disruption experience with the original social environment on the one hand, and insertion and positioning in the “dispute” within the instance of cultural production of the Globe Publishing House . On the homology of positions (political, literary, ideological, etc.), between the real and the fictional writer, the role of the writer and his different possible missions in the Brazilian culture of the period are illuminated.

Submitted diploma thesis describes the life of priest František Pravda, born Vojtěch Hlinka. He was well-known writer and founder of short stories with rural theme. The thesis introduces Hlinka as a writer, but primarily as a man of many other professions and interests. The way of life brought him to Hrádek u Sušice to work for an aristocratic family of Sturmfeders. Attention is concerned with mutual relations between the Czech patriot and four generations of German baronial family. Hlinka worked as an educator of feeble-minded Ottokar Sturmfeder in Hrádek´s castle. His extraordinary psychopaedics talent is compared with usual provincial and European contemporary standards. There is also depicted Hlinka´s political, writing and religion career and his other interests. The thesis doesn´t overlook Hlinka´s contacts with important representatives of artistic and political life, which helps to complete the picture of Hlinka´s personality.

The main aim of this thesis is to describe the personality and life of Ladislav Malý (1862-1956), a teacher, writer, traveller and amateur national historian, who put forward the foundation of the Museum of Příbram. The thesis also tries to situate Ladislav Malý's life into the context of the era and to assess his importance in the history of Příbram, the Příbram region and the Habsburg monarchy, respectively the Czechoslovak Republic. The third task of the thesis is to assess if Ladislav Malý fits in this context and whether or not, in some way, he is out of it. The story about Ladislav Malý is not strictly chronological. As the title "Chapters from Ladislav Malý's Life" sais, the individual aspects of his life (teacher's work, writing, traveling, etc.) are described separately to make them easier to understand and to place them in the overall picture of the era of second half of the 19th century till the middle of the 20th century.

Dans le premier versant du XVIIIe siècle, la présence de Paris dans les œuvres littéraires demeure sous-jacente ou est seulement suggérée par un simple regard qui reste généralement distant. C’est notamment le cas dans Le Diable boiteux de Lesage où la déambulation dans la ville reste subordonnée aux priorités visuelles (depuis un lieu surplombant, le diable montre à son élève les différents aspects de la ville). C’est avec Rousseau qu’une problématique nouvelle de la déambulation apparaît. Dans ses écrits autobiographiques (Les Confessions, Les Rêveries du promeneur solitaire), le narrateur met en scène cette déambulation dans son parcours même : les marches ou les promenades propices à la rêverie, à la méditation et à la remémoration. Avec Rétif de Bretonne (Les Nuits de Paris) et Louis-Sébastien Mercier (Tableau de Paris), Paris apparaît comme l’espace par excellence d’une errance féconde. La capitale française cesse d’être à l’arrière-plan et devient un objet d’écriture à part entière. / In the first half of the eighteenth century, the presence of Paris in the literary works remains underlying or is merely suggested by a single and generally distant glance. This is notably the case in Lesage’s novel The Lame Devil where the wandering in the city remains subordinate to visual priorities (from an overlooking place, the devil shows his learner different aspects of the city). It is with Rousseau that a new problem on ambulation emerges. In his autobiographical writings (Confessions, Reveries of a Solitary Walker), the narrator portrays this ambulation in his very career: walks or promenades inspiring daydreaming, conductive to meditation and recalling memories. With Rétif de la Bretonne (Parisian Nights) and Louis-Sébastien Mercier (Panorama of Paris), Paris seems to be the ideal place for a fertile wandering. The French capital ceases to be in the background and becomes a subject of writing in its own right.

O trabalho apresenta uma prática cotidiana de produção de textos partindo do léxico a aspectos mais complexos do texto, amparado metodologicamente na Pesquisa-ação, segundo os passos de Michel Thiollent e Maria Amélia Santoro Franco e teoricamente em Margarida Basílio, Maria Aparecida Bacega e Maria Tereza Camargo Biderman (autores que tratam do léxico); Inez Sautchuk, Patrick Charaudeau, Michel Charolles, Teum A. van Dick, Maria da Graça da Costa Val, Irandé Antunes e Othon Moacyr Garcia (teóricos do texto); Evanildo Bechara, Carlos Henrique da Rocha Lima e José Carlos Azeredo (gramáticos). Tem-se como objetivo compreender o fenômeno da produção escrita e as suas implicações morfossintáticas e semânticas nas produções de alunos de Educação de Jovens e Adultos apresentando estratégias de reescritura de textos com o propósito de tornar os alunos produtores de texto com auto-suficiência de textualidade. Investiu-se na compreensão da figura do produtor de texto, bifurcado em aquele que escreve e aquele que monitora o texto antes que este chegue a um virtual leitor. O léxico aparece, em sentido lato, nas mais variadas nuanças semânticas de modo a contribuir para a organização do caos. O texto aparece com a dupla concepção: produto e processo / produção e recepção que transcendem a linearidade. O corpus é analisado quali-quantitativamente, enfatizando-se procedimentos argumentativos na avaliação dos desvios detectados, os quais, em seguida, recebem um tratamento estatístico por meio de um quadro sintetizador das ocorrências mais frequentes e, por fim, um gráfico representativo da evolução de cada aluno e da turma ao longo do processo de pesquisa de campo. É um estudo com resultados animadores por não se restringir ao patamar da investigação, mas, a partir da intervenção do professor-pesquisador, instituir mudanças sobre o elenco em foco / The paper presents a daily practice of text productions from the basis of the lexicon to aspects more complex aspects of the text, sustained methodologically on the Research-action, according to the steps of Michel Thiollent and Maria Amelia Santoro Franco and theoretically in Marguerite Basil, Maria Aparecida Bacega and Maria Tereza Camargo Biderman (authors that dealing with the lexicon); Inez Sautchuk, Patrick Charaudeau, Michel Charolles, Teum A. van Dick, Maria da Graça da Costa Val, Irandé Antunes and othon Moacyr Garcia (text theorists); Evanildo Bechara, Carlos Henrique da Rocha Lima and Jose Carlos Azeredo (grammarians). It has as objective to comprehend the phenomenon of the written production and its morphosyntactic and semantic implications in the production of students of the education of young people and adults presenting strategies of rewriting of texts with the purpose of making the students producers of text with self-sufficiency of textuality. It was invested in the understanding of the figure of the producer of text, branched in that who writes and that one who monitors the text before it comes to a virtual reader. The lexicon appears, in a broad sense, in the most varied semantic nuances in such way to contribute to the organization of chaos. The text appears with double conception:The text appears with double conception: product and process / production and reception that transcend the linearity. The corpus is analyzed quali-quantitatively, emphasizing argumentative procedures in the assessment of the deviations detected, which, then, receive a statistical treatment by means of a synthesizer table of the more frequent occurrences and, lastly a representative graphic of the evolution of each student and the class throughout the process of the field research. It is a study with encouraging results due to no restriction to the level of research, but, from the intervention of the researcher-teacher, institute changes on the cast in focus

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Made available in DSpace on 2014-12-17T15:06:59Z (GMT). No. of bitstreams: 1 MariaGS_DISSERT.pdf: 3445366 bytes, checksum: 68440e4fb7bb00bea09b12ac4797d669 (MD5) Previous issue date: 2013-01-29 / The construction of a mapping of the practices of reading and writing printed and digital texts, declared by graduating students from the Bachelor s degree in Science and Technology (BCT), has provided us the analysis of the course they are making in such a socio-historical moment characterized by the revolution of the post-paper. In this sense, the general objective of this research is to understand how that construction works under the point of view of those graduating students. For this, our reflection has been guided by the search of answers for some questions which have presented to us: what reading and writing conceptions BCT graduating students have; what reading and writing practices those collaborators develop; what collections they declare to have access to; what differences they declare to have between printed and digital reading and writing along the different social roles they develop; what the reader/writer identity relations of those collaborators are. To achieving the plausible answers, we have gathered a corpus composed by texts of three genres of the argument order: academic profiles (or self-portrait), opinion articles and argumentative letters. Besides, we have made semi-structured interviews and questionnaires in the online tool of the Google Docs. The methodology which supports this academic work is the qualitative research (SIGNORINI; CAVALCANTI, 1998)of ethnographic direction (THOMAS, 1993; ANDR?, 1995) in Applied Linguistics (CELANI, 2000; MOITA-LOPES, 2006) and the theoretical contribution comes from the bakhtinian perspective of language conception (BAKHTIN [1929] 1981); the socio-historical writing construction (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); from the studies of the pedagogy of the writing (GIROUX, 1997); from the literacy studies understood as sociocultural practice, plural and situated (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), from the studies about identity in postmodernity (HALL, 2003; BAUMAN, 2005). The results of the analysis have pointed at a multiplicity of reading/writing practices of printed and digital texts developed by the BCT graduating students due to the coexistence of the modality printed and that one derived from the new mobile devices. In that multiplicity, the prevalent idea of the collaborators is that there is a continuum between printed texts and digital texts (not a dichotomy), since the option of reading/writing printed texts or digital ones is always linked to specific communication situations, which involve participants, objectives, strategies, values, (dis)advantages, besides (re)creation of discursive genres in function of the mobile devices to which those collaborators have access in the different spheres of activities that they participate. All of that has caused a deep intersection in the identity traces of college students readers/writers in the 21st century which cannot be ignored by academic formation / A constru??o de um mapeamento das pr?ticas de ler e escrever textos impressos e digitais, declaradas por graduandos do Bacharelado em Ci?ncias e Tecnologia (BCT), propiciou-nos a an?lise do percurso que eles est?o fazendo em um momento s?cio-hist?rico caracterizado pela revolu??o do p?s-papel. Nesse sentido, o objetivo geral desta pesquisa ? compreender como se d? essa constru??o sob o ponto de vista desses graduandos. Para tanto, norteou nossa reflex?o a busca por respostas a algumas quest?es que se nos apresentaram: 1) quais as concep??es de leitura e escrita dos graduandos do BCT; 2) quais as pr?ticas de leitura e escrita que esses colaboradores desenvolvem; 3) quais os acervos (digital, impresso ou ambos) a que eles declaram ter acesso; 4) que diferen?as eles declaram existir entre a leitura e a escrita impressa e a digital no exerc?cio dos diferentes pap?is sociais que desenvolvem; 5) quais as rela??es identit?rias de leitor/escrevente desses colaboradores. Para chegarmos a respostas plaus?veis, reunimos um corpus constitu?do de textos de tr?s g?neros da ordem do argumentar: perfis acad?micos (ou autorretratos), artigos de opini?o e cartas argumentativas. Al?m disso, realizamos entrevista semiestruturada e question?rio na ferramenta online do Google Docs. A metodologia que sustentou este trabalho acad?mico ? a de pesquisa qualitativa (SIGNORINI; CAVALCANTI, 1998) de vertente etnogr?fica (THOMAS, 1993; ANDR?, 1995) em Lingu?stica Aplicada (CELANI, 2000; MOITA-LOPES, 2006) e o aporte te?rico vem da concep??o de l?ngua(gem) de perspectiva bakhtiniana (BAKHTIN [1929] 1981); da constru??o s?cio-hist?rica da escrita (L?VY, 1996; CHARTIER, R., 1998, 2002, 2007; COSCARELLI, 2006; CHARTIER, A., 2007; ARA?JO, 2007; COSCARELLI; RIBEIRO, 2007; XAVIER, 2009; MARCUSCHI; XAVIER, 2010); dos estudos da pedagogia da escrita (GIROUX, 1997); dos estudos do letramento entendido como pr?tica sociocultural, plural e situada (TFOUNI, 1988; KLEIMAN, 1995; TINOCO, 2003, 2008; OLIVEIRA; KLEIMAN, 2008), dos estudos sobre identidade na p?s-modernidade (HALL, 2003; BAUMAN, 2005). Os resultados da an?lise empreendida apontam-nos para uma multiplicidade de pr?ticas de leitura/escrita de textos impressos e digitais desenvolvidas por graduandos do BCT devido ? coexist?ncia da modalidade impressa e da que decorre dos novos dispositivos m?veis. Nessa multiplicidade, a ideia que prevalece do ponto de vista desses colaboradores ? a de um continuum entre textos impressos e textos digitais (n?o uma dicotomia), uma vez que a op??o por ler/escrever textos impressos ou textos digitais est? sempre atrelada a situa??es de comunica??o espec?ficas, que envolvem participantes, objetivos, estrat?gias, valores, (des)vantagens, al?m da (re)cria??o de g?neros discursivos em fun??o dos dispositivos m?veis a que esses colaboradores t?m acesso nas diferentes esferas de atividade de que participam. Tudo isso tem ocasionado uma profunda intersec??o nos tra?os de identidade de leitores/escreventes universit?rios do s?culo XXI que n?o pode ser ignorada pela forma??o acad?mica

O trabalho apresenta uma prática cotidiana de produção de textos partindo do léxico a aspectos mais complexos do texto, amparado metodologicamente na Pesquisa-ação, segundo os passos de Michel Thiollent e Maria Amélia Santoro Franco e teoricamente em Margarida Basílio, Maria Aparecida Bacega e Maria Tereza Camargo Biderman (autores que tratam do léxico); Inez Sautchuk, Patrick Charaudeau, Michel Charolles, Teum A. van Dick, Maria da Graça da Costa Val, Irandé Antunes e Othon Moacyr Garcia (teóricos do texto); Evanildo Bechara, Carlos Henrique da Rocha Lima e José Carlos Azeredo (gramáticos). Tem-se como objetivo compreender o fenômeno da produção escrita e as suas implicações morfossintáticas e semânticas nas produções de alunos de Educação de Jovens e Adultos apresentando estratégias de reescritura de textos com o propósito de tornar os alunos produtores de texto com auto-suficiência de textualidade. Investiu-se na compreensão da figura do produtor de texto, bifurcado em aquele que escreve e aquele que monitora o texto antes que este chegue a um virtual leitor. O léxico aparece, em sentido lato, nas mais variadas nuanças semânticas de modo a contribuir para a organização do caos. O texto aparece com a dupla concepção: produto e processo / produção e recepção que transcendem a linearidade. O corpus é analisado quali-quantitativamente, enfatizando-se procedimentos argumentativos na avaliação dos desvios detectados, os quais, em seguida, recebem um tratamento estatístico por meio de um quadro sintetizador das ocorrências mais frequentes e, por fim, um gráfico representativo da evolução de cada aluno e da turma ao longo do processo de pesquisa de campo. É um estudo com resultados animadores por não se restringir ao patamar da investigação, mas, a partir da intervenção do professor-pesquisador, instituir mudanças sobre o elenco em foco / The paper presents a daily practice of text productions from the basis of the lexicon to aspects more complex aspects of the text, sustained methodologically on the Research-action, according to the steps of Michel Thiollent and Maria Amelia Santoro Franco and theoretically in Marguerite Basil, Maria Aparecida Bacega and Maria Tereza Camargo Biderman (authors that dealing with the lexicon); Inez Sautchuk, Patrick Charaudeau, Michel Charolles, Teum A. van Dick, Maria da Graça da Costa Val, Irandé Antunes and othon Moacyr Garcia (text theorists); Evanildo Bechara, Carlos Henrique da Rocha Lima and Jose Carlos Azeredo (grammarians). It has as objective to comprehend the phenomenon of the written production and its morphosyntactic and semantic implications in the production of students of the education of young people and adults presenting strategies of rewriting of texts with the purpose of making the students producers of text with self-sufficiency of textuality. It was invested in the understanding of the figure of the producer of text, branched in that who writes and that one who monitors the text before it comes to a virtual reader. The lexicon appears, in a broad sense, in the most varied semantic nuances in such way to contribute to the organization of chaos. The text appears with double conception:The text appears with double conception: product and process / production and reception that transcend the linearity. The corpus is analyzed quali-quantitatively, emphasizing argumentative procedures in the assessment of the deviations detected, which, then, receive a statistical treatment by means of a synthesizer table of the more frequent occurrences and, lastly a representative graphic of the evolution of each student and the class throughout the process of the field research. It is a study with encouraging results due to no restriction to the level of research, but, from the intervention of the researcher-teacher, institute changes on the cast in focus