Biblioteca Digital

Tentativas de se escrever uma história da literatura alemã no Brasil têm sido recorrentes desde o século XIX. Assumiram diversas formas, do estudo comparativo à antologia, da história autônoma ao ensaio, da história da literatura universal às listas canônicas. Foram consideradas na presente tese, recebendo ênfase as histórias autônomas, modalidade em que se produziram dez títulos entre 1936 e 1997. O interesse que tais histórias apresentam passa por diversos campos: a historiografia literária, o comparativismo e a tradução. Observou-se como os autores lidam com a importante questão de escrever história da literatura para estrangeiros e das realidades a serem consideradas na execução dessa tarefa. Desde o primeiro estudo aqui analisado houve interesse em colocar a literatura alemã em confronto com outras literaturas. Tal fato se tornou mais expresso nas primeiras histórias autônomas, que, apesar de deficientes, faziam referências ao Brasil e à sua literatura. A década de 1960 pode ser considerada um divisor no ensino de língua e literatura alemã no Brasil, bem como na historiografia brasileira da literatura alemã. Em uma polêmica entre historiadores da área, constatavam-se as deficiências das obras existentes...

This is a HASS –CI course. Like other communications-intensive courses in the humanities, arts, and social sciences, it allows students to produce 20 pages of polished writing with careful attention to revision. It also offers substantial opportunities for oral expression, through presentations of written work, student-led discussion, and class participation. The class has a low enrollment that ensures maximum attention to student writing and opportunity for oral expression, and a writing fellow/tutor is available for consultation on drafts and revisions.

An essay on writing in the non-science disciplines.

This work seeks to insert itself into the field of interart studies, searching the reference book “In Search of Lost Time”, the French novelist Marcel Proust, the presence of elements that denote a literary text to the underlying performance, establishing performance this intimate connection using the photographic element, through its catalytic power of memories, revealing details, and inspiring artistic procedures. From proustian passages selected from the text, the attempt is to demonstrate the trajectory of the concomitant appearance of photographic art and the literary narrative, the reception of photography, different views on the photographic document, a semiotics of photography and finally the relationship between photography and memory. Subsequently, we relate the photograph and its memoir side with the studies on performance, seeking a conception of artistic procedures listed on this nomenclature, besides those who go beyond the purely aesthetic, seeking the particularities of the protograph and a probably performativity possible arising of contact and using the same. In the empirical chapters of the work, we will start making a brief analysis of the life and word of French writer, where photography has played a prominent role...

Cette thèse explore la relation entre les littératures autochtones et multiculturelles du Canada. Même si les critiques littéraires examinent les littératures dites mineures de plus en plus, ces dernières sont rarement étudiées sans la présence médiatrice de la littérature canadienne considérée comme étant dominante. Afin de produire une telle analyse, cette thèse mobilise le concept d’hybridité en tant que catégorie d’analyse de texte qui, en plus de son histoire raciale et coloniale, décrit convenablement les formes d’expérimentations stylistiques que les écrivains autochtones et multiculturels emploient afin de représenter et questionner leur marginalisation. Ne voulant pas reproduire les interprétations fétichistes qui réduisent les littératures autochtones et multiculturelles à leurs représentations de concepts d’altérité, j’examine ces textes dans leurs relations avec différents discours et débats ayant marqué les études littéraires canadiennes, notamment, le long poème canadien, l’écriture des prairies canadiennes, la littérature urbaine, le multiculturalisme, et les premières nations. Ma méthode d’analyse repose sur la façon dont chaque texte étudié alimente ces catégories d’analyse littéraire tout en les modifiant radicalement. De plus...

It is estimated that five to ten percent of children experience sensory motor difficulties that result in various learnlng disabilitiies , among them. inabllity to output Information on paper in the appropriate manner (Ayres ,1985). The relationship between sensorimotorabillty and handwriting is well documented in the literature (Freeman,1917; Townsend , 1951; Nlkola-Ll sa, 1987). While much of the literature is inconclusive, there are findings to suggest that muitisensory handwriting programmes are an effective approach to improvlng writing abIlity in these chlldren. For a number of years, Occupational Therapists have been involved in the remediation of handwriting utllizing , amongst other approaches . multisensory programmes. While subjective assessments of effectiveness have been extremerly positive. scientIfic evaluation has been minimal . If further intervention in this area is to occur, it Is essential that the profession be able to justify the existence of such programmes . The purpose of this study was to examine what effects a multlsensory writing prog~am would have on the curslve writing ability of chlldren with sensorimotor dlfficulties. A single case with multiple baselines across be havlours design was used ...

The purpose of this thesis is to discover any existing correlation between gender and student perceptions of reflective writing in the composition classroom. Seventy-five students at Florida International University participated in a survey that explored their approaches to and understanding of reflective writing. In order to connect the specific results of this study to the larger context of composition theory, this thesis includes an examination of the theoretical background of gender and reflective writing. The results of the survey indicate that the only identifiable difference between male and female student responses resulted from their definitions of reflective writing. Beyond this difference, however, there were no significant variances in student perceptions of reflective writing. The response of these students at FIU indicates a shift in expected gender norms and suggests a reconsideration of what it means to be a gendered writer in the composition classroom.

This paper, part of a series of ‘provocations’ delivered at a symposium in Hong Kong, covers some of the broader issues in Creative Writing programs within universities in Australia. While higher institutions in Asia are introducing this new discipline, Australian universities need to be vigilant in terms of monitoring how this growth area has affected two substantial fields of knowledge: creative research and literary translation. Before Australian programs try to engage with those in Asia, they need to address some of the systemic uncertainties within their own institutions, such as regarding creative writing as research. Traditionally, universities and their national governing bodies have viewed Creative Writing as something outside their disciplinary structures. There is still no real definition of how a novel, for example, is considered as ‘research’. The exegetical component therefore, has been formed as a ‘research arm’, giving some critical analysis to what is essentially a literary enterprise. Understandably, this shifts the focus to the cognitive side of the brain, and this entails losses such as framing a reception which may have been much wider without academic self-analysis and referential ‘authority’. My argument is that ‘creative writing’ is essentially a publishing practice avant la lettre and...

The novel Children Of The Earth is about transformation. It uses Ovid's Metamorphoses as a metaphor for the processes which occur in the psyche of each character, and is based on Jungian insights into myth and alchemy. Archetypes that underlie the unconscious processes of all humanity are seen in the symbolism of three very different religious traditions, namely Greek mythology, the Hebrew Old Testament and Australian Aboriginal beliefs. I explore the ways in which these three great mythologies might have converged in colonial South Australia. The story deals with the troubled marriage of isolated settler couple, Hestia and Adam George, and the effects on it of three people who come into their lives. Itinerant German mineralogist Johannes Menge ( based on a real life pioneer ) is a self-taught, eccentric polymath, and a devout but unorthodox exponent of the Bible. In Jungian terms he fulfils the role of an archetypal, but flawed, ' Wise Old Man'. Menge represents nineteenth century Protestantism, albeit still trailing some arcane superstitions. His protégé, a disgraced young teacher of classics, calls himself Hermes, and represents the role of Greek mythology in European civilization. Reliving the life of the mercurial god in the antipodes...

This dissertation investigates writing practices attuned to northern places. Eight experienced teachers from six regions in Canada’s Northwest Territories agreed to think-together in a study which took a hermeneutic approach to the focusing, gathering, and the analysis of data. Writing was both the subject for the inquiry and the methodology, as I asked participants to engage in ten workshops designed to move conversations away from familiar answers to the question: what practices invite northern students to write? In a place where the majority of students are Indigenous, I hoped that the writing workshops would invite the non-Indigenous teachers to consider their relationship to the many interconnecting dimensions of place. While writing seems to take one away from the particulars of experience to more universal concerns as one tries to capture meaning, paradoxically, writing returns to the particular. In the first four chapters, I use my 19 years of experience as a northern teacher as a heuristic for the study by contrasting the thinking of ‘the new teacher who has just arrived in the North’ to the voice of ‘the researcher.’ Four data chapters take up the ideas that emerged from the thinking-together with the teachers. I examine how the teachers used complexity thinking to approach their writing pedagogy. I consider how new literacies might overlap Indigenous pedagogies and Western writing pedagogies. I assert that the qualia of individual experience might serve as engaging subject matter for student writing. And finally...

Plusieurs auteurs (Nadon, 2007; Tauveron, 2005; Routman, 2010) ont mis de l’avant des propositions didactiques pour enseigner l’écriture de façon optimale à partir de la littérature de jeunesse, notamment en amenant les élèves à s’inspirer du style d’un auteur. Puisque la littérature de jeunesse est encore peu employée pour induire des situations d’écriture au primaire (Montésinos-Gelet et Morin, 2007), cette recherche présente un dispositif novateur, soit l’écriture à la manière d’un auteur qui consiste à placer l’élève dans une situation d’appropriation-observation d’une oeuvre littéraire dans le but d’en ressortir ses caractéristiques et de l’imiter (Geist, 2005 et Tauveron, 2002). Selon Olness (2007), l’exposition à une littérature de jeunesse de qualité est essentielle pour permettre aux élèves d’apprendre une variété de styles et d’éléments littéraires. Cette recherche a pour but de décrire dix séquences d’écriture à la manière d’un auteur conçues par l’enseignante-chercheuse et d’identifier les impacts de celles-ci, auprès des élèves, sur leurs habiletés en production écrite, de compréhension en lecture et sur leur motivation à l’écriture. Cette recherche a été réalisée pendant une période de 5 mois auprès de 18 élèves d’une classe de 2e année du primaire. Il ressort de cette recherche que les élèves ont grandement développé leur capacité à analyser et imiter les caractéristiques d’un texte source et qu’ils ont transféré ces apprentissages au-delà du contexte de notre recherche. Par la pratique fréquente et le modelage...

O presente estudo teve como objetivos avaliar e acompanhar o desenvolvimento da linguagem escrita e analisar as estratégias utilizadas durante 01 ano de intervenção pedagógica em grupo para o desenvolvimento da linguagem escrita de quatro crianças com deficiência auditiva, usuárias de Aparelho de Amplificação Sonora Individual (AASI) e/ou Implante Coclear (IC) com idades entre 05 e 07 anos, atendidas no Centro Educacional do Deficiente Auditivo do Hospital de Reabilitação de Anomalias Craniofaciais da Universidade de São Paulo, em Bauru-SP. Para a consecução dos objetivos foram realizados os seguintes procedimentos: submissão do projeto de pesquisa ao Comitê de Ética em Pesquisa da instituição, revisão da literatura, análise das estratégias para a intervenção, categorização das habilidades de audição e de linguagem oral de cada criança após avaliações da percepção auditiva da fala e de linguagem oral realizadas por um fonoaudiólogo, bem como avaliação da linguagem escrita de acordo com protocolos específicos, no pré e pós-intervenção. As estratégias foram aplicadas na situação de grupo, mediadas pela pedagoga-pesquisadora e registradas com câmera fixa, instalada em tripé. Realizada a análise das estratégias por meio de transcrição e categorização das mesmas bem como a análise quantitativa e qualitativa das avaliações de cada criança...

Ao retomarmos a história da afasiologia, observamos que a linguagem oral, até o século XIX, era reduzida a um ato motor e a escrita era vista unicamente como simulacro da fala. Essas concepções ainda estão presentes, contudo, na literatura neurolinguística tradicional, que não apenas dicotomiza a relação entre oralidade e escrita, mas baseia-se em características de uma escrita normativa padrão para avaliar a linguagem de sujeitos afásicos - geralmente de forma superficial e com a consequente patologização de fenômenos que caracterizam processos normais. Na contramão dessas tendências, este estudo de caso fundamenta-se na Neurolinguística de orientação enunciativo-discursiva, em que a linguagem é concebida como um fenômeno sócio-histórico, uma atividade humana, lugar de interação e interlocução de sujeitos, indeterminada, incompleta e passível de (re)interpretação, em que tanto o sujeito quanto ela própria se constituem em um movimento dinâmico. Tendo esses princípios como cenário, o objetivo deste trabalho é discutir o impacto dos episódios neurológicos na vida do sujeito AJ que há mais de dez anos dribla as dificuldades impostas por uma afasia progressiva - assim caracterizada uma vez que prevalecem os indícios do agravamento dos sinais (sintomas) reconhecidamente relacionados ao chamado "declínio cognitivo"...

This thesis explores the limits of fictional language by studying the work of Jewish American writer-critics, novelists who significantly engaged with literary criticism, and critics who experimented with the novel or short fiction. These writer-critics all believed in Literature: they believed that literature could effect social change and educate the masses; or they believed in literature as an art-form, one that exposed the myths underlying American society, or that revealed something fundamental about the human condition. Yet it is because they believed so stridently in the concept of Literature that they turned to non-fiction. Writing fiction exposed problems that Literature could not resolve. They describe being haunted by “preoccupations” that they could not exhaust in fiction alone. They apologetically refer to their critical texts as “by-products” of their creative writing. Writer-critics were forced to decide what the limits of fiction were, and they adopted other types of writing to supplement these unexpected gaps in fiction's power. This dissertation contains four chapters and an introduction. The introduction establishes the methodological difficulties in writing about author-critics, and introduces a set of principles to guide the study. Chapter 1 approaches Abraham Cahan's The Rise of David Levinsky (1917). I argue that many of the novel's difficulties result from Cahan's desire to present the way that ideology shades our understanding of reality while minimizing direct narratorial intrusions. Chapter 2 studies how politics affected the work of Mike Gold...

.wav and .mp3 versions of audio file; How are the oral repertoires of cultures reconstituted by their acts of writing? Writing, this paper argued, is a sort of ?box? that serves to contain the creative productions of script cultures. Like a box, it stores and preserves the legends and stories, the quotidian speech acts of greeting, declaring, promising or ordering as well as the fundamental scientific conjectures and dreams that animate all speech communities. Unlike a run-of-the-mill box, however, writing acts upon and redesigns the cognitive materials that it holds, formatting inchoate information into ?knowledge packets? that can be efficiently transmitted across time and space. In this unique characteristic lies its almost unlimited power over the human imagination. Yet it is worth noting that writing is a relatively recent linguistic invention which experts calculate is no more than eight or nine thousand years old at most. To put things in perspective, written scripts came along at least 40,000 years after humans began to talk and exchange meanings. This paper examined some of the cognitive and cultural issues that arise from a near exclusive concentration on the powerful and often hegemonic, yet still evolving, medium of writing in a region like the Indian subcontinent that comprises nearly half the formally illiterate population of the world. It did so by looking at a device commonly known as a kavad or ?story-box?. The kavad...

In this article, I discuss the role of writing in the psychosis. As a reference, I've taken texts produced by Pedro for about ten years in a Writing Workshop destined to patients of the Federal University of Rio de Janeiro's Psychiatry Institute. The figure of the insane person with papers under his arm is really emblematic and it's not difficult to find archives with its writings in the psychiatric hospitals, but, there is little literature concerning this. The participation in the Workshop, as well as the reading of the filed texts, has been bringing me many questions. After all, what does writing mean to a psychotic?; En ese artículo discuto la función de la escritura en la psicosis. He escogido como referencia los textos producidos por Pedro durante casi diez años en un Taller de Escritura para pacientes del Instituto de Psiquiatria da Universidade Federal do Rio de Janeiro. Ya es emblemática la figura del loco con sus papeles bajo el brazo y no es difícil el hallazgo de archivos con sus escritos en hospitales psiquiátricos, mientras sea poca la literatura sobre el tema. Muchas cuestiones se me han presentado por la participación en el taller y la lectura de los textos del archivo. ¿En fin de cuentas, que es escribir para el psicótico?; Neste artigo...

This paper we present the analysis of the researcher’s encounters with the writings of a woman hospitalized in the psychiatric hospital. We set a cut of the cartographic agencement madness to see the bodies that express the event writing. Writing, in the perspective of the multiplicity, expressed events, the remaining states of things that constitute the body of the writer. We understand that writing is incarnated in some streams that make up your body, is the effect of encounters with the elements of the world, which constitute the agencement where madness / mental illness. We explore the forces that operate in the words, and the ways that the writer minor language, dodging the ruling stated. In some writings highlight the three conditions for the minor literature and language change: collective, deterritorialized, politics.; Neste estudo, apresentamos as análises dos encontros da pesquisadora com os escritos de uma mulher internada em um hospital psiquiátrico.  Traçamos um recorte cartográfico do agenciamento loucura para perceber os corpos nos quais se expressa o acontecimento escrever. Entendemos que a escrita se encarna em certos fluxos que compõem seu corpo; é efeito dos encontros com os elementos do mundo, que constituem o agenciamento loucura/doença mental. Exploramos as forças que se operam nas palavras e os modos que a escritora minora a língua Em alguns escritos destacamos as três condições relativas à literatura menor e da variação da língua: coletiva...

http://dx.doi.org/10.5007/2175-7917.2012v17n2p60Este artigo analisa Como e por que ler o romance brasileiro (2004), de Marisa Lajolo, à luz das teorias contemporâneas da História da Literatura. Busca-se refletir sobre como seu processo de escrita aponta para uma nova direção na articulação histórica do passado, contribuindo para a reestruturação dos tradicionais alicerces da teoria e história literárias. Para tanto, serão resgatadas algumas perspectivas teóricas consagradas acerca da escrita historiográfica em literatura, comparando-as com as reflexões de David Perkins, Siegfried Schmidt e Heidrun Olinto. O objetivo é demonstrar como, nessa obra, a personalidade da autora é fator determinante da construção do texto, a subjetividade desempenha um papel central nas escolhas teóricas e materiais. Lajolo revisita suas experiências de leitora e as torna parte constituinte de sua história da literatura. Nesse sentido, é um caso exemplar de como a construção do conhecimento histórico-literário passa a admitir a interferência de questões afetivas na mediação dos diversos elementos que o compõe.; This article analyses Como e por que ler o romance brasileiro (2004) by Marisa Lajolo through contemporary theories about history of literature. It is aimed a reflection on how its writing process points to a new direction regarding historical conceptions of the past...

As a teacher of EFL at UFSC since 1975, I have observed semester after semester the difficulties that students in the Department of Foreign Languages and Literature have in reading and especially inwriting not only at the beginning but at more advanced stages when they are close to graduating. I have also observed that these students have little interest in reading and writing in a foreign language either inside or outside the classroom. Conversations with my fellow teachers confirmed that they had observed the same weaknesses in their students and that they shared my concerns about this problem. Students who are preparing to be teachers of a foreign language should have a reasonable command of the four language skills—speaking, understanding, reading, writing—by the time they graduate. For those who wish to continue their training in English by doing graduate work, competence seems even more important as good reading and writing skills are the sine qua non for engaging in graduate work.; As a teacher of EFL at UFSC since 1975, I have observed semester after semester the difficulties that students in the Department of Foreign Languages and Literature have in reading and especially inwriting not only at the beginning but at more advanced stages when they are close to graduating. I have also observed that these students have little interest in reading and writing in a foreign language either inside or outside the classroom. Conversations with my fellow teachers confirmed that they had observed the same weaknesses in their students and that they shared my concerns about this problem. Students who are preparing to be teachers of a foreign language should have a reasonable command of the four language skills—speaking...