Navegando por Assunto "Mitologia"

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Acesso aberto (Open Access)
Entre deuses e humanos: entre-lugares da diferença na trama curricular
(Universidade Federal do Pará, 2016-03-31) SOUZA, Camila Claíde Oliveira de; COSTA, Gilcilene Dias da; http://lattes.cnpq.br/2934771644021042
This argumentative text is the result of research conducted in the Academic Master in Education of UFPA, in the Postgraduate Program in Education of PPGED/ICED, which aims to analyze the concept of in-betweenness in the Cultural Studies field and its resonances to think the curriculum in the context of difference. Therefore, it’s necessary a dialogue with authors of Cultural Studies and Post-Critical dimension in education, including: Bhabha (2013); Hall (1999); Silva (1995; 1996; 2006; 2007); Corazza (2001); Costa (2000, 2003, 2013), Paraiso (2005), Skliar (2003); Louro (2007, 2008), Brandão (1986); Bulfinch (2002); Franchini (2007); Pouzadoux (2001). The study questioning consists of the following questions: how the concept of in-betweenness, developed in the field of Cultural Studies, focuses on ways to problematize/think the curriculum in the context of difference? What is meant by In-betweenness places of difference and which its resonances in curriculum field? That in-between places the difference moves in games of power-knowledge that shape the process of (in) visibility in the Faculty of Education at UFPA-Bethlehem concerning gender-issues of sexuality, race-ethnicity, disability-normal? Through which theoretical and analytical consequences can plot the relationship in-betweenness mythology and everyday life, gods and humans in the universe difference? From these questions and dialogue with various authors, we intend to define the analytical perspective of the difference in gender-issues of sexuality, race-ethnicity, disability-normal, giving voice and visibility to border subjects that make up the narrative of this context; students of Education Course of the UFPA-Belém, and mythological characters (Hephaestus, Amazona, Achilles) related to the issue of differences here treated. The study discusses the Post-Critical Education Methodologies, Meyer and Paradise (2013), and its preliminary analysis considers the concept of in-betweenness (and not exactly "betweenness") as an interstitial element which move the differences in the curriculum field, crossed by a set of power-knowledge, negation-affirmation, (in) visibility, silences. Border voices in this paper make up a veritable threshold and imaginary inhabited by gods and humans in the difference game. With this study, we aimed to build another way of looking at the difference through the cracks of the curriculum and imagination, challenging traditionally hegemonic knowledge and glimpsing an interstitial perspective (in-betweenness) to tap into strong and weak points of our differences.
Acesso aberto (Open Access)
A formação e o desenvolvimento do leitor literário: a narrativa arquetípica do herói e a mitologia na sala de aula
(Universidade Federal do Pará, 2016-12-14) ARAÚJO, Roberto Pinheiro; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
The dissertation "The formation and development of the critical reader: the archetypal narrative of the hero and the mythology in the classroom" Corresponded to a study of the role of literature in school, having as support the archetypal narrative of the hero and the comparative study of the myths in its proposal of intervention. We aimed to provide a reflection on what has been done in the school environment in relation to Literature and what it is necessary to do for the constitution of the reader subject and thus contribute to the debate about the role of reading Literature in school. In order to do so, we have adopted the work done by Solé (1998), Antunes (2014), Menegassi (2005/2010) and Lopes-Rossi (2008) regarding the linguistic theory and Cosson (2014) literary text reading. As for the study of myths, we used Campbell (2002, 2003), Eliade (2011/2002), Salis (2003) and Kenneth (2015). Finally, in order to base and support the construction of our conception of study that takes into account the language in the process of interaction, Bakhtin/Voloshinov (1999) works on the dialogical character of language. We had as target audience the students of the 8th year of Elementary School of the State Public Network, Characterized as novice readers, with some reading processing skills not yet satisfactorily developed. The pedagogical activities that constituted the intervention proposal presented strategies that aimed to broaden the world view of these students, from the recognition of patterns and the dialogue between mythological texts of different cultures and their presence in our daily life among other genres. This proposal, it is considered the extrapolation of the text and the exploration suggested thematic by a literary work enables the student to recognize other dimensions of the narrative, arousing political, philosophical, moral reflection. We adopted, in the methodological aspect the qualitative research of an applied nature, trying to observe the daily school life, the harsh reality faced by educators and students, from the obtained reports and stories, we created and applied our proposal of intervention. At the end of this work, we selected some productions of the students to weave analyzes, verify and debate about the results of the application of the activities in the school, in their positive and negative aspects.