DSpace Collection:
http://hdl.handle.net/11624/207
2024-03-20T08:39:41ZA representação do feminino nos contos maravilhosos de Marina Colasanti.
http://hdl.handle.net/11624/2583
Title: A representação do feminino nos contos maravilhosos de Marina Colasanti.
Authors: Silveira, Zoraide Linhares
Abstract: In this paper, we proposed to analyze how the evolution of women in history and literature is being represented in Marina Colasanti's narrative. For this purpose, we investigate the origin of the fairy tales, which develops from the matrix of the wonderful tale. From a study about the relevance of the character in the constitution of the story, we seek to rescue gender's issues related to the life of women in society, establishing a parallel between real life and literature, insofar as it is the experiences of the living that alter the motivations that engender art. Three short stories by the author: "A moça tecelã", "Além do bastidor" and "Sem asas, porém..." subsidized the study on the constitution of the female character in Marina Colasanti's fiction. The analyzes were important to define the position of a renewed genre in the author's work and to emphasize the importance of literature as an instrument of information and social transformation.2017-01-01T00:00:00ZLendo a série Harry Potter : estratégias de um narrador nada trouxa.
http://hdl.handle.net/11624/2582
Title: Lendo a série Harry Potter : estratégias de um narrador nada trouxa.
Authors: Leopold, Jefferson Adriano
Abstract: In this monograph we propose to analyze the strategy used by the narrator of the Harry Potter series, by the British author JK Rowling, so that we can understand the narrator’s strategies, in its way of telling the story using different narrative resources and bringing elements of fantastic literature, juvenile literature and police literature. It seems that these resources aid in achieving a wide range of readers with different ages and with different reading habits. In order to do so, we use studies on the narrator by Wolfgang Iser and Norman Friedman, in addition to other scholars that work with the Theory of Literature, for example, in studies of juvenile, police and fantastic genres.2017-01-01T00:00:00ZMatilda : o magnífico mundo de quem lê.
http://hdl.handle.net/11624/2581
Title: Matilda : o magnífico mundo de quem lê.
Authors: Gass, Daiane Danielle
Abstract: In this present work, we propose to investigate and understand how a young learns to enjoy reading, presenting a study about the character, since it impacts strongly on our reading habits, in a way that allows us to build a rapprochement with the books. The character studied is Matilda, the main figure of the homonymous work of Roald Dahl. Questioning the possible characteristics that facilitate the positive recognition for the act of reading, we focus on the discursive constitution of the character, which involves the psychological resourcefulness with which it is involved in the plot. We conclude affirming the importance of Matilda's narrative creation, insofar as her reading personality ends up functioning as a reading mediator, contributing to the strengthening of identification with books for children, youngsters and adults.2017-01-01T00:00:00ZAlfabetização e letramento : possibilidades de contribuição da fonética e da fonologia.
http://hdl.handle.net/11624/2580
Title: Alfabetização e letramento : possibilidades de contribuição da fonética e da fonologia.
Authors: Stulp, Bianca
Abstract: In this work, we have analyzed literacy studies trying to found a way to alerting about the
necessity of linguistic knowledge in this process. Through bibliographic research, we have searched to define how phonetics and phonology are necessaries for the two ways of literacy. We have developed the study for to reflect upon the literacy process, as well as, upon the importance of strongly based the literacy in the grapheme- phoneme association, which base is on the phonological system of one language. In a secondary way we hope to somehow share the reflections with teachers in the initial grades. Writers like Soares (2004; 2014; 2016), Cagliari (1998; 2004), Moraes (2013) and Kleiman (1995; 1998), support our statements, including the guidelines of the official Brazilian education documents. After a lot of readings and reflections, and based on empirical observations and on academic researches, we conclude that linguistic knowledge is a primary factor for literacy teachers and students. For the first group, it is important because it assists in the elaboration of adequate activities for the variety of students found, and, for the second group, because offers many more chances of satisfactory development in relation to students who did not have the linguistic
conscience explicitly systematized.2017-01-01T00:00:00Z