O que nós sabemos? Da relação com o saber na e com a educação física em um processo educacional-escolar

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

A dimensão político-pedagógica da “comunicação sem equívocos” frente aos desafios da escola para todos: novos lugares interpretativos para a prática docente

The aim of this paper is to present some considerations on discursive positions that challenge the textual production of a student from Cycle II Elementary School. We intend to show how a biased reading of the student’s text might not observe significant textual features and disregard the student’s level of literacy, thus ignoring the insertion of this writing in a socio-historical context. Such an approach, while defined by ideology, is determined by the pedagogical discourse that focuses on formal patterns of language, which prevents the teacher from identifying rich and interesting linguistic and textual procedures in the text in question, indicative of the student's literacy and his/her potential for authorship. This reading mostly denies the efforts that have been made to reverse the exclusion of public schools students, weakening the idealist discourse that claims for a “school for everybody”.

Um tempo para a literatura ou a vida entre o labirinto e a bússola

Since the priors, man has been trying to understand the concept of time. From myth to quantum physics, time is something that inspires reflections on our own lives. Do we exist in time or for time? Literature, a peculiar form of knowledge, deals with the experience of time in many ways. By avoiding categorizations, literature converges time and space in a dimension in which labyrinth and compass converge: at the reading time, in the reader’s space, in the universe of the book, where Cronos, Kairos, and their heir, by excellence, the literary word, constellate. In this way, in this essay, I discuss some aspects of the relationship between literature and time, or still, what literature can teach us about the time.