http://hdl.handle.net/11422/23681 2026-04-29T09:54:03Z 2026-04-29T09:54:03Z Machado, Guilherme Diniz http://hdl.handle.net/11422/24106 2024-10-26T03:00:12Z 2024-01-01T00:00:00Z

Title: A écfrase em A bolsa amarela: re/pensando o regime linguístico da literatura infantojuvenil Author(s)/Inventor(s): Machado, Guilherme Diniz Advisor: Ramos, Danielle Cristina Mendes Pereira Abstract: Lygia Bojunga’s book A bolsa amarela (“The yellow bag”, in a literal translation) is considered by literary criticism as a Brazilian children’s classic. Considering children’s literature stipulates both language and the child as institutional products (Rose, 1984), this study aims to see the yellow bag in spite of its medium—the written word. In this regard, it is presented a visual reading of A bolsa amarela, grounded in the concept of ekphrasis. From the multiple possibilities of understanding this transhistorical process, here prevails a performative approach (Webb, 2014) in light of the creative action inherent to the gaze (Clüver, 2017). In order to perform such reading, this study takes into account the description of the yellow bag in Chapter 2 of the book. The methodological tools that produce the analysis are those associated to a pictorial description (Louvel, 2006). It is in the interest of this study to argue that the graphic disposition of the description shapes a transition between literary and plastic systems. This textual opening to the imagination nourishes a shift in the language regime. The political implications of this argument stand as a critique to modernist linguistic ideologies that promote the substitution of images by written texts (Blommaert, 2005). It is the case of children’s literature when it seeks to introduce practices of reading oriented by the linguistic sign (Colomer, 2014). Therefore, this study reinforces a closer look to the aesthetic dimension of the written text, which operates a discursive movement that transforms what is written into illustration. The result of this process cannot be separated from a will to question how language is written, read and understood. Publisher: Universidade Federal do Rio de Janeiro Type: Trabalho de conclusão de especialização

2024-01-01T00:00:00Z Cordeiro, Lívia Rodrigues http://hdl.handle.net/11422/23693 2024-09-18T03:00:13Z 2023-01-01T00:00:00Z

Title: Por que ler As mil e uma noites? uma proposta de leitura do maravilhoso para o Ensino Médio Author(s)/Inventor(s): Cordeiro, Lívia Rodrigues Advisor: Martins, Georgina da Costa Abstract: This work aims to present a proposal for reading the marvelous for high school, given the fact that it is a segment of education in which young people are able to problematize and reflect on sensitive social issues, such as the various types of violence against women. To this end, a corpus of four narratives belonging to the first volume of the collection of The Thousand and One Nights (2006) is used as an object of analysis, with the aim of understanding that the performance of the marvelous in the work is configured as a strategy of social denunciation, as well as manipulation Against the female figure. In order to support the analysis undertaken, the reflections presented by Le Goff (1994) on the definition of the marvelous and the contributions raised by Eco (1994) regarding the model reader are taken as theoretical support, in order to observe the way how the process of manipulation and seduction takes place within the Reading experience of this work, since the aforementioned universal classic is structured in embedded narratives (TODOROV, 2006), which operate as one develops over the Other. The present work also aims to discuss the importance of the classics for the formation of young readers and the way in which these works can be a starting point for later Reading experiences (CALVINO, 1993). Publisher: Universidade Federal do Rio de Janeiro Type: Trabalho de conclusão de especialização

2023-01-01T00:00:00Z