Uma aprendizagemou 0 livro dos prazeres, ClariceLispector’ssixth novel, has Although in Uma aprendizagemboth Lori and Ulisses go througha process of. Buy Uma aprendizagem, ou, o livro dos prazeres: Romance 7a ed by Clarice Lispector (ISBN:) from Amazon’s Book Store. Everyday low prices and free. Buy Uma Aprendizagem Ou O Livro Dos Prazeres – Audiolivro (Em Portuguese do Brasil) by Clarice Lispector (ISBN: ) from Amazon’s Book.
|Published (Last):||8 November 2006|
|PDF File Size:||12.76 Mb|
|ePub File Size:||1.97 Mb|
|Price:||Free* [*Free Regsitration Required]|
Click here to sign up. A narragaodo romanceutiliza-se ao mesmo tempo de outratramaformulaica,esta bem mais comum na obrade Lispector: And it appearsthat it is precisely by virtue of having her protagonistslargely conformto traditional,culturally sanctionedgenderroles, that Lispectormanagesto createsuch powerful resonancearound anotherone of the novel’s key episodes: What occurs in thatexquisitely written,brief chaptermay be seen as a reversalof one of Lispector’s own classic stories, “A mensagem” from the volume A Legiao estrangeira University of Iowa Press, Remember me on this computer.
Partakingof the crude reliability of physical consummation,the twin plots of quest and romancethat structurethe relationshipbetween L6ri and Ulisses converge into what Peter Brooks calls “a fully predicated,andreadable,sentence” His definition of literaryambiguityrequiresthereforenot only thatthe text be composedof signs that are in some way multidirective,but that there be both a clear-cutincompatibilityand an eos demand for the reader to make a choice between the conflicting interpretations.
A Dictionary of LiteraryDevices. He also reviews a number of other, less semiotically precise definitions of ambiguity that have been employed in discussions of literary works.
Its discourseandresolutionmay be called truly postmoder, in the sense LindaHutcheonattributesto such complex epithetsof our times as “decentered,””indeterminacy”and, most notably, “postmoder” itself, epithets which paradoxicallypreservethe very signifiers they aim to contest 3. University of Texas Press, Como explicarque o marerao seu ber9omatero mas que o cheiro era todo masculino? Indiana University Press, We use information technology and tools to increase productivity and facilitate new forms of scholarship.
A analise aqui empreendida concentra-se no relacionamento entre estes dois fios estruturaise tematicos,partindoda constatagcode que as aprecia96escriticasde Umaaprendizagemtem em geral insistido em demonstrarou uma simbiose entreos objectivos distintosde amore de aprendizagem,ou, pelo contrario,uma relacaoantag6nicaentreestes, sobretudono que diz respeitoao desenvolvimentoda personagemfemininaL6ri.
For critics such as Earl Fitz, Richard A. Parris, who explain their decision in a footnote.
Feminist irony is indeed a promising formula to follow in interpretingUma aprendizagem,as Ana Luiza Andradehas shown in her reading of the novel. Their merging is presentedmanifestly as a sexual union whose two participantsfreely shareand exchange male and female roles and attributes. Having plunged,at its outset,into a sortof discursivemediasres-it startsin mid- sentence and its doz typographic sign is a comma-the novel likewise ends with a punctuationmark,namely a colon which foreverpreventsthe readerfrom finding out what Ulisses’ thoughts are on the weighty issue of the relationshipbetween God and human beings.
And yet L6ri, on more than one occasion, acknowledges Ulisses as her mentorand superior: Althoughdrawnto each otherfromthe beginning,Ulisses andL6ridelay the physical consummationof their relationshipuntil they have both achieved self-realization as fully developed humanbeings.
It is prazerds within this context thatthe novel becomes truly”ambiguous”in the sense definedby Dixon, the critical interpreterbeing ultimatelyforcedto choose whetherto readit as an aprendizageem of love triumphantor a sly feminist parody,not to say condemnation,of the romanceplot and male and female discursive and social conventions.
University of Chicago Press, And, while returningto the beach, L6ri is both a woman anda phallicconqueror: Universityof Iowa Press,whose authorsdescribe This content downloaded from So it comes as no surprisethat the aprendizage has also elicited a numberof readingswhich more or less sharplycontestthe ideal lispecotr of its ending.
As criticshave noted,they at the sametimefulfill their mythical roles and exchange them with one another: A minhaconclusao 6 que o romance representa antes uma complexa articulagSonarrativabaseada no modelo de “ambiguidadede possibilidades” Paul Dixonn5o permitindoa determina9aounivoca da sua mensagem ideol6gica.
In that final exchange, the lyric pathos and philosophical intensity that characterizethe novel’s discourseand Lispector’sfiction in generalstill persistas L6ri and Ulisses talk of God, love and human identity; however, their conversationalso turns to social class, expectations and values, whereuponUlisses instructsL6ri to startpracticing birth control and recommendsthat they should get married”parafacilitar” This content downloaded from While The Odyssey is clearly the most explicit among intertextualreferencesof Lispector’s novel, it is by no means the only mythical story being glossed or rewrittenin Uma aprendizagem.
Although Uma aprendizagemis followed, within Lispector’s oeuvre, by the radicallymonologic Agua vivathis work’s experimental discourse takes nevertheless the quintessentiallydialogic form of an epistolary novel, its nameless narratorwriting a long letterto her equally nameless lover.
This recovered ritualplaces itself in an explicit contrastto an easily recognizableepisode of the Judeo-Christianheritage: Log In Sign Up. The ambiguity of possibilities, as Dixon initially defines it in his Reversible Readings, a study of “ambiguityin ua modem Latin Americannovels,” refers to visual figures that may be interpretedby the viewer as representingtwo differentobjects. L6ri’s earlymorningbathin the sea, an experience that marksa turningpoint in the process of her apprenticeship.
Saenz de Tejada, Cristina. Formally, this is the most extreme among Lispector’s often open-endednarrative structures;likewise andby contrast,the conventionalhappyendingof the romancebetween L6ri and Ulisses comes off as an anomaly when compared to the far less conclusive resolutions of works such as A maca no escuro, A paixao segundo G.
The shortest summary of the ambiguous message carried by Lispector’s novel can thus perhapsbe found in the words of anotherof her works, which similarly,if less explicitly, dramatizesconflictingplots of questandromance: The storyof Uma aprendizagemprovesto be composed, in fact, of two different stories, reflected in the duality of the novel’s title and in the contradictoryinterpretationsit has inspired.
In one of the final episodes of herpersonalapprenticeship,L6rireturns home andnotices, on the table, a red applethatimmediatelyattractsandholds herundivided attention. Uma aprendizagem, as comparedto Lispector’s earlier works, is far more emphatic in foregroundingthe genderof its protagonists,due bothto the novel’s thematicconcernsand the predominantlydialogic structureof its discourse Fitz Alem de que, de madrugada,as espumaspareciammais brancas.
The sea she encountersis a powerful lirvo, “a mais ininteligivel das existencias nao-humanas,”which the woman L6ri confronts as its perfectly matched other, “o mais ininteligivel dos seres onde circulavasangue” Having touched it, examined it, seen “as she had never before its roundnessand its scarlet color,” she finally takes one slow bite.
Conversely,the discourse of the novel makes emphaticallyexplicit its refusalto become containedin such a sentence. According to Mazzaraand Parris, “L6riis that rareCharacterin Clarice’s fiction who makes the right lu and is therefore successful in her quest” Dixon, an “ambiguityof possibilities” 3 which, in semiotic terms, can be said to derive from the presencein a work of artof a “doubleisotopy,”thatis, two coincidentbut colliding universes of discourse Dupriez In brief, DuPlessis lispecgor the antitheticalrelationshipbetween love andquest in plots dealingwith women, as dramatized in nineteenth-centuryfiction, and contrastsit with the projectof twentieth-centurywomen writerswho, in her words, strive to “solve the contradictionbetween love and questandto replace the alternateendings in marriageand death that are their cultural legacy L6ri’s “creation”as an autonomoushumanbeing is, however, both like and unlike Eve’s rising from Adam’s body.
The romance plot prazeers and quest.
Indeed, Ulisses refuses to become L6ri’s teacherin the literal sense of the word: