Mito e historia: incursiones en la leyenda canaria La pared de Roberto

[es] Una de las manifestaciones relativas a la literatura de tradición oral de la isla de La Palma (Canarias) que se encuentra pendiente de estudio es la referida a las leyendas. Durante la segunda mitad del siglo xix, un destacado grupo de escritores rescató media docena de estas narraciones y las formalizó en algunas versiones impresas. Desde entonces, las mismas han quedado fijadas como el canon de leyendas «clásicas» de La Palma. Una de ellas es la que toca con la Pared del Diablo o de Roberto, en la Cumbre de los Andenes, en el borde superior del parque nacional de la Caldera de Taburiente. En la actualidad esta leyenda se mantiene como un relato trufado de contenidos románticos. Con el fin de profundizar en las raíces y la evolución de esta leyenda se realiza una descripción, inventario y análisis de las distintas versiones localizadas que abren nuevos horizontes de reflexión sobre cuestiones fundamentales en torno a conceptos como mito e historia, lengua y escritura, individuo y pueblo. [en] One of the manifestations related to the oral literary tradition of the island of La Palma (Canaries) which remains under study is the legendary genre. During the second half of the nineteenth century, an outstanding group of writers rescued half a dozen of these stories and formalized them in some printed versions. Since then, they have been set up as the canon of «classical» legends of La Palma. One of them deals with the wall of the Devil or the wall of Roberto, at the Cumbre de los Andenes, on the upper edge of the National Park Caldera de Taburiente. Today this legend continues to be a story charged with romantic nuances. In order to deepen into the roots and evolution of this legend, we have carried out a description, inventory and analysis of the different discovered versions, opening new horizons of reflection on fundamental questions regarding concepts such as myth and history, language and writing, individual and people.

Caim, Gaspard, Melchior, Balthazar e demais cúmplices : jornada às avessas rumo à inefável transcendência

Tendo como ponto de partida a leitura intertextual das obras Caim, de José Saramago, e Gaspard, Melchior et Balthazar, de Michel Tournier, encaradas à luz da Teoria da Carnavalização do filósofo russo Mikhail Bakhtin, procura-se estabelecer afinidades e antinomias passíveis de constarem na temática da revisitação subversiva de mitos bíblicos. Assim sendo, pretende-se concluir, nomeadamente, acerca da relevância do diálogo efetuado pelos autores em torno da verdade oficial e sua reinterpretação, ainda que insolente; da validade da viagem de iniciação, enquanto lenitivo, “via-sacra” e demanda de absoluta Plenitude, empreendida pelos heróis e pelos anti-heróis; do grotesco na representação carnavalesca do corpo e da vida terrena; da presença de um discurso narrativo fazendo uso de uma linguagem subversiva, onde grotesco, ironia e/ou paródia são percetíveis; dos valores morais e ética social a preservar versus crítica acérrima ao poder instituído; da queda do Homem e do confronto com Deus e suas imperdoáveis limitações “humanas”; da presença do binómio entidade divina/entidade mefistofélica e o modo como as várias vozes narrativas surgem articuladas. Concomitantemente, pretende-se comprovar que os textos de José Saramago e Michel Tournier, embora mergulhando no desmascaramento, “profanação” e aparente niilismo do Texto Bíblico, na dessacralização de um cosmos oficial e na adoção do riso e impertinência enquanto catarse, longe de provocarem a aniquilação do mito, antes concorrem para uma releitura profícua, pois repleta de pluralidade de significados, onde o Transcendente, por oposição à desilusão prodigalizada pela vida terrena, é objeto de revitalização; pretendendo autores, narradores e leitores, postos em diálogo polifónico, a não reiteração de modos perniciosos de “estar” e “ser”, mas um olhar lúcido e puro sobre o futuro da Humanidade.

The age of studies and reports: selected elements concerning the background of encounters defining the power of education

In the present paper, we discuss the time before the “age of reports”. Besides the Coleman Report in the period of Coleman, the Lady Plowden Report also appeared, while there were important studies in France (Bourdieu & Passeron, 1964; Peyre, 1959) and studies that inaugurated comprehensive education in Nordic countries. We focus on the period after the World War II, which was marked by rising economic nationalism, on the one hand, and by the second wave of mass education, on the other, bearing the promise of more equality and a reduction of several social inequalities, both supposed to be ensured by school. It was a period of great expectations related to the power of education and the rise of educational meritocracy. On this background, in the second part of the paper, the authors attempt to explore the phenomenon of the aforementioned reports, which significantly questioned the power of education and, at the same time, enabled the formation of evidence-based education policies. In this part of the paper, the central place is devoted to the case of socialist Yugoslavia/Slovenia and its striving for more equality and equity through education. Through the socialist ideology of more education for all, socialist Yugoslavia, with its exaggerated stress on the unified school and its overemphasised belief in simple equality, overstepped the line between relying on comprehensive education as an important mechanism for increasing the possibility of more equal and just education, on the one hand, and the myth of the almighty unified school capable of eradicating social inequalities, especially class inequalities, on the other. With this radical approach to the reduction of inequalities, socialist policy in the then Yugoslavia paradoxically reduced the opportunity for greater equality, and even more so for more equitable education. (DIPF/Orig.)

Patriotismo y republicanismo en la Holanda de Espinoza

El objetivo de este trabajo consiste en oponer dos modos de fundamentar los sistemas políticos: el primero se basa en apelar a la historia y a la identidad nacional; mientras que el segundo pone el acento en los mecanismos institucionales. Vamos a tratar estas dos maneras de entender la política a partir del ejemplo de la Holanda de los siglos XVI y XVII, con la utilización que en esta época se hizo del mito Bátavo y del mito de Venecia. Mientras que el mito bátavo es sólo histórico, el mito de Venecia tiene un componente histórico y un aspecto político y constitucional, que representa Espinosa.

Beyond hope: Rhetorics of mobility, possibility, and literacy

When writing teachers enter the classroom, they often bring with them a deep faith in the power of literacy to rectify social inequalities and improve their students’ social and economic standing. It is this faith—this hope for change—that draws some writing teachers to locations of social and economic hardship. I am interested in how teachers and theorists construct their own narratives of social mobility, possibility, and literacy. My dissertation analyzes the production and expression of beliefs about literacy in the narratives of a diverse group of writing teachers and theorists, from those beginning their careers to those who are published and widely read. The central questions guiding this study are: How do teachers’ and theorists’ narratives of becoming literate intersect with literacy theories? and How do such literacy narratives intersect with beliefs in the power of literacy to improve individuals’ lives socially, economically, and personally? I contend that the professional literature needs to address more fully how teachers’ and theorists’ personal histories with literacy shape what they see as possible (and desirable) for students, especially those from marginalized communities. A central focus of the dissertation is on how teachers and theorists attempt to resolve a paradox they are likely to encounter in narratives about literacy. On one hand, they are immersed in a popular culture that cherishes narrative links between literacy and economic advancement (and, further, between such advancement and a “good life”). On the other hand, in professional discourse and in teacher preparation courses, they are likely to encounter narratives that complicate an assumed causal relationship between literacy and economic progress. Understanding, through literacy narratives, how teachers and theorists chart a practical path through or around this paradox can be beneficial to literacy education in three ways. First, it can offer direction in professional development and teacher education, addressing how teachers negotiate the boundaries between personal experience, theory, and pedagogy. Second, it can help teachers create spaces wherein students can explore the impact of paradoxical views about the role of literacy on their own lives. Finally, it can offer direction in public policy discourse, extending awareness of what we want—and need—from English language arts education in the twenty-first century. To explore these issues, I draw on case studies and ethnographic observation as well as narrative inquiry into teachers’ and theorists’ published literacy narratives. I situate my findings within three interrelated frames: 1) the narratives of new teachers, 2) the published works of literacy educators and theorists, and 3) my own literacy narrative. My first chapter, “Beyond Hope,” explores the tenuous connections between hope and critique in literacy studies and provides a methodological overview of the study. I argue that scholarship must move beyond a singular focus on either hope or critique in order to identify the transformative potential of literacy in particular circumstances. Analyzing literacy narratives provides a way of locating a critically informed sense of possibility. My second chapter, “Making Teachers, Making Literacy,” explores the intersection between teachers’ lives and the theories they study, based on qualitative analysis of a preservice course for secondary education English teachers. I examine how these preservice English teachers understood literacy, how their narratives of becoming literate and teaching English connected—and did not connect—with theoretical and pedagogical positions, and how these stories might inform their future work as practitioners. Centering primarily on preservice teachers who resisted Nancie Atwell’s pedagogy of possibility because they found it too good to be true, this research concentrates on moments of disjuncture, as expressed in class discussion and in one-on-one interviews, when literacy theories failed to align with aspiring teachers’ understandings of their own experiences and also with what they imagined as possible in disadvantaged educational settings. In my third and fourth chapters, I analyze the narratives of celebrated teachers and theorists who put forth an agenda that emphasizes possibilities through literacy, examining how they negotiate the relationship between their own literacy stories and literacy theories. Specifically, I investigate the narratives of three proponents of critical literacy: Mike Rose, Paulo Freire, and Myles Horton, all highly respected literacy teachers whose working-class backgrounds influenced their commitment to teaching in disenfranchised communities. In chapter 3, “Reading Lives on the Boundary,” I demonstrate how Mike Rose’s 1989 autobiographical text, Lives on the Boundary, juxtaposes rhetorics of mobility with critiques of such possibility. Through an analysis of work published in professional journals, I offer a reception history of Rose’s narrative, focusing specifically on how teachers have negotiated the tension between hope and critique. I follow this analysis with three case studies, drawn from a larger sampling, that inquire into the personal connections that writing teachers make with Lives on the Boundary. The teachers in this study, who provided written responses and participated in audio-recorded follow-up interviews, were asked to compare Rose’s story to their own stories, considering how their personal literacy histories influenced their teaching. My findings illustrate how a group of teachers and theorists have projected their own assessments of what literacy and higher education can and cannot accomplish onto this influential text. In my fourth chapter, “Horton and Freire’s Road as Literacy Narrative,” I concentrate on Myles Horton and Paulo Freire’s 1990 collaborative spoken book, We Make the Road by Walking. Central to my analysis are the educators’ stories about their formative years, including their own primary and secondary education experiences. I argue that We Make the Road by Walking demonstrates how theories of literacy cannot be divorced from personal histories. I begin by examining the spoken book as a literacy narrative that fuses personal and theoretical knowledge, focusing specifically on its authors’ ideas on theory. Drawing on Bakhtin’s notion of the chronotope—the intersection of time and space within narrative—I then explore the literacy narratives emerging from the production process of the book, in a video production about Horton and Freire’s meeting, and ultimately in the two men’s reflections on their childhood years (Dialogic). Interspersed with these accounts is archival material on the book’s editorial production that illustrates the value of increased dialogue between personal history and theories of literacy. My fifth chapter is both a reflective analysis and a qualitative study of my work at a men’s medium-high security prison in Illinois, where I conducted research and served as the instructor of an upper-level writing course, “Writing for a Change,” in the spring of 2009. Entitled “Doing Time with Literacy Narratives,” this chapter explores the complex ways in which literacy and incarceration are configured in students’ narratives as well as my own. With and against students’ stories, I juxtapose my own experiences with literacy, particularly in relation to being the son of an imprisoned father. In exploring the intersections between such stories, I demonstrate how literacy narratives can function as a heuristic for exploring beliefs about literacy between teachers and students both inside and outside of the prison-industrial complex. My conclusion pulls together the various themes that emerged in the three frames, from the making of new teachers to the published literacy narratives of teachers and theorists to my own literacy narrative. Writing teachers encounter considerable pressure to align their curricula with one or another theory of literacy, which has the effect of negating the authority of knowledge about literacy gleaned from experience as readers and writers. My dissertation contends that there is much to be gained by finding ways of articulating theories of literacy that encompass teachers’ knowledge of reading and writing as expressed in personal narratives of literacy. While powerful cultural rhetorics of upward social mobility often neutralize the critical potential of teachers’ own narratives of literacy—potential that has been documented by scholars in writing studies and allied disciplines—this is not always the case. The chapters in this dissertation offer evidence that hopeful and critical positions on the transformational possibilities of literacy are not mutually exclusive.

A criação da mulher, segundo Hesíodo

Pretende-se, neste estudo, apresentar uma leitura crítica das duas versões hesiódicas do mito de Pandora, bem como analisar o modo como através destas narrativas poéticas se desenvolve, pela primeira vez, na Literatura Grega Arcaica, o mito da criação da mulher.

How to design the surface of peptide-loaded nanoparticles for efficient oral bioavailability?

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A Electra euripidiana: um drama de matricídio

Com o grau de inovação que o género trágico consentia, Eurípides retomou em Electra o antigo tema de uma vingança patriarcal, salvaguardando os dados essenciais do mito e da lenda, através de uma original exploração dramática do matricídio, numa versão mais doméstica e humanizada, onde as personagens, o espaço e o tempo apareciam significativamente deslocados do enquadramento tradicional da história, motivando o questionamento dos princípios e valores de uma justiça retaliatória, de inspiração taliónica.

Epimeteu, ou o Homem que pensava depois: uma «fantasia mitológica» de Jorge de Sena

Pretende-se, neste texto, oferecer uma leitura da peça seniana em um acto, Epimeteu, ou o Homem que Pensava Depois, que, num complexo e original registo trágico-fársico, conjuga, com grande signifi cado dramático e efi cácia teatral, mito e fantasia.

A cidade de Ulisses: literatura, mito e história

Em A cidade de Ulisses, Teolinda Gersão presta uma homenagem à cidade de Lisboa, associando, precisamente, a origem etimológica do topónimo ao mito de Ulisses. Neste trabalho, pretende-se, estudar a relação estabelecida entre Literatura, Mito e História no romance, com base na analogia que a narrativa constrói entre a figura épica de Ulisses e a caracterização de Paulo Vaz.

Expérience précaire du monde et représentation de la poésie dans La fissure de la fiction et Désâmé de Patrice Desbiens

Diverses œuvres de poésie moderne et contemporaine mettent en scène le rapport à l’écriture d’un sujet lyrique. Une telle problématique trouve une incarnation particulièrement intéressante dans l’œuvre de Patrice Desbiens, notamment dans certains de ses textes des années 1990 et 2000, où elle apparaît avec plus d’acuité. Pourtant, sa pratique auto-réflexive a fait l’objet de très peu de recherches. Afin d’éclairer le rapport qu’entretient Patrice Desbiens avec l’écriture et avec la poésie, ce mémoire s’intéresse à deux de ses textes, soit La fissure de la fiction (1997) et Désâmé, (2005) en accordant davantage d’espace au premier, que je considère comme un texte-charnière dans la production poétique de Desbiens. Dans un premier temps, mon travail présente ainsi la précarité qui caractérise le protagoniste de La fissure de la fiction et, sous un autre angle, le sujet lyrique de Désâmé. Dans cette optique, la figure du poète est étudiée dans La fissure de la fiction à la lumière de la reprise ironique du mythe de la malédiction littéraire et du sens que la réactualisation de ce mythe confère au personnage dans ce récit poétique. Dans un second temps, ce mémoire s’attache à montrer que la cohérence et la vraisemblance des univers mis en scène dans La fissure de la fiction et Désâmé sont minées. C’est à l’aune de ces analyses que peut ensuite être envisagé le rôle d’une poésie qui, en dernière instance, comporte malgré tout un caractère consolateur, en dépit ou en raison de l’esthétique du grotesque, tantôt comique, tantôt tragique, dans laquelle elle s’inscrit et que nous tâcherons de mettre en lumière.

Albert Camus and Damien Hirst: Always looking on the absurd side of life

The aim of this text is to consider the notions of life and art, revealed in Camus’s texts, mainly The Myth of Sisyphus (published in French in 1942) and The Rebel (1951), and extrapolate them to the present state of contemporary art by analysing a few artworks by Damien Hirst, the richest living artist, a modern Sisyphus in the self-awareness he manifests towards the incongruity of his work. Always looking on the absurd side of life dwells on the inevitability of life and art, accepting the fact, according to Camus’s words, that: the impossible remains impossible. Instead of denying the meaningless and finding some form of redemption, both French writer and British artist have embraced this potential and have used the absurd as a form of conveying meaning to their art. Hirst’s artworks that will be referred in this text include the series: The Physical Impossibility of Death in the Mind of Someone Living (1991); Mother and Child Divided (1993); For the Love of God (2007) and For Heaven’s Sake (2008).

O mito de Orfeo e a ópera no século XVII: um estudo sobre o surgimento da ópera em Itália

Durante o século XVII, em Itália, uma série de óperas foram escritas retratando o drama mitológico de Orfeu e Eurídice. O presente trabalho é uma investigação sobre a presença recorrente do mito de Orfeu nos libretos de ópera, especialmente durante as primeiras décadas do século XVII, e sobre a importância dessa história específica para o surgimento e consolidação da ópera como gênero. Essa dissertação divide-se em três grandes capítulos: 1. estudo do contexto histórico, social, político e artístico que culminou na criação da ópera; 2. análise de obras importantes para a história da ópera e que apresentam temática sobre o mito de Orfeu; 3. discussão sobre as questões interpretativas inerentes à preparação e execução de um recital com repertório sobre o tema selecionado.

Reconsidering the relationship between early Gothic literature and the Greek classics: the cases of William Beckford and Matthew G. Lewis

The view that Gothic literature emerged as a reaction against the prominence of the Greek classics, and that, as a result, it bears no trace of their influence, is a commonplace in Gothic studies. This thesis re-examines this view, arguing that the Gothic and the Classical were not in opposition to one another, and that Greek tragic poetry and myth should be counted among the literary sources that inspired early Gothic writers. The discussion is organised in three parts. Part I focuses on evidence which suggests that the Gothic and the Hellenic were closely associated in the minds of several British literati both on a political and aesthetic level. As is shown, the coincidence of the Hellenic with the Gothic revival in the second half of the eighteenth century inspired them not only to trace common ground between the Greek and Gothic traditions, but also to look at Greek tragic poetry and myth through Gothic eyes, bringing to light an unruly, ‘Dionysian’ world that suited their taste. The particulars of this coincidence, which has not thus far been discussed in Gothic studies, as well as evidence which suggests that several early Gothic writers were influenced by Greek tragedy and myth, open up new avenues for research on the thematic and aesthetic heterogeneity of early Gothic literature. Parts II and III set out to explore this new ground and to support the main argument of this thesis by examining the influence of Greek tragic poetry and myth on the works of two early Gothic novelists and, in many ways, shapers of the genre, William Beckford and Matthew Gregory Lewis. Part II focuses on William Beckford’s Vathek and its indebtedness to Euripides’s Bacchae, and Part III on Matthew Gregory Lewis’s The Monk and its indebtedness to Sophocles’s Oedipus Tyrannus. As is discussed, Beckford and Lewis participated actively in both the Gothic and Hellenic revivals, producing highly imaginative works that blended material from the British and Greek literary traditions.

Édipo(s): Análise de édipo a partir da obra de Sófocles

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Clínica.