LITERATURE AND THE REALM OF FILM ADAPTATION

Este artigo resultou, com algumas alterações, de parte da um dos capítulos da Dissertação de Mestrado do autor, intitulado “Film and Television Adaptation: A Comparitive Analysis of A Streetcar Named Desire Adaptations for Cinema and Television”, apresentada à UFSC em fevereiro de 2004. O objetivo do mesmo é discutir os principais postulados teóricos concernentes aos estudos em adaptação cinematográfica de textos literários, surgidos a partir da década de 1950. A discussão centra-se, principalmente, nos aspectos que envolvem o processo de adaptação cinematográfica, em especial, no processo de adaptação de romance e texto dramático para o cinema, através da análise de diferentes categorias de adaptação cinematográfica proposta por teóricos como Bluestone (1957), Wagner (1975), MacFarlane (1996) e Stam (2000).

CULTURE, TECHNOLOGY AND EDUCATION

This paper is a synthesis of the ideas discussed in the theme titled Culture, Technology and Education. The issues addressed in this discussion were: Scenarios of education in Brazil and E-Learning, Culture and Digital Communication, practical and systematic educational activities in Virtual Environment for Teaching and Learning and the training of educators to interact in contexts of employment with learning digital technology and the cultural movement that frames our conceptions of teaching and learning in Brazilian society.

Variation and education in Linguistic Atlas of Brazil

This article focuses on one of the aspects treated in the project Linguistic Atlas of Brazil (ALiB Project) – the teaching of Brazilian Portuguese language. Therefore, this paper investigates how individuals’ language presents specific linguistic marks that construct, maintain and project the diversity in the questionnaire of the ALiB Project, based on the use of the linguistic variation. Thereby, it deals with the importance of linguistic atlas for the education process, highlighting the publication of some Brazilian regional atlas and the linguistic atlas of Brazil. Thus, it discusses the relevant contribution of these works to the knowledge of the linguistic reality in Brazil, as the atlas can optimize and motivate classroom activities and they can also be explored by other subjects of school curriculum. The methodology used was based on the performance of the following stages: 1) reading of the theoretical texts related to the proposed theme; 2) choice and formation of the corpus, made up of inquests of the ALiB Project in different capitals; 3) analysis of the corpus in order to verify linguistic marks that transmit the construction, projection and maintenance of the linguistic variation. The analyses of the selected inquiries try to study variation and its relationship to education by the informers from different age-groups in the different capitals of the country. The analysis of the corpus enabled the realization of register and documentation of lexical diversity of Portuguese language spoken in Brazil, according to the principles of the modern Pluridimensional Geolinguistics, in which the register follows specific parameters.

Children's Literature and Brazilian identity of black children

This article aims to analyze how the black child is characterized in relation to the stereotypes created around the black, in the course of Brazilian history in children's narratives, from a sociological approach to the literary text and the assumptions of comparative literature. To this end, we selected some childish narratives that feature characters black children, and you can see that these works reveal the transformations that occurred in Brazilian society with regard to black. This work is based on the theoretical support in the works of Rosangela Malachias and Florestan Fernandes, among others. The analysis was organized to observe the difficulties of identifying the black child before the European cultural dictates about the standard model of beauty. In general, one can observe that the production of works whose characters are black children intensified after the 1988 Constitution and the Law 10.639/2003. The literary discourse aimed at children, so undergoes changes before changes in society and shows a new socio-historical context in which minorities gain more space, but respect for differences yet to occur effectively in social relations that the black is really valued.

LITERATURE, WHAT FOR? HEGEL, A READER OF GOETHE OR THE RELATIONSHIP BETWEEN LITERATURE AND PHILOSOPHY IN GERMAN IDEALISM

The purpose of this article is to present what are the relations between the work of Goethe and Hegelian philosophy within the political and philosophical project of German idealism. We'll think the relationship between literature and philosophy in the context of political idealism, philosophy in seeking an answer to the question: "What is literature for?".

Conto de escola: uma metáfora da sociedade

Pós-graduação em Educação - IBRC

Construindo histórias de leitura: a leitura dialógica enquanto elemento de articulação no interior de uma "biblioteca vivida"

Pós-graduação em Letras - FCLAS

Na história do ensino da literatura no Brasil: problemas e possibilidades para o século XXI

Serão problematizadas as relações entre literatura e ensino, com ênfase na história recente do ensino da literatura (infantil) na educação escolar brasileira. O objetivo é discutir a importância da leitura (literária) da configuração de textos literários para o processo de formação de leitores, assim como as implicações para a formação de professores para a educação infantil e anos iniciais do ensino fundamental.

Thirty prints of places mentioned in the Holy Scriptures, illustrative of the fulfilment of prophecy /

Mode of access: Internet.

Sister Mary's stories about animals.

Includes preface to the London edition, published under the direction of the Committee of General Literature and Education, appointed by the Society for Promoting Christian Knowledge.

The king's namesake : a tale of Carisbrook Castle /

"Published under the direction of the Committee of General Literature and Education, appointed by the Society for Promoting Christian knowledge."

Lives of the English sacred poets /

Published under the direction of the Committee of General Literature and Education, appointed by the Society for Promoting Christian Knowledge.

The Book of fishes : class pisces /

Mode of access: Internet.

Entre salinas e maledicências: uma leitura do romance Macau e sua aplicabilidade ao ensino de literatura

The objective of this research is to present a reading of the novel Macau (1934), authoring of Aurélio Pinheiro, situated in the context of Brazilian literature produced in the 30s of the last century and analyze the settings of language that reveal individual and social conflicts related to tensions arising of the modernization of a city in the interior of Rio Grande do Norte, in view of the applicability of this knowledge in the educational context. The discussions on the teaching of literature led to an internship experience in the higher education, with the guiding literary reading of the novel Macau. In this sense, this research, bibliographic, analytical and empirical, is in discussions between literature and education that allow us, in addition to a critical reading about Macau romance, a look both in basic education and in teacher training, which justifies linking this thesis in the research line “Reading of the literary text and teaching”. The objectives were met from literary readings of the text, brief study of the author, analysis of the tensions expressed by language, literature defense as a universal right, panoramic review of research on the teaching of literature, reading official documents governing the Brazilian education, discussion of teacher training, training in higher education with application of a didactic sequence, receipt of that novel by teachers in training directed to the applicability in basic education. For this, the research was the theoretical framework primarily the studies of Antonio Candido (1976; 1995), Luís Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009), and Rildo Cosson (2009).

Arcabouço jurídico normativo pedagógico da lei federal 10.639/2003 na universidade federal de Uberlândia: avanços e limites

This search addresses the public policies that directly or indirectly corroborate for the implementation of the Brazilian Law number 10.639/2003 in Federal University of Uberlândia and it analyzes the affirmative actions in this context. The study aims to answer some questions such as: Why we have found difficulties in implementing the Law 10.639/2003 and its correlate legislation in the institutions responsible for teachers formation, particularly in the courses of History, Visual Arts, Portuguese Language and Literature and Education teachers? We started from the hypothesis that implementing the Law 10.639/2003 is considered by popular movements that fight for the emancipation of black population and for its rights consider such actions as a form of eradicating racial and ethnic prejudice which are still present in our society. The methodology is based on case study, which allows the triangulation to other methodological approaches such as qualitative analysis and bibliographic search. The investigation instruments were: I. Bibliographic sources including books, papers, periodic and so one; II. Documental sources: specific legislation on the theme (Brazilian Federal Law 10.639/2003, Resolution CNE/CP 1/2004 and others; III. Oral sources obtained from semi structured interviews with coordinators of the selected Graduation courses. Critical multicuturalism according to McLaren (1999) allowed us to approach our research object in order to understand its plural characteristics, specially reading the different aspects that permeate the relationship between culture and identity, cultural differences and power relationship in modern society. In the study, we did not perceive the involvement of the Higher Education professionals in order to implement Law 10.639/2003. The problem perceived for implementing the law and its pedagogical normative legal framework is the personal and institutional attitude, because every subject involved in it has a direct responsibility. We cannot believe that the institutions may claim lack of knowledge and research in the area as impediments to implementing the disciplines and the pedagogical contents concerning to the Law nor contracting researcher experts and scholars on this topic to compose the frames of the University.