Literary Criticism

Com este artigo damos a saber de um primeiro percurso em um programa coletivo de pesquisa sobre a institucionalização da História das Ideias Linguísticas no Brasil, em seus diferentes eixos de produção e de circulação. Trazemos aqui três gestos analíticos iniciais que vão ilustrar a complexidade e o vigor deste campo do conhecimento: o que diz respeito à construção de uma rede de pesquisadores em contínua formação; o que se refere à historicidade e ao processo de transmissão – em que perscrutamos sua inscrição inicial como projeto e seu percurso em encontro representativo no campo das ciências brasileiras, o ENANPOLL, e em que observamos o quadro atual de bolsas produtividade vigentes –; e, por fim, o que se refere à representatividade institucional e acadêmico-científica em contexto nacional – em que apresentamos um mapeamento inicial de disciplinas de História das Ideias Linguísticas na graduação e na pós-graduação de universidades estaduais e federais brasileiras.

Las máscaras de la decadencia. La obra de Jorge Edwards y el medio siglo chileno de María del Pilar Vila constituye un nuevo aporte crítico, insoslayable a la hora de profundizar en la obra del autor chileno. Por un lado, el ensayo de Vila propone una perspectiva integral que traza mapas de lectura y rigurosos recorridos sobre casi la totalidad de los textos de Edwards, abarcando no solo su escritura de ficción, sino también sus artículos críticos y periodísticos. Cabe destacar la importante tarea de la autora a la hora de reunir y seleccionar materiales dispersos en variadas publicaciones, principalmente chilenas y españolas, textos que Vila analiza de manera pertinaz reconstruyendo sus diálogos y vínculos con la obra específicamente literaria del chileno (cuentos, novelas, ensayos).Documento incorporado en 2019 en el marco del "Programa de becas de experiencia laboral" de la Biblioteca "Profesor Guillermo Obiols" para estudiantes de Bibliotecología, a partir de...

Este trabalho trata do tema da alienação, no sentido da subjugação de um ser humano por outro, que na novela A Senhoria se revela no domínio moral da mulher pelo marido. Na busca de uma representação verossímil dessa questão, extraída com grande capacidade de clarividência da realidade da época, Dostoiévski encontra uma perspectiva inédita, capaz de refletir toda a dificuldade, ou mesmo incapacidade, tanto do narrador como das personagens, de apreender a existência em sua totalidade.

Az amerikai nemzeti önmeghatározás szerves része a küldetéstudat, az Isten kiválasztott népeként feladatot kapott nemzet történelmi fejlődésútja, mely először a puritán kivándorlásban nyilvánul meg. A különlegességtudat, a vallásos háttér és az óhaza hibáinak meghaladása mellett leginkább a forradalomban kikristályosodott és alkotmányba foglalt szabadság- és demokráciaeszményekből és azok terjesztéséből táplálkozik. Ezek szorosan összeforrottak az idők folyamán, Woodrow Wilson a küldetést már úgy definiálta, hogy Amerikának „a világot biztonságossá kell tennie a demokrácia számára”. Azonban a puritánokról és szerepükről alkotott véleménykülönbségek mellett abban konszenzus van, hogy a John Winthrop által 1630-ban meghirdetett politikai-társadalmi rendszer és erkölcsi normák az amerikai történelmi fejlődés meghatározó alapkövei, a winthropi „város a hegyen” pedig az amerikai különlegességtudat, az „excepcionalizmus” elsődleges kifejeződése.

Nos últimos anos intensificaram-se as pesquisas no campo da educação, em especial no que diz respeito a situação de fracasso escolar. Partindo deste cenário a pesquisa buscou compreender e estabelecer relações dentro da perspectiva do zelador, entre instituição escolar, a situação de fracasso, os micropoderes e a relação com o saber; procurando apontar quais ações do zelador podem contribuir para a formação da subjetividade. O estudo pautará as hipóteses em dois autores base: Michel Foucault (1999) e Bernard Charlot (2000). Os resultados apontam para a figura do zelador e para o fenômeno da normalização na constituição das subjetividades dos sujeitos que frequentam a escola, além de evidenciar também algumas práticas deste profissional que podem auxiliar na superação das situações de fracasso.

Hanafī jurist and Ash‘arī theologian Muhammad b. Ahmad b. Muhammad played an important role in the period in which he lived. Abū Djafar al-Simnānī was born in a place called Simnān in 361/971-2 and died in Mawsil in 444/1052. He lived mostly in Baghdād and later in Mawsil, where he acted as kādī. In fiqh, it is stated that he wrote several works, the titles of which are not known. Above all, however, he was known as a theologian a Hanafī adherent of the Ash‘arī doctrine, of whom there were but few at the time. His master was the kādī Abū Bakr al-Bāqillānī, himself a Mālikī; al-Simnānī was known as his main disciple. Abū Djafar al-Simnānī’s son, Abū al-Hasan Ahmad had a very similar profile to his father: he was both Hanafī and Ash‘arī, and was also a kādī in Baghdād.

Although many names are included in the list of his masters and disciples, the point that should be emphasized in Simnānī’s life adventure is that he was Bāqillānī’s disciple and Bācī’s master for a year. In this context, the sequence of (1) Ash‘arī (2) Bāhilī and Tā’ī (3) Bāqillānī (4) Simnānī (5) Bācī is worth mentioning in terms of both Simnānī’s world of thought and his influence on Islamic thought. In the work that has survived, Simnānī gives some details about his own works. Many of them are on the science of kalam. His work entitled al-Tabaqāt fī al-Qadr and comments about a third book of his containing the same subjects are mentioned in his work. Ibn Hazm also mentions another book of Simnānī besides Kitāb al-İmāmah, and from the evaluations he has made, it is understood that this work is not the same as al-Bayān that still exists today. In the light of this information, apart from the works of fiqh, it can be said that he has at least four books; including al-Bayān which have survived to the present day and his works on fate, imamate and theology.

From historical sources it is clear that most of the information about Simnānī is given in the works of Ibn Hazm and later in Ibn Taymiyya. As a matter of fact, Ibn Hazm is the only name that cannot be left out regarding Simnānī, about whom there is not much information other than encyclopedic knowledge. However, it has been determined that the sources used by Ibn Hazm in his evaluations about Ash‘arism are limited because he only makes use of Simnânî’s works. It should not be forgotten that Ibn Hazm’s assessments of Simnānī’s are based on insults and criticism, and that the narrations he conveys should be interpreted in the light of Simnānī’s own work and other sources.

The aim of this article is to determine Simnānī’s place in Islamic thought and in particular in Ash‘arism. The author’s ideas and world of thought are determined by the method of focusing on the person. In addition, this article, sheds further light on some opinions about the author based on his only surviving work thanks to cross-readings made from different sources. Simnānī, who lived right after the establishment of Ash‘arism, followed Bāqıllānī’s system and was instrumental in transferring his thoughts to the West and especially to Andalusia. In this study, determinations are made about the status of the “Bāqıllānī tradition” followed by Simnānī and the development of this tradition. In addition, the details of the views attributed to Simnânî on issues such as the attributes of Allah, the institution of prophethood and the virtue of Muhammad and his ideas on these issues are examined. This article seeks to demonstrate that Simnānī is an important link in the chain of the historical development of eleventh century Ash‘arī thought. The article seek to show that his work al-Bayān an usūl al-īmān is a valuable work that reflects the characteristics of “classical and theological Ash‘arism”.

This study investigated the impact of two teaching strategies of cooperative learning; Teams Games Tournaments (TGT) and Student Team Achievement Divisions (STAD) on reading comprehension achievement of Junior High School students with different reading habits. After 34 students in experimental and control class did a pre-test, they were treated by using TGT and STAD. The students were also assigned into two group reading habits; high and low. The experimental group received treatment of TGT whereas the control group was treated by STAD. Then, a post-test was administered, and its results were analyzed through two-way ANOVA. The results revealed that TGT and STAD are effective in improving students’ reading comprehension where F ratio (28.846) ˃ F table (3.99), but on the other side, students’ reading habit, both high and low, cannot affect students' reading comprehension. It was also concluded that there was no interaction effect between teaching strategies and reading habits o...

George MacDonald’s major works of fantasy are often studied as bifurcated around a posited middle that divides the “adult” works (Phantastes and Lilith) from the “children’s” works (The Princess and the Goblin and The Princess and Curdie). While this mode of inquiry into the texts has produced a fair amount of scholarship over the years, it has thus far ignored lines of investigation that allow for the works to be united around MacDonald’s core ideas. This study’s aim then is a drastic departure from earlier ones as it presents a unified movement within the texts. Though scholars, no doubt influenced by Manlove’s early work on MacDonald in the 1970’s, have differentiated between the adult and adolescent fantasies, it is clear that this was never MacDonald’s intention. In “The Fantastic Imagination,” MacDonald writes “for my part, I do not write for children, but for the childlike, whether of five, or fifty, or seventy-five” (“Fantastic” 278). In his explanation that his stories are ...

This study, hinged on the tenets of the sociology of Literature, examined the portrayal of themes related to Sustainable Development Goals (SDGs, henceforth) in two (Lonely Days and Harvest of Corruption) African Literature-in-English texts recommended for Nigerian senior secondary school students from 2016-2020. The purpose of the study was to investigate students' awareness of the SDGs-related themes that are portrayed in the selected text. The study adopted a mixedmethods research design. Quantitative data were collected from 150 Literature-in-English students, using a Questionnaire on Students' Awareness of Sustainable Development Themes in Literaturein-English Texts (r = 0.73) and analysed using descriptive statistics. The two selected texts were also analysed thematically. Findings revealed that students' awareness of the sustainable development themes in the texts was low despite the high portrayal of such themes (corruption, unemployment, justice, women's subjugation and inequality, women's economic independence, empowerment, and environmental degradation) in the texts. It was recommended that Literaturein-English teachers should emphasise the themes students and the citizenry at large could learn from the prescribed texts.

Matthew follows Mark's text closely, simplifying some of the detail 2 John's account coheres with some features of Mark--including some details that Matthew omits--but John differs dramatically from Mark, not for theological reasons, but on matters of time, place, and particulars. Luke, however, follows John in some of the ways he departs from Mark--a clear sign of Luke's use of some features of the Johannine tradition, also evident elsewhere in Luke's departures from Mark in six dozen cases.

Sob o viés metodológico da etnossociologia clínica (ANDRADE, 2019), este artigo analisa narrativas de vida coletadas em uma disciplina de estágio de observação do curso de Letras: Língua Portuguesa da Universidade Federal do Ceará. Em vista da impossibilidade das aulas presenciais, por conta da pandemia de Covid-19, as práticas de formação docente tiveram que ser repensadas. Nesse contexto, as narrativas de vida surgem como catalisadoras de experiências, permitindo ao professor em formação reconfigurar saberes e conhecimentos adquiridos em seu itinerário, (res)significando concepções de linguagem. Assim, as narrativas de vida podem se tornar um produtivo meio de prática (auto)(trans)formativa. O estudo se abaliza nos postulados teóricos de Koch (2013), Geraldi (2011) e Volóchinov (2018) sobre concepções de linguagem, e em Andrade, Lima e Serra (2020a, 2020b), Kleiman (2008), Josso (2004), Ribeiro (2008), Signorini (2006) e Delory-Momberger (2008) sobre a possibilidade (auto)(trans)f...

This research focuses on ethnocentrism in Edward Zwick’s The Last Samurai. It is intended to identify how ethnocentrism is depicted and reflected in the life of samurai in the movie The Last Samurai. The ethnocentrism theory by William G. Sumner will be used to analyze the movie. The data were obtained by watching the film, reading the movie script and cinematographic elements, identifying data based on the topic of study, and categorizing the data with respect to the theoretical framework. Based on the analysis, the findings show that there are three aspects of ethnocentrism; first, loyal to in-group norms; second, express in-group pride; third, judge and underestimate the out-group. These three features of ethnocentrism create a deep perception in their dominant culture to others.

Abstract: This article describes a project that studied 15 preservice teachers' perceptions of and reactions to responding to children's and young adult literature using a Ning blog. These perceptions and reactions provided insight into various practical aspects of using a social networking blog to facilitate literature response in a teacher education course. Further, the authors considered what these perceptions and reactions may mean for the larger field of teacher education and professional development.(Contains 3 figures.)

Il Problema Centrale è irrisolvibile: l'enumerazione, anche se solo parziale... [è impossibile] " Ho visto l'Aleph da tutti i punti; Ho visto la Terra nell'Aleph e nella Terra l'Aleph ancora una volta e la Terra nell'Aleph; Ho visto la mia faccia e le mie viscere; ... perché i miei occhi avevano visto quell'oggetto congetturale e segreto il cui nome gli uomini usurpano ma che nessuno ha mai guardato: l'universo inconcepibile. "-Aleph, J.L. Borges

Centrando-se em obras recentes de McGann, esta entrevista aborda as razões subjacentes à sua perspetiva crítica, e analisa a sua poética da interpretação como uma interrogação material das criações da imaginação. DOI: http://dx.doi.org/10.14195/2182-8830_4-2_12  

In this workshop we offer participants: • An overview of critical literacy • An opportunity to explore the role of critical literacy in the development of an English teacher’s professional identity. • Some practice in applying its approach across multimodal texts, with examples of learning strategies for engaging students.• Some specific applications of critical literacy in the context of NCEA standards