Academic literature on the topic 'Literary theory - Brazil'
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Journal articles on the topic "Literary theory - Brazil"
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Milton, John. "Literary Translation Theory in Brazil." Meta 41, no. 2 (September 30, 2002): 196–207. http://dx.doi.org/10.7202/003652ar.
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Abstract This article will examine literary translation theory in Brazil. It will first look at the approach used by brothers Haroldo and Augusto de Campos, which could be considered as veritable translation school of thought. It will then examine other approaches.
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Richard O'Mara. "Brazil." Antioch Review 71, no. 2 (2013): 251. http://dx.doi.org/10.7723/antiochreview.71.2.0251.
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LaHood, Marvin J., and Jhon Updike. "Brazil." World Literature Today 69, no. 2 (1995): 373. http://dx.doi.org/10.2307/40151244.
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Bohn, Willard. "Apollinaire's Reception in Brazil." Revue de littérature comparée 311, no. 3 (2004): 311. http://dx.doi.org/10.3917/rlc.311.0311.
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Paro, Maria Clara Bonetti. "Walt Whitman in Brazil." Walt Whitman Quarterly Review 11, no. 2 (October 1, 1993): 57–66. http://dx.doi.org/10.13008/2153-3695.1397.
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Lobo, Luiza. "Women Writers in Brazil Today." World Literature Today 61, no. 1 (1987): 49. http://dx.doi.org/10.2307/40142449.
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George, David. "Mattogrosso: The Postmodernist Stage in Brazil." Modern Drama 41, no. 3 (September 1998): 474–82. http://dx.doi.org/10.3138/md.41.3.474.
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Monteiro, George. "Eugene O'Neill in Portugal and Brazil." Resources for American Literary Study 26, no. 1 (2000): 29–48. http://dx.doi.org/10.1353/rals.2000.0016.
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Corrêa, Hércules Toledo. "A importância dos afetos familiares e escolares na formação do leitor." Txt: Leituras Transdisciplinares de Telas e Textos 2, no. 4 (December 31, 2006): 31. http://dx.doi.org/10.17851/1809-8150.2.4.31-42.
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<p><strong>Resumo</strong>: Este artigo procura discutir alguns aspectos de uma pesquisa mais ampla, intitulada “De leitores a escritores”. São apresentadas e analisadas algumas situações de letramentos (apropriações e usos da escrita e da leitura) de leitores que vieram a se tornar escritores. Embasam teoricamente essa pesquisa conceitos dos estudos sobre os letramentos, que têm sido proficuamente desenvolvidos no Brasil, a sociologia da educação e das práticas culturais (principalmente através do pensamento de Pierre Bourdieu) e conceitos oriundos da teoria da literatura.</p><p><strong>Abstract</strong>: This text aims at discussing some aspects of a larger research entitled “From readers to writers”. An analysis of some practices of literacies of readers who became writers will be conducted. The research is theoretically framed by studies of literacies that are being adopted and developed in Brazil, but also by concepts from sociology of education and of cultural practices (mainly through Pierre Bourdieu works) as well as literary theory.</p><p><strong>Keywords</strong>: literacy; literary memories; readers.</p><p> </p>
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Gray, Jeffrey. "Bishop's Brazil, January 1, 1502." Explicator 54, no. 1 (September 1995): 36–39. http://dx.doi.org/10.1080/00144940.1995.9934055.
Full textDissertations / Theses on the topic "Literary theory - Brazil"
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Silva, Fabiana Carneiro da. "Tensões do pensamento nacional no diálogo crítico entre Roberto Schwarz e Silviano Santiago." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8151/tde-13122012-103821/.
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Partindo de uma sensação de desconforto em relação a certo modo de encaminhamento da reflexão crítica contemporânea no Brasil, este trabalho propõe uma análise comparativa de alguns ensaios de dois autores de notória importância para a teoria literária brasileira, a saber, Roberto Schwarz e Silviano Santiago. Por meio de um recorte que privilegia as proposições e avaliações sobre os aspectos socioculturais do país realizadas por eles, pretende-se explicitar como a perspectiva contrastiva que leva em consideração as oposições, mas também as semelhanças entre tais obras pode configurar uma possibilidade de formulações outras para questões que há muito são fundamentais no pensamento nacional. Desse modo, sem nos isentarmos de uma posição na disputa do campo, almejamos flagrar as tensões que os textos críticos estabelecem entre si e vislumbrar nesse procedimento uma potência particular. Deteremo-nos, sobretudo, nos modos como o tópico da subordinação econômica versus (in)dependência cultural (e sua relação com o nacionalismo) são desenvolvidos e envolvem estratégias de autolegitimação, bem como o embate entre pressupostos teóricos de escasso diálogo: a desconstrução e o materialismo dialético.Motivated by a certain discomfort related to a specific direction Brazils contemporary critical thought has taken, this paper proposes a comparative analysis between a few essays from two highly regarded authors in Brazilian literary criticism: Roberto Schwarz and Silviano Santiago. Through a point of view that privileges the proposals and assessments concerning the countrys socio cultural aspects carried out by them, it is intended to highlight how the contrastive perspective which takes into consideration the oppositions, but also the similarities between the aforementioned works can configure a possibility of formulating other questions that for long have been quintessential in the national thought. Thus, without excusing ourselves from taking a stand in the dispute, we aspire to point out the tensions set between the critical texts and conjecture a common faculty in this procedure. We shall focus, mostly, on the manners the topic economic subordination versus cultural (in)dependence (and its relation to nationalism) are developed and regard self-legitimization strategies, as well as the confrontation between theoretical moulds of rare dialogue: deconstruction and dialectic materialism.
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CARNEIRO, TERESA DIAS. "CONTRIBUTIONS TO A THEORY OF PARATEXT OF THE TRANSLATED BOOK: THE CASE OF TRANSLATIONS OF FRENCH LITERARY WORKS IN BRAZIL SINCE THE MIDDLE OF THE 20TH CENTURY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=29928@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta tese de doutorado apresenta algumas contribuições para a construção de uma teoria do paratexto do livro traduzido. A teoria do paratexto, que tem por sua obra seminal Paratextos editoriais, de Gérard Genette, não inclui como objeto de análise esse tipo de paratexto. A proposta desta tese é, portanto, complementar a teorização de Genette, contemplando um tipo específico de paratexto do livro traduzido, o prefácio/posfácio do tradutor, com interesse especial pelos prefácios/posfácios do tradutor que tratam da tradução e do projeto tradutório. Os aportes teóricos utilizados são os oriundos dos Estudos de Tradução, Historiografia da Tradução e Teoria dos Gêneros Discursivos, com base em observações recolhidas na pesquisa em um corpus constituído por obras literárias francesas traduzidas no Brasil a partir de meados do século XX, em sua maioria parte integrante do acervo da Biblioteca Nacional no Rio de Janeiro.
This Ph.D. dissertation provides with some contributions to the construction of a theory of paratext of the translated book. The theory of paratext is mainly based on the seminal work by Gérard Genette, Seuils, in which the author doesn t enter the field of this kind of paratext. Therefore, this dissertation aims at complementing the theorization by Genette, focusing on the analysis of translators prefaces/postfaces and, among them, of prefaces/postfaces in which translators talk about the translation and their translation project. The theory approaches employed in this work came from Translation Studies, Translation Historiography and the Theory of Textual/Discoursive Genres, based on data gathered in the research of a corpus compounded of French literary works translated in Brazil and published since the middle of the 20th century. The books selected to be examined are part of the collection of the Brazilian National Library, located in Rio de Janeiro, mainly.
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Rocha-Schmid, Elaine. "Adolescents' home literacy practices across social classes in Sao Paulo, Brazil and their teachers' conceptualizations of these practices." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5767/.
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This is a study of discourses and practices of literacies in education in Brazil. More specifically, it investigates the home literacy practices of twelve adolescents from lower and upper-social classes in three different schools in São Paulo, Brazil. The study aims to address the general question of how these adolescents engage in literacy practices in the new digital era. Developing this question the study addresses questions of how teachers conceptualise these adolescents’ outside school literacy practices and whether these inform classroom work. The study draws on a sociocultural approach to literacy as social practice, which has informed research in literacy studies in the last decades. In addition, because literacy practices are directly linked with the teaching of standard Portuguese as a first language in Brazil, sociolinguistic approaches and theories are also drawn upon. Data analysis of the discourses of language and literacy in Brazil suggests a context of education which hinders more than promotes lower-social class adolescents’ acquisition of the dominant literacies valued in the school and the work domains. By engaging in a discussion of these adolescents’ home literacy practices, languages and home backgrounds this study hopes to dispute and counterbalance the discourse of discrimination and deficit which is still a reality in Brazil.
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Ellis, Jason W. "Brains, Minds, and Computers in Literary and Science Fiction Neuronarratives." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1337654951.
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Correia, Mariana. "Entre bruxos, vampiros, divergentes e zumbis : a formação do leitor literário na escola." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181423.
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A pesquisa “Entre bruxos, vampiros, divergentes e zumbis: a formação do leitor literário na escola” tem como objetivo perceber em que medida o projeto de leitura “Filme e Livro” contribuiu para o reconhecimento do letramento literário na escola de Ensino Fundamental como parte do contexto do ensino de Língua Portuguesa voltado para uma Educação Linguística com vista à formação de leitores literários, bem como esboçar possibilidades teóricas e metodológicas para continuidade deste Projeto. Com esta finalidade, a pesquisa foi realizada em três fases: teórica, estabelecimento dos pressupostos teóricos numa perspectiva transdisciplinar balizada pela Linguística Aplicada e envolvendo conceitos da Linguística, da Teoria Literária e da Pedagogia; reflexiva, contendo relato docente e análise dos dados obtidos através de questionário com os alunos egressos do Projeto Filme e Livro e projetiva, alinhamento das fases anteriores para o esboço de possibilidades teóricas e metodológicas de utilização de textos literários comercias (de massa) e canônicos (clássicos) para o desenvolvimento de projetos que visem ao letramento literário.The research "Among witches, vampires, divergents, and zombies: the formation of the literary reader in school" aims to understand to what extent the reading project "Film and Book" contributed to the recognition of literary literacy in an elementary school, where the focus of Portuguese language teaching is on linguistic education aimed at the formation of literary readers, as well as to design theoretical and methodological possibilities for the continuity of this project. For this purpose, the research was conducted in three phases: theoretical, establishing theoretical assumptions in a transdisciplinary perspective based on Applied Linguistics and involving concepts of Linguistics, Literary Theory and Pedagogy; reflective, containing a teacher report and data analysis obtained through a questionnaire with former students from the “Film and Book” project; and projective, aligning the previous phases to the outlining of theoretical and methodological possibilities of using commercial literary texts (mass literature) and canonical ones (classics) for the development of projects aimed at literary literacy.
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Sousa, Antonio Marcos Cabral. "Alencar: A Nação em Cartas." http://www.teses.ufc.br:, 2010. http://www.repositorio.ufc.br/handle/riufc/3433.
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SOUSA, Antonio Marcos Cabral. Alencar: a nação em cartas. 2010. 124f. Dissertação (Mestrado em Letras) – Universidade Federal do Ceará, Departamento de Literatura, Programa de Pós-Graduação em Letras, Fortaleza-CE, 2010.Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-06-21T15:39:26Z No. of bitstreams: 1 2010_DIS_AMCSOUSA.pdf: 667420 bytes, checksum: e925a31324cc210c824c1c5a1b4120a5 (MD5)
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This study makes a reading of critical studies of theory and literary criticism that José de Alencar wrote especially about for his work of fiction, with the following purposes: to demonstrate the technical-literary knowlegde of the Ceara writer on the construction of his fiction as a realization of a project of literary nationalism and examine the relationship between his writings about literature and his own work of literary creation. To this end we established a cut on the studies literary writings by Alencar, and was chosen the following texts corpus for this research: Cartas à Confederação dos Tamoios, Cartas de Erasmo, “Como e porque sou romancista”, “Bênção paterna” and “Carta ao Dr. Jaguaribe”. The analysis of this corpus allowed us to evaluate the literary knowlegde of the author and his nationalist ideas, as well as possible to prove the intimate relationship between the texts that make up the corpus and the work of creation alencariana alluded to.
Esta pesquisa efetua uma leitura de textos críticos que José de Alencar escreveu, sobretudo, em relação a sua obra de ficção, com os objetivos de demonstrar os conhecimentos técnico-literários do escritor cearense sobre a construção de sua obra ficcional como realização de um projeto de criação literária da nação e de analisar a relação desses escritos com sua própria obra de ficção literária. Para esse fim foi estabelecido um recorte no conjunto de textos críticos escritos por Alencar, tendo sido escolhidos os seguintes textos que se constituem como cartas abertas e paratextos: Cartas à Confederação dos Tamoios, Cartas de Erasmo, Como e porque sou romancista, “Bênção paterna”, “Carta ao Dr. Jaguaribe”. A análise desse corpus permitiu avaliar o conhecimento literário do autor e seu ideário nacionalista, assim como possibilitou comprovar a íntima relação existente entre os textos que compõem o corpus e a obra de criação alencariana.
Books on the topic "Literary theory - Brazil"
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Pace, David Paul. As dreams are made on: The probable worlds of a new human mind as presaged in quantum physics, information theory, modal philosophy, and literary myth. San Diego: Libra Publishers, 1988.
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Fowler, Roger. Linguistic criticism. 2nd ed. Oxford: Oxford University Press, 1996.
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Chandra, Saurabh, ed. SOCRATES (Vol 3, No 2 (2015): Issue- June). 3rd ed. India: SOCRATES : SCHOLARLY RESEARCH JOURNAL, 2015.
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Vieira, Kate. Writing for Love and Money. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190877316.001.0001.
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This book tells the story of how families separated across borders write—and learn new ways of writing—in pursuit of both love and money. Over the past decades, global economic inequality has continued to promote the growth of labor migration. According to the UN, 244 million people currently live outside the countries of their birth. The human drama behind these numbers is that labor migration often separates parents from children, brothers from sisters, lovers from each other. Migration, undertaken in response to problems of the pocketbook, also poses problems for the heart. Based on field research and interviews with transnational families in Latin America (Brazil), Eastern Europe (Latvia), and North America (United States), Writing for Love and Money: How Migration Drives Literacy Learning in Transnational Families shows how families separated across borders turn to writing to address these problems. They are writing to sustain meaningful relationships across distance and to better their often impoverished circumstances. The book reveals that, despite policymakers’ concerns about brain drain, immigrants’ departures do not leave their homelands wholly educationally hobbled. Instead migration promotes experiences of literacy learning in transnational families as they write to reach the two life goals that globalization consistently threatens: economic solvency and familial intimacy. The book thus shows how migration itself can be a source of technologically savvy, emotionally attuned, globally conscious, and entrepreneurial literacy learning.
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Coqueiro, Wilma dos Santos. De mulheres e casas: O espaço romanesco e patriarcal em Rachel de Queiroz. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-328-2.
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This books, oriented towards a social critic perspective, analyses two novels by Rachel de Queiroz – Dôra, Doralina e Memorial de Maria Moura – in which the relationship between the female protagonists within the space is loaded with a symbolic value – land and house – which reveals and interprets women paradoxical evolution in patriarchal society rooted vigorously in the rural Brazil, mainly in the northeast of part of the country. In a first moment, it aimed to draw considerations in relation to the function of space in the novel both in the point of view of relevant analysis of Literary Theory as well as analysis yielded from Sociology and Cultural Anthropology. In a second moment, it aimed to characterize the rural patriarchal society in Brazil during the first half of XIX and XX century, showing land and house’s symbolical importance in this society as well as women’s relationship with those spaces. In a third moment, the novel Memorial de Maria Moura, in which the XIX century patriarchal society is reported, the relationship between the female protagonist and the spaces encompassing the land and house. And, last of all, it aimed to compare the aforementioned novel with Dôra, Doralina, in which the action unfolds in the same space, cearense and rural, one century later, in the first half of XX century, in order to verify a possible women evolution and their relationship in relation to those spaces. Rachel de Queiroz, in her novels here in analyzed, discusses the problematic of female protagonists confronting a patriarchal world, showing the female evolution, in this type of society, was slow, gradual and contradictory, seeming at many times even impossible to occur.
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Roychoudhury, Suparna. Phantasmatic Shakespeare. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501726552.001.0001.
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The book argues that Shakespeare’s representations of imagination—the many hallucinations, illusions, and dreams in his works—draw their complexity from the interdiscursive confrontations between early modern faculty psychology and the history of science. During the Renaissance, imagination (also called the fantasy or fancy) was understood as a faculty of the soul, that which creates the phantasms or images needed by the mind to perceive, reason, and recall. The book explores how this psychology of imagination, developed by ancient and medieval philosophers, was disrupted in the sixteenth century by developments in proto-scientific fields such as anatomy, medicine, mathematics, and natural history. Guided by Shakespeare’s plays and poems, different chapters consider different aspects of imagination destabilized during this time—its place in the brain; its legitimacy as a form of knowledge; its pathologies; its relation to matter, light, and nature. In giving aesthetic expression to the epistemological problems surrounding the idea of imagination, Shakespeare made this element of cognitive theory the property of literary art.
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Kleege, Georgina. Touching on Science. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190604356.003.0003.
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While the Hypothetical Blind man is a useful prop for philosophical theories of mind, he also influences the research of many contemporary neuroscientists. This chapter will survey cases of “restored sight” from the eighteenth century to the present. These cases follow such a predictable script that they have supplied the plots of such literary texts as Wilke Collins’s Poor Miss Finch and Brian Friel’s Molly Sweeney. The chapter will go on to describe research on brain plasticity that employs blind subjects to investigate various aspects of tactile perception and mental imaging, without any direct applications for blind people themselves.
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Nalbantian, Suzanne, and Paul M. Matthews, eds. Secrets of Creativity. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462321.001.0001.
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This book draws from leading neuroscientists and scholars in the humanities and the arts to probe creativity in its many manifestations, including the everyday mind, the exceptional mind, the pathological mind, the scientific mind, and the artistic mind. It offers a brand new interdisciplinary approach revealing secrets of creativity that emerge from our everyday lives and from the minds of exceptional individuals and their discoveries or creations. Neuroscientists, psychologists, and humanities researchers provide new insights about the workings of the creative brain. Components of creativity are specified with respect to types of memory, forms of intelligence, modes of experience, and kinds of emotion. Authors in this volume take on the challenge of simultaneously characterizing creativity at behavioral, cognitive, and neurophysiological levels. It becomes apparent to all our authors that, with creativity, there is an interaction between consciously controlled processing and spontaneous processing. Neuroscientists describe the functioning of the brain and its circuitry in creative acts of scientific discovery or aesthetic production. Humanists from the fields of literature, art, and music give analyses of creativity in major literary works, musical compositions, and works of visual art. This book brings together an interdisciplinary group of contributors for a novel discussion of creativity from the confluence of neuroscience and the arts.
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Freitas, Thais Campos de Oliveira, and Carlos Alberto Moreira dos Santos. Clube de Ciências na Escola: Um guia para professores, gestores e pesquisadores. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-224-7.
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This book is based on a research that was carried out over two years in the Graduate Program of Educational Sciences Projects of the “Escola de Engenharia de Lorena” of the University of São Paulo; the product of the master thesis entitled “Implementation of a Science Club in the Public Network for Education of São José dos Campos: Stages, Actors and the Scientific literacy”. Nowadays, the role of Science is being devalued, poorly understood and even questioned by several political figures and societal members, many people fail to differentiate facts from fake news. In 2018, the PISA (Programme for International Student Assessment) demonstrated that, in Brazil, 55% of students are below level 2 in Science, a level established as necessary to young people to be able exercising their citizenship. In order to offer a contribution to improve the currently scenario, this book offers an implementation guide for those whom are interested in setting up a Science Club. Another fact to consider is that this guide aims to develop an investigative approach focus on Scientific literacy using inquisitive activities that lead to an easy way for the basic students (elementary to middle school) to transpose their acquaintance and scientific learning to their lifestyle as responsible and knowledgeable citizens. The following thesis shows strategies to elaborate, monitor, and evaluate the project of implementation, authorization templates, and forms such it can be adapted to the context of each school. We hope that this book is going to be an important resource for you as a school manager, teacher or researcher who wants to implement a Science Club in a school. Also, in a long term, the actions reported in this context can be a reference for the elaboration of a public policy to support Scientific Education in Basic School.
Book chapters on the topic "Literary theory - Brazil"
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Moula, Alireza. "An Evolving Theory for Social Problem-Solving Literacy." In Brain, School, and Society, 99–124. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55170-8_8.
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Newcomb, Robert Patrick. "“Across the Waves”: The Luso-Brazilian Republic of Letters at the Fin de Siècle." In Transatlantic Studies, 148–56. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620252.003.0013.
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The fin de siècle does not immediately spring to mind as a period sympathetic to supranational Luso-Brazilian literary and cultural bonds. The period witnessed a sequence of events that distanced Portugal and Brazil politically, and destabilized both countries. Brazil’s republican coup (1889) put the final nail in the coffin of the Luso-Brazilian empire and led to a transatlantic financial crisis; Britain’s “Ultimatum” (1890) to Portugal regarding its African claims undermined the monarchy; and Portugal’s limited intervention in Brazil’s Revolta da Armada (1893-94) led to a temporary suspension of diplomatic relations. Further, the aggressive nationalism of the early years of Brazil’s Old Republic was marked by a pronounced lusofobia. And negative stereotypes about Brazil and brasileiros (nouveau riche Portuguese returnees) remained popular comic fodder in Portugal. I contend that this agitated state of affairs prompted a cohort of Brazilian and Portuguese writers to affirm enduring Luso-Brazilian ties despite their political unpopularity. I will focus on three moments of Luso-Brazilianist activity during the period: Joaquim Nabuco’s 1880 and 1888 speeches in Rio de Janeiro’s Gabinete Português de Leitura, the publication of Oliveira Martins’s O Brasil e as Colônias Portuguesas (1888), and the 1916 visit to Portugal of Brazilian poet Olavo Bilac.
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Vieira, Estela. "Transatlantic Modernisms: Portugal and Brazil." In Transatlantic Studies, 397–405. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620252.003.0033.
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While the turn of the nineteenth to the twentieth century saw Portuguese and Brazilian writers and intellectuals reaffirm transatlantic cultural and literary ties, critics have tended to disassociate Portuguese and Brazilian modernist movements. This essay questions this cultural rupture of the literary ties and tries to show that while the nature of Luso-Brazilian cultural relations has evolved, literary and intellectual exchanges have been continuous, influencing conceptions in both countries of national and cultural identities. The Orpheu group and other important intellectual and literary figures of the period, both Portuguese and Brazilian, were not averse to a Luso-Brazilian intellectual endeavor, but conceived their modernist and avant-garde projects as joint efforts with platforms and aesthetic goals that would have a transatlantic impact. This paper reevaluates the links between Portuguese and Brazilian early modernist movements, using some productive juxtapositions to rethink Luso-Brazilian cultural exchanges at the beginning of the century.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Language Learning and Literacy, 892–915. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch046.
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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Conde, Maite. "Modernismo’s Literary Engagements with Film." In Foundational Films, 181–207. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520290983.003.0009.
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By the 1920s, new ideas regarding film as the seventh art disseminated in Europe had a profound effect on Brazilian literature, specifically the emergence of an avant-garde literary movement known as modernismo, or “modernism.” Charting the new theories regarding cinema as an art form, this chapter examines how they were appropriated and elaborated by modernist writers in Brazil in the 1920s, most notably in the novels of Oswald de Andrade, the poetry of Mário de Andrade, and an urban chronicle by Antônio de Alcântara Machado called Pathé Baby. In examining this experimental literature, the chapter shows how new international ideas regarding film form and aesthetics provided the modernist writers with a tool for critiquing the official trajectory of national modernity in Brazil.
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Reis da Costa, Mayara Priscila, Íris Susana Pires Pereira, and Silvia Lopes da Silva Macedo. "Initial Literacy Teaching of Indigenous Children." In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 472–94. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2722-1.ch022.
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This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specific legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.
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Mamede-Neves, Maria Apparecida, and Flavia Nizia Da Fonseca Ribeiro. "Learning with New Media at the University." In Digital Literacy, 156–75. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch009.
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The following chapter aims at discussing the possible uses of new media for teacher work at universities based on an analysis of data collected from research carried out at the Catholic University of Rio de Janeiro’s Department of Education in Brazil. Such research looks at the level of insertion of university students into the computer society and at the representations they make of the new medium. In the first section, responses from students are analyzed, mainly from young scholarship holders from less favored communities in Rio de Janeiro in contrast with other students’ responses. A second section comparatively analyzes the social representations of the book, television, and the Internet made by the students as means to gain information and knowledge. This chapter concludes that one must acknowledge both how youths value new media and the importance of relating presential culture to cyberculture in teaching, as well as the need for a change in mentality on the part of teachers and for their effective training to adopt new media in their pedagogical practice.
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Thomas, Greg. "Concrete Poetry/Konkrete Poesie/Poesia Concreta." In Border Blurs, 19–64. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620269.003.0002.
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This chapter provides an overview of the international concrete poetry movement of the 1950s-70s, which frames the development of concrete poetry in England and Scotland. Concrete poetry first emerged in West Germany and Brazil in the early-to-mid 1950s, largely through the endeavours of Eugen Gomringer and the Noigandres poetry group. The earliest concrete poetry, defined in this text as ‘classical concrete’, was rooted in the aesthetics of constructivism, concrete art, modernist architecture, and literary modernism, as well as an interest in simplifying and clarifying language systems which was often connected to semiotics, especially information theory. A key impulse was the desire to develop transnational systems of linguistic communication, as the basis for post-war international dialogue. By the close of the 1960s, however, a different definition of concrete poetry, more connected to Dada, Futurism, and intermedia art, had taken hold worldwide. This variant of concrete was associated with the sixties counter-culture, and with a desire to tear down existing social institutions, expressed through non-linguistic or anti-linguistic impulses. To some extent this global narrative mirrors the story of concrete poetry’s development in England and Scotland, and can be traced by assessing the work of Finlay, Morgan, Houédard and Cobbing in turn.
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Passarelli, Brasilina, and Alan César Belo Angeluci. "Interactive Generation Brazil Research." In Rethinking the Conceptual Base for New Practical Applications in Information Value and Quality, 284–303. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4562-2.ch013.
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The contemporary hybridism has led new generations to a connected-based society in which relations among individuals are even more mediated by the arising Information and Communication Technologies (ICT). Some aspects of these mediations need to be deeply understood since new and different usages, habits, and practices with media are being observed among those born since the nineties – the digital natives. Aiming to investigate this context, a study was carried out to better understand how children and teenagers interact with four screens: computers, TV, games, and mobile phones. From a quantitative methodological approach, data was collected using a survey applied in Brazilian schools. A theoretical framework on digital literacy concepts was used as base for two-layer of data analysis on these four media, and the results were organized in five topics that show the main outcomes. They can be the basis of further educational policies grounded in real diagnosis.
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Nalbantian, Suzanne. "Creativity in Modernist Literary Writers." In Secrets of Creativity, 319–35. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462321.003.0017.
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This chapter presents a theory of creativity as a transformative process, derived from the study of a group of modernist writers used as case studies. Such transformation has analogues in the neuroscientific study of creativity, which deals with dynamic interactions between nonconscious and conscious processing. Certain literary authors illuminate the extent to which the creative process is conscious and top-down yet also nonconscious and bottom-up according to different states of the brain at different stages of the creative process. The prefix “trans” describes the brain’s interconnectivity that is exemplified in the transforming strategies that contribute to the artistry of these authors. Writers like Proust, Joyce, Woolf, Faulkner, and Anaïs Nin transform their life material into the art of their fiction through a variety of literary devices that can be scrutinized. The autobiographical material derives from various preliminary modes of creativity—the default mode network (DMN) in Nin, the rapid eye movement (REM) sleep mode among the Surrealists, encoded emotional memories in the case of Woolf and Nin, and fragments of quotidian life in the case of Henry James, Joyce, and Faulkner. These writers were cognizant of their creative processes, writing about them in notes, letters, diaries, memoirs, and prefaces and enacting them in their creative works.
Conference papers on the topic "Literary theory - Brazil"
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Pereira, Marcus Vinicius, and Agnaldo Arroio. "ANALYSIS OF SCIENCE VIDEOS PRODUCED BY BRAZILIAN MINISTRY OF EDUCATION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.92.
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It is presented an analysis of science videos produced by Ministry of Education of Brazil to prepare high school students for an exam. It was identified how these videos were produced under filmic analysis framework. They are long duration videos, more similar to TV programs, which incorporate popular Youtube videos to solve problems inset with the dialogue between a presenter (an actor) and a teacher. Also there is weak relation between the guest interviewed and the video subject. Keywords: media literacy, filmic analysis, science education, Youtube.
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Karadjova, Katia G. "Mindfulness and gamification in the higher education classroom: Friends or foes?" In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8151.
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The paper provides short overview of the gamification, mindfulness and contemplative pedagogy approaches in the higher education with focus on specific experiences in the Information Literacy (IL) field in higher education. Students seem to engage eagerly with both mindfulness activities and games in the classroom. Although at first these two might give an impression of activities which stand on opposite sides an evident overlapping has been present through employing games as mindfulness activities. The paper discusses the Brain Booth Initiative at a rural, public university as an example of an innovative practice, which shows how mindfulness and gamification complement each other in helping students optimize learning and support their wellbeing. In addition to the scholarly literature the Brain Booth initiative shows that librarians are well-positioned to adopt contemplative pedagogy in their information literacy instruction and to serve as resources for departmental faculty, who may be willing to explore its use in their courses.
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Karamolegkou, Anastasia, Christina Diamantopoulou, Georgia Koutentaki, and Lefkothea-Vasiliki Andreou. "CO-CONSTRUCTING A LEARNING EXPERIENCE TO APPROACH MENTAL ILLNESS IN THE CLASSROOM: A TEACHING MICRO-SCENARIO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end148.
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Social distancing, isolation, stress, and fear in the times of the COVID-19 pandemic are factors that trigger or exacerbate mental health conditions. Further to this, mental health literacy is particularly relevant to secondary education as puberty is a common age of onset of mental disorders. Nevertheless, the topic is somewhat overlooked due to teaching challenges that involve potential emotional triggers, the complex and sensitive nature of the issue, as well as a limited pool of educational resources. Here, we propose a teaching micro-scenario that addresses the topic of mental health literacy via an interdisciplinary approach that promotes active learning. First, students are introduced to the neurobiology of mental disorders by means of engaging with interactive audiovisual materials and a 3D brain simulation. Then, students work on their statistics skills by calculating estimates on affected populations including the school community. Finally, art and creativity are employed to explore healing and public health. The evaluation of the proposed learning intervention is achieved in the form of plenary discussion.