Navegando por Assunto "Intertextualidade"

Agora exibindo 1 - 11 de 11

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A cartografia de Irene na trilogia de Lindanor Celina
(Universidade Federal do Pará, 2008-06-25) PENHA, Maria das Neves de Oliveira; SILVA, Joel Cardoso da; http://lattes.cnpq.br/6918547599708778
This search is inserted in the thematic axle literature and culture to investigate the trilogy’s protagonist of the writer Lindanor Celina, composed by the works: Menina Que Vem de Itaiara, Estradas do Tempo-foi and Eram Seis Assinalados. The work traces the trajectory of the protagonist Irene, since the childhood until the majority, trying to get all the conditioning that influenced in the formation of her personality and behaviour. The work is divided into four chapters, the first, tackle the theoric purposes that gives it support. They are essentially: autobiography, dialogism, polyphony and intertextuality; gender theory and psychological theory of the psychoanalysis field. The second chapter presents the life and work of the writer, it discusses the biographical boarding in the studied works, as well as shows the criticisms about the trilogy. The third chapter, analysis the intertextuality between the novels to be studied, and also two of these with the Dalcídio Jurandir’s novel Chove nos Campos de Cachoeira. The fourth chapter is dedicated to the works analysis and the conclusions arrived in the study.
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A construção da identidade no conto fonsequiano: a intertextualidade e a morte como afirmação do estrangeiro
(Universidade Federal do Pará, 2017-02-22) FERREIRA, João Paulo Cordeiro; GUIMARÃES, Mayara Ribeiro; http://lattes.cnpq.br/6834076554286321
In Rubem Fonseca's tales, it is common to find several "intertextualized" discourses, with works, characters, quotations and discussions around famous Brazilian and foreign literary authors who are, in different contexts and literary constructions, placed in the fonsequiana prose, directly or indirectly. In this way, we will take an approach taking into account three important short stories of Fonseca: "Encontro no Amazonas" (from the book O Cobrador), "Romance Negro" (from Romance Negro) and "A matéria do sonho" (from the book Lúcia McCartney). The reading of these tales, in part, suggests to us that there is an intense dialogue between the national and the foreigner, in which death assumes a decisive role for the self-assertion of the foreign tradition in our literature. This dialogue also allows us to identify the relationship between the fonsequiana prose and the narratives of E.T.A. Hoffmann and Edgar A. Poe, since it is possible that some compositions of these authors have drawn a dialogue with the literary constructions of Rubem Fonseca, which in this sense made possible the re- reading of the works of Poe and Hoffmann. In this way, we also emphasize the relation of the fonsequiana prose with the Greek tragedy, relating the use of the mask to the farce and the exchange of identity in the Rubem Fonseca literature. To this end, we consider Maurice Blanchot's theories about the death of the author, Otto Rank, referring to the notion of double and Sigmund Freud, about psychoanalysis.
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O discurso literário e cinematográfico: simetrias e assimetrias em O Leopardo, Guisseppe Tomasi di Lampedusa X Luchino Visconti
(Universidade Federal do Pará, 2008) SILVA, Jorge Almir Castro da; SILVA, Joel Cardoso da; http://lattes.cnpq.br/6918547599708778
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Hilda Furacão e o périplo de Cintura Fina: romance, minissérie e documentário
(Universidade Federal do Pará, 2009-06-05) SILVA, Indaiá Freire da; SILVA, Joel Cardoso da; http://lattes.cnpq.br/6918547599708778
Acesso aberto (Open Access)
Leituras intertextuais de O Tetraneto del-rei de Haroldo Maranhão
(Universidade Federal do Pará, 2011-03-25) POMPEU, Thaís do Socorro Pereira; CASTILO, Luís Heleno Montoril del; http://lattes.cnpq.br/3519128535996125
This work focuses on researching Haroldo Maranhão‟s writing, trying to comprehend the aspects that influenced this autor, as well as the particularity of his writing, full of scholar features, in parallel with its obscene phrases and expressions of popular value. For accomplishing that, this work was based on an analysis of his great work Tetraneto Del-Rei, which presents issues related to our colonization period with a wealth of details, however under a different and reinterpretive prism from the various signs and elements manifested in the work of Haroldo. The image of the character Torto converges to the reinterpretive character, a Portuguese colonizer who stars moments of weakness, anxiety, fears and desires, feelings which are not included in previous works which have spread the imaginary of a hero in prose and verse. As a conceptual and literary allowance, we present precursors authors when compared to Haroldo Maranhão, seeking its relations with the style of those previous authors. Finally, this study aimed to demonstrate the presence of three intertextual elements in Tetraneto Del-Rei: new readings of the colonization process, the hat significance and the obscene possible interpretations.
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Leituras: literatura e [homo] erotismo
(Universidade Federal do Pará, 2006-02-17) CORRÊA, Paulo José Maués; CASTILO, Luís Heleno Montoril del; http://lattes.cnpq.br/3519128535996125
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Mário Faustino e seus ciclos tradutórios: do arte-literatura ao poesia-experiência
(Universidade Federal do Pará, 2014-03-31) ALMEIDA, Dayana Crystina Barbosa de; GUIMARÃES, Mayara; http://lattes.cnpq.br/6834076554286321; LEAL, Izabela Guimarães Guerra; http://lattes.cnpq.br/2507019514021007
This work has as its goal analyzing how the intertextuality of the writers T. S. Eliot, James Joyce, Robert Stock, Emily Dickinson, Walt Whitman and Ezra Pound, occurs in the literary work of Mario Faustino. According to Bosi (1994) and Benedito Nunes (1985), the poetry of Faustino results of the various authors that he read in different moments, as in: Mallarme, Yeats, Rilke, cummings, Joyce and Pound, From Pound he used the motto “make it new”. The motto of Pound takes back directly or indirectly the voice of other authors in some of Faustino's poems. This fact was always taken as practical confirmations. That’s how we defined some parameters to choose which authors would be studied: We are going to use only Anglophone authors, and among them, only authors that Faustino translated in some literary supplement and in one magazine. Going from these points, the authors were divided in two cycles: The North cycle that contains the Art-Literature supplement and the North magazine; the Southeast that contains the Poetry-Experience supplement. In both cycles, we try to demonstrate how the author’s presences are felt in Faustino's works, by means of the creations of new poems based by the poems of Anglophone authors or by means of the incorporations of elements that define the characteristics of a single Anglophone author. In this work it is presented some considerations according to: Chaves (1986) Kristeva (1974) e Bakhtin (2003; 2006), Santiago (1978), Nunes (1985; 1986; 1997; 2009) e Campos (1977; 1992).According to Compagnon (2007) we can notice the reconstruction of the words. In this case, In this case, in the analyzes of the translations made by Faustino and his own work in which each step is a bond of an immense plot that links this text to other read texts and that were “cut out”, that are manipulated by one person at the same time author and reader (Faustino). This way the author/ reader, has practice working on quoting, that means, retell what was told by others.
Acesso aberto (Open Access)
Palavra e imagem: encontros da escritura literária com escritura cinematográfica
(Universidade Federal do Pará, 2010-08-16) CASTRO, Jacksonilson dos Santos; CASTILO, Luís Heleno Montoril del; http://lattes.cnpq.br/3519128535996125
This work is presented as an approach to word and image and your chances of encounters in literary and cinematographic texts from notion of writing. Its build is developed in a way of not following a historical path of these encounters, not to do it exactly in terms of chronological surveys of the theoretical thoughts that approached the text as writing literary and cinematographic images, but in the aspect of its inscription as a mental image. In this respect, the writing and reading happen as translation, passage and tour of meanings that the text produces, not enclosing a perception anchored in an understanding closed. Taking the writing as a starting point for reading the image and word in literary and cinematographic texts, and it will part from a discussion of topics of theory and criticism in large areas, supporting a transverse organization of this material that takes a set of theory in a strong transdisciplinary marking, it also promotes encounters of Literary Theory with different fields, such as the Visual Arts, films, video, painting, philosophy, history, among others. With the notion of writing used in this work became important to make some considerations based on certain ideas of Roland Barthes and Jacques Derrida, among other scholars and commentators of the term. Another term that runs through this work is the notion of translation, here taken from the reading of authors such as Márcio Seligmann-Silva, Walter Benjamin, Jacques Derrida, Paul Valery, and others. The distinctions of these terms are not due to an effort to delineate the space of fields of study, but rather to assert its perspective of just one opening, or openings, in addition there is the understanding that the membership of certain thoughts, theories and authors have already configured the marking of a position of thought, political position, indeed. The option to these conceptions prints on the bodies of objects of study – writing literary and cinematographic – a difference much in line with the dynamic and moving character of these objects, producing a theoretical resizing of strong political marking. Also it is important in this work to discuss topics of literary studies in order to allow the crossing by the other disciplines. From this outline, the work was completed with readings of literary and cinematographic texts, all of them with strong plural nature in which the encounter between image and word is promoted by writing, and is also an encounter between the theories and artistic modalities, striving for a crossing of the theories and thoughts developed during the writing of the work, in an essayistic and strong marking intertextual treatment, making these readings exercise of opening of the texts.
Acesso aberto (Open Access)
A prática da intertextualidade na formação de leitores e produtores de texto proficientes
(Universidade Federal do Pará, 2020-07-28) LIMA, Josué Pereira de; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This thesis has as its theme intertextuality in the formation of proficient readers and writers, and focuses on this phenomenon as a relevant factor for the processing of text in reading and writing. Although there are studies, experiences, and research that show new methodologies to develop a work with reading and writing, which values the student as the main agent of the communicative process and makes him competent on his social practices, there is still a majority of students who sees the act of reading and writing as something empty. One of the resources that could favor a change in this situation would be the practice of intertextuality in the classroom, as it is crucial to make students realize that the texts they read did not appear in isolation, but that they maintain a relationship with existing ones. Moreover, it is in this path that this research is presented, whose general objective is to develop the knowledge of 8th/9th-year students about the intertextuality factor, in the processing of the text both in reading and in writing. For this study, a literature review was initially carried out to identify the theories that address intertextuality, discussing its nature, its typification, its importance and relevance, as well as focusing on intertextuality as an object of activities in Portuguese language classes to clarify what is the role that it can fulfill in the practice of reading and text production. Therefore, studies by several authors were considered, such as Abaurre and Pontara (1999), Val (2000), Bakthin (2003), Soares (2004), Fiorin (2006), Koch & Elias (2006), Bazerman (2007), Marcuschi (2009), Koch, Bentes & Cavalcante (2012), Antunes (2017). In methodological terms, this work was developed through action research, for a recurring problem in two classes of the eighth year that was found in Municipal School of Basic Education (EMEB) Piauí, which became the target research/observation, it was immediately thought about the interventional actions that could confront the problem found in those classes, but, for that, it relied on the joint action of the participants involved for a possible transformation of that reality in which they found themselves. The approach of the data in this research is of a qualiquantitative nature, since an objectively quantified data survey and an attempt to interpret them were made; at the same time, proposals for intervention activities were made that favored the subjects involved a reflection in the act of reading and writing inside and outside the classroom. The results obtained by the application of the intervention proposal, in which the resource of intertextuality was considered as an object of activities in the practices of reading and textual production, were satisfactory and encouraging, since some students who had immense difficulty in the practices of reading and writing started to have less difficulty in relating, understanding, interpreting and producing texts. This work provided an enriching experience and showed that, with the conscious use of intertextuality in the classroom, it is possible to contribute to the formation of good readers and good writers.
Acesso aberto (Open Access)
Retextualização e intertextualidade em textos de alunos da 5ª série do ensino fundamental
(Universidade Federal do Pará, 2006-08-31) RODRIGUES, Isabel Cristina França dos Santos; CAMPOS, Samuel Pereira; http://lattes.cnpq.br/8186421140915842
It exposes a practice of action research done in a Portuguese Language classroom during the year of 2003. It brings out texts, generated at this context, that opens places to discuss written practices used by the subjects of the research (students of 5a degree of the fundamental school) in their texts. We follow bakhtinian presupposition of responsive comprehension that students, facing a schoolar text activity are not passive and, because of that, answer to the activity using written social practices that recur to constituted discourses in their communities. Given the predominant problems on the scholar written productions, it was developed a work that intended to value social practices of telling popular tales present into cultural repertoire of the students that, in the most, are very distinct from those valorized into the school system. By doing that, we could generate a corpus composed by popular tales re-written by students that open out spaces to discuss pertinent questions to Portuguese Language teaching, as such, retextualization and intertextuality that recover, conscious or unconsciously, the written production in classroom.
Acesso aberto (Open Access)
Tra[D]ição e o jogo da diferença em Marajó, de Dalcídio Jurandir
(Universidade Federal do Pará, 2006-10-24) SANTOS JÚNIOR, Luiz Guilherme dos; FURTADO, Marli Tereza; http://lattes.cnpq.br/2382303554607592