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Folds of Past, Present and Future
This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.
The Diary
The diary as a genre is found in all literate societies, and these autobiographical accounts are written by persons of all ranks and positions. The Diary offers an exploration of the form in its social, historical, and cultural-literary contexts with its own distinctive features, poetics, and rhetoric. The contributors to this volume examine theories and interpretations relating to writing and studying diaries; the formation of diary canons in the United Kingdom, France, United States, and Brazil; and the ways in which handwritten diaries are transformed through processes of publication and digitization. The authors also explore different diary formats, including the travel diary, the private diary, conflict diaries written during periods of crisis, and the diaries of the digital era, such as blogs. The Diary offers a comprehensive overview of the genre, synthesizing decades of interdisciplinary study to enrich our understanding of, research about, and engagement with the diary as literary form and historical documentation.
Approaches to the History of Written Culture
This book investigates the history of writing as a cultural practice in a variety of contexts and periods. It analyses the rituals and practices determining intimate or ‘ordinary’ writing as well as bureaucratic and religious writing. From the inscribed images of ‘pre-literate’ societies, to the democratization of writing in the modern era, access to writing technology and its public and private uses are examined. In ten studies, presented by leading historians of scribal culture from seven countries, the book investigates the uses of writing in non-alphabetical as well as alphabetical script, in societies ranging from Native America and ancient Korea to modern Europe. The authors emphasise the material characteristics of writing, and in so doing they pose questions about the definition of writing itself. Drawing on expertise in various disciplines, they give an up-to-date account of the current state of knowledge in a field at the forefront of ‘Book History’.
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Hard Times in the Marvelous City
Beginning in the late 1970s, activists from the favelas of Rio de Janeiro challenged the conditions—such as limited access to security, sanitation, public education, and formal employment—that separated favela residents from Rio's other citizens. The activists built a movement that helped to push the nation toward redemocratization. They joined with political allies in an effort to institute an ambitious slate of municipal reforms. Those measures ultimately fell short of aspirations, and soon the reformers were struggling to hold together a fraying coalition. Rio was bankrupted by natural disasters and hyperinflation and ravaged by drug wars. Well-armed drug traffickers had become the new lords of the favelas, protecting their turf through violence and patronage. By the early 1990s, the promise of the favela residents' mobilization of the late 1970s and early 1980s seemed out of reach. Yet the aspirations that fueled that mobilization have endured, and its legacy continues to shape favela politics in Rio de Janeiro.
(Re)construir sentido(s) de ensinar-aprender libras
A prática docente é uma ação trançada com as práticas discursivas de todos os envolvidos no contexto educacional. Pensar processos de ensinar-aprender Libras ou quaisquer outras línguas, sem considerar as subjetivas envolvidas, seria se afastar da realidade por um movimento de pura abstração. Contudo, será que não tem sido assim que temos desenvolvido o ensinar-aprender em nossas salas de aula? Este Livro, prenhe desse e de outros questionamentos nele apresentados e discutidos, constitui o que denominei de perspectiva da dialogicidade e, nessa "ação-estado que implica responsabilidade para com o outro, uma vez que se vê uno com ele ante a impossibilidade de ser sozinho", propõ...
INCLUSÃO E DIREITOS SOCIAIS
Esta obra tem como objetivo promover a reflexão crítica sobre projetos educacionais inclusivos, viabilizados por meio da parceria público-privada, apresentando o Terceiro Setor como protagonista na afirmação dos direitos sociais. A educação deve ter como perspectiva se contrapor à barbárie e promover a emancipação humana, em oposição à sociedade que gera a exclusão, impossibilitando/obstaculizando a afirmação dos direitos sociais. Nossas análises foram realizadas à luz do pensamento de um dos estudiosos da Teoria Crítica da Sociedade, o filósofo Theodor Adorno, adotado como principal lente para a problematização do processo de "Inclusão em Educação" na sociedade con...
Ensino de história e diferença cultural
A inquietação que moveu este trabalho de pesquisa é parte dos debates desencadeados pelas políticas públicas afirmativas no campo da Educação, em especial, a implementação da Lei no 11.645/2008 que obriga a inserção das histórias e culturas afro-brasileiras, africanas e indígenas nos currículos escolares da Educação Básica. No centro das discussões está a relação entre Educação e Cultura. Um contexto que coloca o/a professor/a diante de grandes desafios. A heterogeneidade das salas de aula, em especial nas escolas públicas da capital Boa Vista/RR, exige muito mais do/a professor/a. Como lidar com alunos/as indígenas de diversas etnias, nas escolas da cidade, levando ...
