Gothic fiction (sometimes referred to as Gothic horror) is a genre of literature that combines elements ofboth horror and romance. As a genre, it is generally believed to have been invented by the Englishauthor Horace Walpole, with his 1764 novel The Castle of Otranto.The effect of Gothic fiction depends on a pleasing sort of terror, an extension of Romantic literacypleasures that were relatively new at the time of Walpoles novel. Melodrama and parody (including self-parody) were other long-standing features of the Gothic initiated by Walpole. Gothic literature isintimately associated with the Gothic Revival architecture of the same era. In a way similar to the gothicrevivalists rejection of the clarity and rationalism of the neoclassical style of the EnlightenedEstablishment, the literary Gothic embodies an appreciation of the joys of extreme emotion, the thrills offearfulness and awe inherent in the sublime, and a quest for atmosphere. The ruins of gothic buildingsgave rise to multiple linked emotions by representing the inevitable decay and collapse of humancreations—thus the urge to add fake ruins as eyecatchers in English landscape parks. English Gothicwriters often associated medieval buildings with what they saw as a dark and terrifying period,characterized by harsh laws enforced by torture, and with mysterious, fantastic, and superstitiousrituals. In literature such Anti-Catholicism had a European dimension featuring Roman Catholic excessessuch as the Inquisition (in southern European countries such as Italy and Spain).Prominent features of Gothic fiction include terror (both psychological and physical), mystery, thesupernatural, ghosts, haunted houses and Gothic architecture, castles, darkness, death, decay, doubles,madness, secrets, and hereditary curses.The stock characters of Gothic fiction include tyrants, villains, bandits, maniacs, Byronic heroes,persecuted maidens, femmes fatales, madwomen, magicians, vampires, werewolves, monsters, demons,angel, fallen angel, the beauty and the beast, revenants, ghosts, perambulating skeletons, theWandering Jew, and the Devil himself. Gothic literature, a movement that focused on ruin, decay, death, terror, and chaos, and privileged irrationality and passion over rationality and reason, grew in response to the historical, sociological, psychological, and political contexts of the late eighteenth and early nineteenth centuries. Although Horace Walpole is credited with producing the first Gothic novel, The Castle of Otranto, in 1764, his work was built on a foundation of several elements. First, Walpole tapped a growing fascination with all things medieval; and medieval romance provided a generic framework for his novel. In addition, Edmund Burke’s 1757 treatise, A Philosophical Enquiry into the Sublime and Beautiful, offered a philosophical foundation. Finally, the Graveyard School of poetry, so called because of the attention poets gave to ruins, graveyards, death, and human mortality, flourished in the mid-eighteenth century and provided a thematic and literary context for the Gothic. Walpole’s novel was wildly popular, and his novel introduced most of the stock conventions of the genre: an intricate plot; stock characters; subterranean labyrinths; ruined castles; and supernatural occurrences. The Castle of Otranto was soon followed by William Beckford’s Vathek (1786); Ann Radcliffe’s The Mysteries of Udolpho (1794) and The Italian (1797); Matthew Lewis’s The Monk (1796); Charles Brockden Brown’s Wieland (1797); Mary Shelley’s Frankenstein (1818); and Charles Robert Maturin’s Melmoth the Wanderer (1820). While it may be comparatively easy to date the beginning of the Gothic movement, it is much harder to identify its close, if indeed the movement did come to a close at all. There are those such as David Punter in The Literature of Terror: A History of Gothic Fictions from 1765 to the Present Day and Fred Botting in Gothic who follow the transitions and transformations of the Gothic through the twentieth century. Certainly, any close examination of the works of Edgar Allan Poe, Bram Stoker’s Dracula, or Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde in the nineteenth century demonstrates both the transformation and the influence of the Gothic. In the twentieth and twenty-first centuries, the ongoing fascination with horror, terror, the supernatural, vampires, werewolves, and other things that go bump in the night evidences the power the Gothic continues to exert. In its attention to the dark side of human nature and the chaos of irrationality, the Gothic provides for contemporary readers some insight into the social and intellectual climate of the time in which the literature was produced. A time of revolution and reason, madness and sanity, the 1750s through the 1850s provided the stuff that both dreams and nightmares were made of.
” Y! M“Mummy! You had me and I ever have you. I don’t UM ALLENCAR RODRIGUEZknow who is my father, neither you. I’d like to meet M “THERE ARE NO STARS K UP IN THE SKY.” OOhim only to say goodbye. Mummy! You don’t knowhow to walk and try to run. You know I love you “Lalthough you are a whore. Mummy! Please don’t go Allencar Rodriguezaway.” Allencar Rodriguez Every morning when I wake up as I comb my hair GOODBYE BLUE SKY I can hear my daddy saying It’s a big big world out there While putting on my make-up His words clinger in the air Just use much love I gave you That you can make it anyway I’m so glad that I’m a woman I and know I wouldn’t trade I know I got it make I’m so glad that I ... GOODBYE BLUE SKY REMEMBER, FIND OUT FOR A ” NIGHT OF SEX YOU MAY FIND Y! THE DEATH MM MU K OO “L Kat Cavernum “THERE ARE NO STARS UP IN THELiterary Gothic SKY.”
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The author holds a BA in Letter (English and English Literature) from the Catholic Universityof Campinas and posting graduating on MA in Applied Linguistic And Psychopedagogy PsicanalistInstitutional and Clinic in Education by UNESP He has a large experience about cram schools (vestibulares) and he is engaged on studies ofdidactic books (English for secondary students; writing and reading in Portuguese – in the areaof Applied Linguistic / Foreign Language Teaching and Learning and Linguistic / AcquisitionCompetence of Writing and Reading.Moreover, he is engaged on gothic literature.(see: www.katcavernum.com.br) in the area of Literary History and Theory and his main work inthis area is related to the universe of short stories. His short stories are a combination of gothic romance and horror romance that incorporate thedark atmosphere on description and narrative from Middle Age. The obscure of Nature, mind,fear, mystery, imagination, darkness and death are presented on our context as castles, roadsand knights. The stories bring fiction, romance, interest subjects and true reports through acultured vocabulary within three basic elements of literary gothic: terror: the physics mutilationand death; horror: the power of evil and the supernatural; and the mystery: the disturbanceof mind. Following the statements of Clara Reeve (1729 – 1807) disciple of Walpole – thesupernatural are presented on dreams, nightmares, the darkness of mind and mysteries dins asgroan and murmur.Bibliography: Literary Gothic: ◊vertigoes of the soul - 2004 ◊1968 – the driver - 2004 ◊window to the sky waiting for the rain - 2004 ◊hell’s bells - 2005 ◊goodbye blue sky - 2005 ◊devil’s pan - 2006 ◊ashes of death - 2006 ◊yesterday farewell fears - 2007 ◊the darkness before the dawn - 2007 ◊valgrind - 2010 Didactic; ◊estudo aplicado – redação: (a redação no vestibular da Unicamp e a redação dissertativa) – 2004 3ª Edição 2010 ◊mapa monográfico : (a construção do projeto de pesquisa em educação) - 2005 ◊contornos projetivos das dificuldades de aprendizagem: uma abordagem psicopedagógica psicanalítica winnicottiana - 2009 Brazilian Literature: ◊te conto no ônibus - 2006
Outro trabalho de sucesso desenvolvido pelo autor é sua pesquisa no âmbito dapós graduação pela Unesp/Araraquara. Cujo título contornos projetivos dasdificuldades de aprendizagem – uma abordagem psicopedagógica psicanalítica decorrente winnicottiana tem como propósito demonstrar que é possível,preventivamente, identificar, no início da pré-adolescência, alunos que possamapresentar sintomas de possível problema no contexto da aprendizagem que poderáse desvelar na evolução de sua vida acadêmica, pela aplicação do procedimento dedesenhos-estórias.Desta forma, com o diagnóstico em mãos aescola pode elaborar um projeto pedagógicoque possa incluir esses alunos no contextoensino-aprendizagem de forma natural deacordo com seu nível cognitivo. O trabalho foi desenvolvido com 119 alunos(sujeitos participantes) de uma escolaestadual pública e foram analisados 587desenhos. No contexto de alunos pré- universitários, o livro estudo aplicado - redação (a redação no vestibular da Unicamp e a redação dissertativa) há cada ano bate recordes de venda e sucesso daqueles que utilizaram o material para elaborar as redações do vestibular da Unicamp. Após seis anos de pesquisa foi possívelelaborar outro trabalho de importânciaextrema direcionada para quem pretendecursar mestrado na área da educação.Milhares de graduados têm dificuldades deelaborar um mapa monográfico para serapresentado à universidade como parte doProcesso de Seleção para um Programa dePós-Graduação Stricto Sensu (mestrado).Desta forma, elaboramos um guia prático paraa elaboração do trabalho monográfico nasáreas da educação e lingüística aplicadafundamentada em nossa experiência comomestrando.