Month: January 2019

After the folclrico moment that did not aim at infancy, came of pedagogical adaptation that focava the infantile public. It had as objective to pass values and standards to be respected for the society and also incorporated by the child. We now see the transformation of these stories, before, of popular literature, now, of infantile literature. The moral is priority in the education, on which Aris (2006) makes note: ‘ ‘ This moral conception of the infancy was formed thus that it more than insisted on its weakness what in what M. Of Grenaille called its illustrious nature, that associated its weakness to its innocence, true consequence of the divine pureness, and that humanas’ placed the education in the first row of the obligations; ‘ (P.

87). The stories written for Perrault were counted for women and have a simple, ingenuous style, candy. But given emphasis the woman in its stories if not only must to this. It happens that Perrault frequentava the literary halls where women if congregated to count to histories and speech of ideal feminists. They were known as ‘ ‘ preciosas’ ‘. However, the position of the writer in its stories is ambiguous, ‘ ‘ therefore, even so it was against the attacks of Boileau, in the Complaint of the old ones and Modern, its stories leave to escape in the innumerable space between lineses manifestations antifeministas’ ‘ (Mendes, p.53).

Any Perrault form it did not forget no form the woman. On this Mendes (2000) it treats: ‘ ‘ When the stories were not written by the women, were dedicated they. Thus each one of three stories in verse, signed for the poet, was dedicated to a lady of the cut whose name was not mentioned. the coletnea in chats was dedicated to a niece of Luis XIV. This fact can not be a test of? feminism? of Perrault, but he is one of the factors that lead to the conclusion of that they had been? precious? the responsible ones for the publication of Stories of the Mother Goose it enters the classics of the French Academy.

It restores one another landscape that if overlaps to the landscape of our quotidiano, but it is not broken up of it, because it emerges of its subjects. The reading ' ' badly feita' ' of this fantastic landscape it is that it answers for our gaps generating shades and fomenting the ideologies that alienate in them of the Real. (p.67). Soon, literature when inquietar the man takes off it of the alienation imposed for the society and at the same time it occupies its space as it practises cultural, placing itself not only as object of knowledge, but of questionings. Harold Ford has plenty of information regarding this issue. From there that in the critical reading of the literary text is had it the text of the world, the history of all we, therefore the criticidade is the way so that the man reach its citizenship, from there the responsibility of a society that dominates the reading and the writing to have for obligation to politically extend and to guarantee the domain of such activities to all its citizens, through education and of the school, is for the school and the education that we form critical readers, individuals with belonging, multiple looks capable to tread for the diversity. Permanently it has a relation game enters the three elements cited for Cndido, the public who of the direction and reality the workmanship, this that reflect the images created for the author and in this movement the registration of the language is cravada as felt art that recria creates and, propitiating magic and encantamento inside of the plurality and cultural diversity that in are transmitted by literature.

Of this form, the representation of the cultural identity of a people is visible in the work of art, is of this visibility that appears the question of the imaginary one, conscience act as way to perceive the world that circulates in them. From there the importance of literature in such a way is as inside of the classroom, therefore it brings for the language, however of explicit, however implicit form the colors of each society, expressing its culture, its conflicts, its traces, its history, at last as the hinterland in each one of us said Rose. But so that everything this if becomes reality is necessary the envolvement as already we said of the school and the society. speaking in school and literature, subject that will be boarded later, is important to place here before initiating, the four basic premises pointed by UNESCO as structural axles of the education contemporary: to learn to be; to learn to make; to learn to know and to learn to learn. These axles require as if it sees, comprometimento of that makes the education and of that withholds the power, each one assuming making as social task and politics. Therefore so that reading and writing they favor the citizenship is necessary the inclusion amongst other elements, of literature as text that keeping a dialogue with history opens ways man to learn it if to know, to learn if to see and mainly to see the other, therefore to learn to be

348), for example, the poet works with the rsea color attributed to the bow to transmit the slightness of the infancy, also evoked for the movement idea. In the poem ' ' Why? ' ' , such rseo bow can also be understood as a sanguineous bow, of kinship, therefore &#039 is asked; ' Of where What comes this blood/is not red, he is rseo? ' '. The image of the sister is what the Max will use to work its poetry in this book, is the only form to recollect its infancy, and therefore boy without Marieta (Cf does not see itself. ' ' Of the poem of infncia' ' , P. To broaden your perception, visit New York Museums. 348). Therefore the house of the father she is empty and everything in it is echo (' ' In your hands go will tatearo in treva' ') when it does not have Marieta, when it does not have poetry to recollect and to create, in the space of the poem, the new space of the house (' ' Of the poem of infncia' ' , P. 349, grifo ours). Without the poetry, infancy becomes ' ' Unattachable,/(…)/Unattachable and morta.' ' (' ' Second it chose for Snia Maria' ' , P.

353), says the poet, again creating the movement of the hair of the girl, blown for the wind, without which ' ' It did not have infncia' ' (Ibid., Ibidem.), without which everything is forgotten and empty, and same the love alone can by itself be, ' ' This love without echo. /In the emptiness (…) ' ' (' ' Narciso' ' , P. 357). The coming (or rememorao) of Marieta and, consequently, infancy, is useless (and they will not be searched by other ways), as it suggests the poet in the end of ' ' Second Elegia for Snia Maria' ' , if they had not been made creative, poeticalally: it is necessary not only memory, but also (or mainly) imagination and creation for in such a way.

He is necessary that the school extends plus its activities, aiming at to the reading of Literature as playful activity of construction and reconstruction of directions. Thus, the function of Literature goes to function with precision. As much Ensino de Literatura, how much the literary reading would have to be truily gifts in the pertaining to school context, in way to articulate, therefore they are two levels dialogicamente related. The boarded literary reading in the school is basic, in view of the contributions of Ensino of Literature, which certainly will facilitate the interaction, the relation reading text/. The vision of the school on Literature differs considerably from the notion that the pupil-reader has concerning the literary one. She is necessary to rethink the judgments of value spread by the institutions that approach Literature under distinct prisms (the school, critical the literary one, etc.), when we consider that its proper literary text fits to the reader, valuing its repertoire of readings. To teach Literature is not only to present a series of texts or authors and classifies them in one definitive literary period, but yes to disclose to the pupil the atemporal character, as well as the symbolic and social function of the literary composition.

However, this task to ahead place the pupil of the literary text, as symbolic object of construction, still shows as a challenge in pertaining to school context. In an inadequate escolarizao, it is observed absence of an education proposal to interdisciplinar, factor that contributes for the study of the literary text as isolated element of excessively you discipline, therefore the pupil does not perceive the integration between the Literature and the too much areas of the knowledge. It is added this the fact of the school, to explore activities that deal with Literature as a species ' ' universe of signs agradveis' ' , tranquilizer and decorative, that helps the pupil to write error-free of syntax or orthography or to indicate, as isolated element, the dates of the main workmanships and the biography of its authors, as a preparation for the vestibular contest.

The esquenta colloquy between them, but dumb Mrio all the outcome of the situation when firming its I buy misso of father. Silence takes account, then the mother of calms them to Diana in a way, that arrives to be alliviated. The father in the same way reacts Well to the all situation. in the end everything finishes very well. Soon later Deisiane it was to have a serious colloquy with Natan, it was not very similar to talk.

Immediately afterwards Juliana, very aggressive arrived, was difficult to speak with it. After much colloquy, the boy started to understand, with much shame it asks for to excuse the Juliana already thinks about making the pazes with Marcelo. Meanwhile it kills the homesicknesses of its parents Vera Lcia fi- very contents here with the visit of the son. Eraldo already this well better it had caught a pneumonia due when taking bath and to have caught cold. The hours pass Dionatan took bath, to go to the game when it started to remember its past, when abasurdo had 5 years was played in a deep swimming pool therefore acquired this fear of water. Some hours later, the game was a wonder finished impatado Desiane was super happy.

But soon later it did not have as to run away it was to talk with Renato regarding the kiss. It left clearly that what hears was a great error, and that it will not have to occur of new. It also affirms that it loves Gustavo, and that not this made use to finish with the love of it. Renato is perplexed, but it leaves clearly that it does not go to be gotten depressed therefore. Diana started to feel pains of the childbirth, Mrio calls a taxi and takes it urgently stops the hospital. Two hours later are born a pretty girl. Three days if pass, Dionatan and Joana estam glad and it very this losing finally the fear of the water. Marcelo came back the Porto Alegre, to follow studying, still lacks Very for it if to form. If it surprises when seeing made use Natan to make the Pazes. thus it starts to namorar with Juliana. Desiane is asked for in engagement, it did not have words to describe so great happiness. This everything very well the glad parents of Diana for the granddaughter. Renato did not learn nothing continues killing the lessons of the college to go in the ballads, nor always the people really learn with Its errors. In this way it does not deceive its parents, but to proper itself. The problems cannot hindering in them to live, they are part of our trajectory, are true teachings that we always take pra! A Workmanship of: ALAN VAZ PICTURES