Leitura crítica da produção literária de Alfonsina Storni

This paper presents the trajectory traced by the Literary Criticism on the poetry of Alfonsina Storni, an Argentine writer of the early twentieth century. The first literary production of Alfonsina Storni, called modernist or tardorromántica (SARLO, 1988), is produced in the period 1916-1925; from Ocre (1926), she marks a break, confirmed in their last two books of poetry, Mundo de siete Pozos (1935) and Mascarilla y Trébol (1938), with the label of vanguardism and new aesthetic experiences such as antisoneto. Regarding the Criticism built over the poetic work of Alfonsina Storni by his contemporaries, we have three positions of reading: approaches biographical criticism and proposals for readings of critics and poets linked to Vanguard Argentina and made some critical texts by women from the middle academic. According to Salomone (2006), the criticism made by third trend marks another landmark of the constitutive deed of Alfonsina Storni, show tensions and positions that differ from the hegemonic critical. Subsequently, there is setting up a Women's Literature, along with a normative critique, which will consider the production book produced by women as produced by a subject biological woman, and that represents certain textuality with naturalized features peculiar to women. Today, in light of the Critical Feminist and contributions of Discourse Analysis, especially on the concepts and the connections between language and power, a critical reading of the production female, consists of texts of women writers since the mid-nineteenth century, is focused as a result of an ideological perspective and typically androcentric patriarchal, for example, on poems by Alfonsina Storni. According to Alice Salomone (2006), from the 80s of last century, the look on the production literary Latin American writers has another approach, which she calls "critical current: feminist criticism and modernity cultural".

A leitura da literatura e os dias

Plato’s philosophy and the Aristotle’s poetics have settled the postulates for a theoretical thought on the production process and the reading of fiction. The specialization of the knowledge areas into disciplines has provided multiple readings for the literary. A tension among literary and social theories goes through the horizon of reading from the literary and immediate reality, and today presents itself as literature production and reading guiding possibilities.

Orfeu sem travessa: leitura de um poema de José Paulo Paes

Starting from general considerations on the Orpheus myth and its resonance on Brazilian poetry, this essay aims at an interpretative analysis of the prose poem “Orpheus” from José Paulo Paes, published in one of the author’s latest books, A meu esmo (1995).

Com quantas cores se narra uma saudade? o narrador infantil e a leitura do real em um texto de Lygia Bojunga

El carácter pedagógico de la literatura infantil ha servido, por largo tiempo, como factor de desprestigio del género, ya sea por la imposición de paradigmas comportamentales advenidos de una postura autoritaria de los adultos, subyacente al texto, ya sea por haber minimizado la preocupación artística del lenguaje. Este artículo analiza de que manera la narrativa O meu amigo pintor, de Lygia Bojunga, supera ese modelo, al instaurar un equilibrio entre el respeto al universo en formación de los niños y los medios lingüísticos que representan el universo infantil desde la mirada de la propia creatura, facultándole a ella la elaboración de sus significados.

As fontes do método analítico de leitura de João Köpke (1896-1917)

After two decades advertising and defending the synthetic method, João Köpke became active disseminator of analytical method for teaching reading. In five te xts published between 1896 and 1917, produced in different circumstance s for different publics readers, Köpke seeks the support of American and European authors, for their principles as well as for the education experience, to his analytical method. as by theirs principles as by theirs educational experiences. Among those authors: J. Jacotot, A. Bain, A. Meiklejohn, J. Froebel, C. Parker, G. Stanley Hall and J. Chubb. In this article, attention is given to repeated American references with special emphasis on the psychology of Stanley Hall and the method of teaching reading of Meiklejohn, highlighted and placed on convergence by Köpke in his final writings.

A universalização da instrução e as liberdades civis e políticas: uma leitura de Perdigão Malheiro

O presente artigo analisa algumas das propostas de reformas na instituição escravocrata propugnadas pelo intelectual e político liberal Agostinho Marques Perdigão Malheiro (1824-1881). A defesa de uma reforma intelectual e moral da sociedade consubstanciada na universalização da instrução e a contestação da representação legal do escravo como inimigo doméstico e público eram temas centrais de um projeto de futuro que visava implantar ampla liberdade civil no Brasil monárquico da segunda metade do século XIX.

O discurso sobre leitura na esfera escolar e sua relação com o discurso científico

In this paper, the discourse about reading skills uttered by teachers and students is analyzed. The analyses are supported by the Bakhtin’s studies concerning the discourse that necessarily consider the meaning affected by the sphere of the activity in which the enunciation occurs. The concrete utterance, in this perspective, has its identity in relation to the social values that constitute the conscience of the author and in the ideologies that materialize in the discourse, which is always marked by the constitutive relation between the other person and me. The results indicate the following conclusions: the common sense discourse about reading appears in the answers of the analyzed teachers, which consider their students like bad readers, these professionals also do not recognize the technology as a source of reading for their students. Thus, reading that interests the students is not acceptable in school. The symbolic violence practiced by school appears at the moment that the teacher does not consider the student’s language and the readings that interest them; it also appears when the teacher prevents their students to have new readings; moreover, reading is always unique as it is neither new, nor unrepeatable, so it the plurality of meanings is impossible.

A infância na escola: aprendizagem da leitura e escrita como determinante do desempenho escolar

Mastering reading and writing brings itself social, cultural political, economic, cognitive and linguistic consequences to the learner. Soon, those who do not acquire that knowledge are excluded from the sphere of literate society. Considering this, the objective of this study was to discuss the relation between learning to read and write and in this sense, think about academic performance of students/ children, and to discusses the conceptual advances in literacy area of the permanent necessity to transport them to the teaching practice starting with questions about knowledge, attitudes and pedagogical interventions necessary for literacy teachers and that can serve as a basis for directing the training processes of teachers and to a better understanding of school performance.

Iris Murdoch e Simone de Beauvoir: uma leitura feminista de A fairly honourable defeat e La femme rompue

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Epêntese vocálica em encontros consonantais por falantes brasileiros de inglês como língua estrangeira

Pós-graduação em Linguística e Língua Portuguesa - FCLAR