RCAAP Repository

This research seeks to debate critically about the mismatch between research, teaching and teacher training, towards the development of reading autonomy in Basic Education students of the State of Bahia (VARGENS, 2017). It is questioned about the tradition around the concept reading incentive, conceiving it as a misunderstanding of origin, which historically prevents discussion about the explicit development of reading skills at school, through the intermediation of the teacher. In addition, the very training of a subjective and expressive reader (ROUXEL, 2012), is compromised to the extent that reading autonomy is not developed or promoted through explicit teaching of the skills necessary to achieve this autonomy. The need for an integrated policy to promote reading in Bahia is also questioned. The State, although it has taken significant steps in curricular terms (BAHIA, 2013), still leaves the gap of a proposition that aims to articulate research, teaching and teacher training projects focused on reading. It is also questioned the lack of a policy in the state of Bahia, which aims to articulate research, teaching and teacher training projects aimed at teaching reading. It is intended to bring to the discussion the role of all institutional actors involved in the production of knowledge and their role in contributing to the solution of this secular failure in teaching reading, which, as a consequence, affects all Brazilian students at all ages and grades schoolchildren, mainly in the Northeastern states, as indicated by studies that will be reported here (MEC, 2018). KEYWORDS: Reading research policies. Reading policies. Curriculum in reading. Teacher training.

The horror tale genre has enunciative regularities that can be understood in the light of fantastic literature To analyze tales of terror we recognize the dynamics of the fantastic that promotes the tension to explain and interpret the events of the plot under the logic of the extraordinary or the supernatural. For Todorov (1980), the tale of terror aims to promote the effect of hesitation in the reader in the face of facts presented by the author. Therefore, we studied the way of formulating tales of terror in order to understand the challenges that this type of text poses to the reader from the linguistic-discursive point of view, considering the reflections of literary studies. KEYWORDS: Horror tale genre. Fantastic literature. Reader hesitation.

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The present article gives a look at the novel Quarenta Dias (2014), by Maria Valéria Rezende, in which the writing is used as a way of self release and identities construction. It deals with a descriptive-bibliographic research based on theorists like: Bordieu (1989), Mary Del Priori (2004), Michelle Perrot (2012), Regina Zilberman e Mariza Lajolo, among others. Without symbolic capital, women could not tell their own history. However, by the moment they mastered the writing, they started their process of personal identity and social release.

This paper intends to discuss the issues related to the silence and silencing of the identities belonging to non-hegemonic social groups in order to understand the competence of subversion that the literary word can achieve regarding to maintenance or reversion of the stereotypes connected to these identities. Thus, we will start from the reading of the short story by Conceição Evaristo “Macabéa, flor de Mulungu” and from the novel by Clarice Lispector “A Hora da Estrela” to enhance what we call poetics of silence, sometimes as denial, in the processes of silencing, sometimes as transgression, in a gesture of denouncement.

In several of Clarice’s short stories, the basic plot structure revolves around the meeting of the protagonist, generally a middle-class woman, with an “other” that provokes a feeling of estrangement. Often, that “other” is an animal. This unexpected meeting makes the character question their life. In this paper, we will present a reading of the short story “Uma tarde plena” (“A plentiful afternoon”), which originates from a text published on the column “Entre mulheres” (Among women), written by the author under the guise of Tereza Quadros for the publication Comício (Rally) in 1952. We intend to evaluate how the presence of a marmoset on the public transport rattles, although momentarily, the protagonist’s domesticated life; we also seek to identify traits relating to the patriarchal society in the narrative and in the woman’s behaviour.

Aline Bei’s acclaimed inaugural novel, The Weight of the Dead Bird (2017), catapults us, abruptly and poetically, into the life and losses of a woman between 08 and 52 years old. For this story, I think of female writing (BRANCO, 2004), drawing on feminist and psychoanalytic-based criticism, to compare a provocation around the concept of Devastation from Lacan (1972/ 2008) and Marie-Helène Brousse (2004), and devitalized existence in Kristeva (1989), to discuss the signifiers of death, rape and violence as constitutive marks of the central character, which tension the feminine through destruction and ruin.

This article aims to investigate the composition of a multiple poetic subject in Gilka Machado, stablishing a reflection upon the feminine as resistance and counterdiscourse. As theoratical basis, we referred to the studies of Lauretis (1994), Butler (2003) e Massaud Moisés (1984) to examine this innovative form of the woman/poet writes itself into the poem as a sign of modernity in her work. As a result, we verified that the tensions between the cultural tradition feminine images and the (self)representation of the gilkian feminine poetic subject arise as confrontation and acting.

This article presents theoretical and critical studies of the character’s arc of Tambudzai, the protagonist of the novel Nervous conditions (1988), written by Zimbabwean author Tsitsi Dangarembga. The analysis has its starting point in the author’s subversion of the traditional Bildungsroman and its foundations based on European novels. At last, there is a discussion on the forms through which Dangarembga uses to narrate the tensions of a coming-of-age story and what she delivers to her reading public, in a book that ties the contradictions of the postcolonial literary experience together with the work of scholars such as Franco Moretti, Simon Hay, and Frantz Fanon.

Natural history and travel narratives, highly popular between the sixteenth and nineteenth centuries, is marked by scientific exploration of foreign cultures and territories. Although women were often marginalized from print culture, traveling across the seas granted them the authority to be the beholders of the pen. Elizabeth Cabot Cary Agassiz was a pioneer woman that traveled to Brazil with the Thayer Expedition alongside her husband from 1865 to 1866. Upon a year with their return to the U.S. Elizabeth and her husband published in co-authorship the travel narrative, A Journey to Brazil. This article proposes an analysis of the travel narrative, A Journey in Brazil, to rescue Elizabeth Cary Cabot Agassiz’s contribution to the dissemination of knowledge in the nineteenth century. Through an interdisciplinary approach, the theoretical framework is based on studies on travel writing and feminist literary criticism. Elizabeth dialogues with leading male voices of the century and natural history discourses to rewrite a unique literary space and insert her voice into print culture.

The aim of this paper is to discuss some of auto exhibition strategies present in the now literature based on auto-fiction contemporary studies, more specifically about the novels O filho eterno, by Cristovão Tezza (2008), and Divórcio, by Ricardo Lísias (2013). Both novels emphasize the idea that we live in an exacerbation of multiple selves, or multiple personas. This is increasingly intrinsic to literary practices and daily practices of our interpersonal relationships, inside and outside the virtual world. The writer’s presence in the media, accessible and more involved with your reader seems to foster further the game between real and fictional present in self-writing.

The objective of the study is to show the external and internal journey of Gustav Aschenbach, a famous and wealthy German writer, widower, protagonista of The Death in Venice, by Thomas Mann, who experienced and ficitonalized in the novel, the cholera epidemic, which occurred in Italy, in 1911. Departing from Munich, the autor goes to Venice, in order to rest during the summer. Stayed at the Grande Hotel dos Banhos, he develops a platonic love for the ideal of youth and beauty, personified by Tadeus (Tadzio), who was 14 years old. The analysis of the physical and abstract landscape of Venice, immersed in the rapid spread of a lethal disease, which was initially hidden from tourists and mortally affected Aschenbach, will be based on Tuan´s concept of ‘concret place’ and ‘abstract space’.

In the 1640’s, Manuel de Faria e Sousa (1590-1649) composed his Fortuna (...), a life story in which the writer narrates in first person his current of works, supported as secretary to notable gentlemen from the court of Philip IV. In it, the Portuguese scholar prepares a defense of conduct that, at the same time, unleashes a scathing accusation against Manuel de Moura Corte Real, ambassador of Spain in Rome, to whom the writer attributes the authorship of a series of crimes and turpitudes against the good common. This text aims to study part of the rhetorical resources applied to the 17th century paper, in the exposition of the alleged crimes committed by the Portuguese-Spanish aristocrat.

During the second half of the 19th century, the geographic distance of Amapá, in relation to the main urban centers, produced an image of a remote, inhospitable and exotic land, which spread for many years. However, this history of the region can be reconstructed through nineteenth-century Brazilian newspapers, able to help unravel the understanding of the history of the region and the literary productions written on or in the lands of Amapá, which, at the time, belonged to Grão-Pará. The objective of this article rests on this aim: to analyze, from publications, mainly literary, published in nineteenth-century newspapers, how the image of Amapá was drawn, from 1850 to 1900. For this purpose, publications of literary texts and notes on the development of the population were collected, which can also help to compose a scenario about the circulation of literature. Thus, from the research, it will be possible to relate the evolution of society’s identity with the literary productions published in newspapers, as well as broaden the understanding of the relationship that Amapá, in the 1800s, had with the other states of the country through circulation of prints.

Na perspectiva de construir uma educação que entenda os sujeitos do campo e suas especificidades, vamos conhecer as falas dos estudantes-camponeses, no município de Paulicéia/SP, pensando no tripé: trabalho familiar, lazer e escola que faz parte da vida desses estudantes. Essas são as três faces principais, segundo Brandão (1999), que envolve o processo de reprodução material e simbólica do camponês-estudante. Mostrando, dessa forma, estarem inseridos em relações que são bem diferentes das que vivenciam os educandos da cidade.

Este artigo visa debater a relevância da Pedagogia da Alternância no processo educativo e na consolidação da educação no/do campo. A reflexão se dá em torno da alternância realizada por meio das Escolas Família Agrícola (EFAs) e pensa o campo a partir dos camponeses e de uma escola que responda aos seus interesses e ao mesmo tempo possibilita uma formação implicada com a sua realidade, qualificação técnica para viabilizar o fortalecimento da agricultura camponesa e criação de alternativas de resistência e permanência nesse espaço. A educação na pedagogia da alternância possibilita aos educandos períodos alternados. Eles permanecem de uma ou duas semanas na escola; um tempo maior, na família e na comunidade. Essa dinâmica busca estabelecer o diálogo entre a teoria e a prática para dar vida às experiências do cotidiano e das lutas dos trabalhadores por terra, por políticas públicas para instrumentalizar as conquistas em prol da educação dos povos do espaço rural.

O artigo analisa a realidade educacional e social mais ampla do campo no estado do Pará, relacionando e considerando os processos e dinâmicas sociais, políticos, econômicos, culturais e ambientais da multiterritorialidade rural amazônica. Seu conteúdo evidencia singularidades produtivas, ambientais e socioculturais da Amazônia, e apresenta referências para a elaboração e implementação de políticas e práticas educacionais pautadas pela convivência e o diálogo entre as diferentes culturas, buscando enfrentar as hierarquias e desigualdades de classe, gênero, raça, etnia existentes na região e na sociedade.

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