As vogais na diacronia do portugu��s: uma interpretação fonol��gica de tr��s momentos da hist��ria da l��ngua

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Crítica em perspectiva semi��tica: o caso de Barbara Heliodora

This research aims to analyze, based on the theories of French semiotics (or greimasian), the development of the critical text by Barbara Heliodora and drama criticism, a very popular genre in journalism and therefore of great relevance for scholars in the area. The corpus of this research will analyze nine texts by the author, giving priority to her early career (texts from 1957, 1958 and 1962) and her most recent texts (two from 2007 and one from 2010). The choice for greimasian Semiotics is justified because it is a methodology that provides all the necessary elements for interpretation of textual content and its relationship both in the business of the theater and journalism

Conta����o de hist��rias e educa����o crítica: uma proposta did��tica

This proposal offers a possibility of approximation of mathematical knowledge at the prospect of Critical Education defended by researchers such as Ole Skovsmose and Paulo Freire. Using storytelling as a methodological resource is intended to develop an activity that allows students to think critically about real-life situations that have democratic questions as ground. The research is part of the branch of mathematics concerned with the education goals of teaching mathematics in basic education. We discuss the relevance of an educational process that enables the development of a democratic competence in the first years of primary education by showing students that their classroom can and should be seen as a community, where everyone has rights and duties. The interpretation and understanding of real situations can be something very complex and uninteresting for students of that age, looking for an attractive feature such as storytelling, which is based on the tendency of Reading and Writing in Mathematics, proposed by Nacarato and Lopes; Cardoso and Fonseca. Adopting a phenomenological attitude in the research seeks to understand if the storytelling can contribute to the formation of the critical student. Assuming this perspective has developed a didactic sequence from the story 'o que os olhos n��o v��em' from writer Ruth Rocha. The student's writing, favored by the proposed sequence, subsidizes the understanding of their thinking and acting on the democratic situations

Leitura crítica da produ����o liter��ria 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 tardorrom��ntica (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 Tr��bol (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".

Machado de Assis e a crítica ��s avessas

During the time he collaborated with the cartoon magazine Semana Ilustrada [Illustrated Week] (1860-1876), Machado de Assis, under the pen name of Dr. Semana, was the author of a number of chronicles in which a different kind of criticism, called ���reverse criticism��� by Raimundo Magalh��es J��nior, emerged. This criticism consisted in flattering texts that were terrible from the literary viewpoint. Based on the theoretical formulations of Beth Brait and Linda Hutcheon regarding irony, the article aims to analyze some examples of this kind of criticism that arises in Semana Ilustrada, in which it is possible to identify the first signs of Machado���s unreliable narrator.

A crítica de Siegfried Kracauer ao romance-reportagem ou o 'caso Brecht'

This article seeks to historically contextualize Kracauer���s aesthetic-political position regarding this successful literary genre among German writers in the early 1930s: the novel report. It is inevitable the reference to the Berlin journal, Die Linkskurve, and to Luk��cs���s critiques developed in the period ��� when he resumes aesthetic questions on the novel as a literary genre in a Marxist interpretation and outlines his thesis on ���critical realism���. Kracauer wrote a critique about the film Kuhle Wampe, directed by S. Dudow with a script by B. Brecht and E. Ottwald and music by H. Eisler, which engendered a discussion full of misunderstandings, but extremely interesting, between E. Bloch and Kracauer and between Kracauer and Brecht. Finally, I comment the journal project Krise und Kritik, which failed with the rise of Hitler.

Habemus doctorem?: considera����es sobre processos de subjetiva����o no campo acad��mico contempor��neo

P��s-gradua����o em Lingu��stica e L��ngua Portuguesa - FCLAR

Circunfer��ncia da cintura ou abdominal? uma revis��o crítica dos referenciais metodol��gicos

Embora haja consenso sobre a validade e facilidade do uso da antropometria na classifica����o da obesidade abdominal, ainda n��o existe consenso sobre a nomenclatura da medida e os s��tios anat��micos para sua obten����o. Desta forma, o objetivo deste estudo foi analisar de forma crítica o uso da circunfer��ncia da cintura ou abdominal em adultos para aferi����o da obesidade abdominal. Foi realizada uma revis��o sistem��tica a partir de busca em bases de dados indexadas MEDLINE (PubMed) e Scientific Eletronic Library Online (SciELO). Foram revisados artigos publicados no per��odo compreendido entre 2003 e 2009. Quanto �� nomenclatura, apesar dos National Institutes Health tratarem circunfer��ncia da cintura e abdominal como sin��nimos, os pesquisadores internacionais, tem preferido o uso do termo circunfer��ncia da cintura. Quanto ao s��tio anat��mico para a medida, falta ainda consenso entre os pesquisadores e orienta����o da International Diabetes Federation (IDF). Considerando que os atuais pontos de corte para as popula����es de origem europ��ia foram elaborados a partir dos s��tios anat��micos estabelecidos pela OMS 1989, torna-se razo��vel a ado����o desta refer��ncia. Sobre os pontos de corte, a proposta da IDF representa resultado de um consenso internacional e avalizado pela Sociedade Brasileira de Cardiologia.

A recep����o crítica de J.-K. Huysmans em peri��dicos no Brasil (1884 ��� 2013)

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Evas��o no cursinho pr��-vestibular da FCA/UNESP: a interpretação do aluno evadido

The popular cram schools are voluntary initiatives aimed at people who are not able to afford the cost of private cram schools. The FCA popular cram school integrates a large project from UNESP, which has 30 cram school distributed throughout Sao Paulo State and located in different University units. Among the problems found in popular cram schools, school evasion, characterized when the student quits the course and is very common in this context. Thus, the aim of this work was to identify the profile of the drop out student from the FCA cram school as well as to know the reasons that led them to leave. The survey was conducted in two phases: 1) students�� profile when entering the cram school, through a structured questionnaire, 2) semi-structured interviews by telephone with all the drop out students, trying to identify the reasons that led them to abandon the course. The statistical analysis used was descriptive. Among the reasons that led them to leave, it was found that 65% of the students attributed this attitude to external factors as opposed to 35% who put the internal factors as the decisive reason of their departure. Some of the factors that could be attest for the FCA cram school evasion are: primarily, the heterogeneity of students and their need to work in order to support themselves and their family; students lack of motivation about a long-term success; lack of family encouragement; the difficulty of the student to establish significant personal links with cram school staff and the fact that the professors are mostly undergraduate students from different courses in different areas, with little didactic-pedagogic preparation and inability to work with students' heterogeneity.

Forma����o continuada de professores na perspectiva crítica: contribui����es �� pr��tica docente

Teachers��� formation presents itself, nowadays, as one of the challenges to Education. Th is article looks forward to analyze the teachers��� continuing formation, taking as basis the refl exive critical perspective with a view to autonomy and emancipation of the teachers��� practice. Th e comprehension of the education that aims the critical citizen formation and the emphasis on the constant teachers��� qualifi cation, having the school as privileged locus for formation and critical refl ection as a principle, are themes to be approached in this paper.

Educa����o e sustentabilidade: rela����es poss��veis

Considering the defi nition of Environmental Education as a human development process that seeks the transformation of the relationship between society and environment, this paper ��� collectively written by the members of the research group ��� discusses the theoretical framework of our studies, understanding them not as ���straitjackets��� that force us to repeat and reproduce predetermined analysis, but as a pathway, a method to interpret reality, a method to look for the essence of the studied phenomena, the real world. The theoretical framework we present helps us, therefore, to overcome the fragmented feature of the construction of knowledge proposed by methodologies in whose epistemological axis are located empiricism, positivism and idealism, as well as to fi nd out the laws of the phenomena whose study concerns us. It also helps us to capture in detail the details of the problems, to analyze their evolution and track the connections between phenomena that surround them. That is the Historical, Dialectical and Materialistic method formulated by Marx and those who came after him, also known as the philosophy of praxis. Based on this reference, we discuss here the relationship between environmental education and sustainability, bringing the concepts of sustainable development and sustainability into the debate, concluding that for the critical perspective explained here, environmental education for sustainability is a process that joins theory and practice for the transformation of the relationships between societies and the environment. This is the critical dimension of environmental education as we comprehend it.

Leitura e interpretação do g��nero artigo de opini��o: uma experi��ncia reflexiva em ambiente socioeducativo : Funda����o C.A.S.A

P��s-gradua����o em Letras - FCLAR