178 research outputs found
Leo Tolstoy and the school for peasants Yasnaia Polyana
No full textLiev Nicoláievitch Tolstói (1828-1910), para além de escritor mundialmente conhecido com os romances Guerra e Paz (1863-1869) e Anna Kariênina (1873-1877), foi educador libertário, autor de vasto material didático utilizado na educação russa no final do século XIX e criador da escola para camponeses Iásnaia Poliana. Pouco conhecido no Brasil como educador, Tolstói dedicou-se intensamente aos estudos pedagógicos a fim de contrapor sua nova proposta de educação aos métodos educacionais utilizados na Rússia e em outros países europeus. Baseando-se na educação para a liberdade de Rousseau, no cristianismo primitivo e no modo de vida dos mujiques, Tolstói propôs uma educação por meio de uma nova moral alicerçada na liberdade, no trabalho e no amor ao próximo. Com isso, este trabalho apresenta a história da Rússia e a biografia do escritor e educador como forma de contextualizar seus trabalhos (VOLÓCHINOV/BAKHTIN, 2017); a concepção de educação de Tolstói, a qual foi analisada por meio de suas obras literárias, e a escola Iásnaia Poliana, sua estrutura, currículo e matériasLeo Nikolaevich Tolstoy (1828-1910), besides world-famous writer known by the novels War and Peace (1863-1869) and Anna Karenina (1873-1877), was a libertarian educator, author of extensive educational material used in Russian education in the end of the XIX century and founder of the school at Yasnaya Polyana for the children of Russias peasants. Not well known in Brazil as a teacher, Tolstoy was firmly dedicated to pedagogic studies in order to contrast his new proposal for education in opposition to the educational methods employed in Russia and other European countries. Based on Rousseaus education for freedom, on primitive Christianity and on the moujiks life style, Tolstoy proposed a new education system by a new moral, grounded in freedom, work and love to each other. Thus, this article presents Russian History and the writer and teachers biography as a means to contextualize his works (VOLÓCHINOV/BAKHTIN, 2017), Tolstoys idea of education, which was analysed through his literary works and finally the school Yasnaya Polyana, its structure, curriculum and subject
Nagroda Jasna Polana jako tołstyj żurnał
Get PDFIn this article author claimed that thick journal and institution of literature award are very similar. Author described a history of thick journal in Russia and place occupied by this type of publishing in a modern russian culture field. Regardless of the crisis of thick journal, many journal’s attributes are influent and use by literature awards. Author of the article things that Yasnaya Polyana Book Award is a good example showing this mechanism. As a consequence Yasnaya Polyana is using a journal’s features to create a new type of thick journal
Литературная премия Ясной Поляны как толстый журнал
No full textIn this article author claimed that thick journal and institution of literature award are very similar. Author described a history of thick journal in Russia and place occupied by this type of publishing in a modern russian culture field. Regardless of the crisis of thick journal, many journal’s attributes are influent and use by literature awards. Author of the article things that Yasnaya Polyana Book Award is a good example showing this mechanism. As a consequence Yasnaya Polyana is using a journal’s features to create a new type of thick journal.In this article author claimed that thick journal and institution of literature award are very similar. Author described a history of thick journal in Russia and place occupied by this type of publishing in a modern russian culture field. Regardless of the crisis of thick journal, many journal’s attributes are influent and use by literature awards. Author of the article things that Yasnaya Polyana Book Award is a good example showing this mechanism. As a consequence Yasnaya Polyana is using a journal’s features to create a new type of thick journal.В статье автор пытается доказать, что институты толстого журнала и литературной премии тесно связаны друг с другом. Выходя из описания истории толстых журналов и их места в русском культурном поле, как в прошлом, так и в наши дни, автор указывает, что, не смотря на кризис литературных журналов, их способ и форма существования оказывают влияние на институт литературной премии. Примером такого механизма (приятие и внедрение характерных для толстого журнала черт) является, по мнению автора, литературная премия Ясная Поляна. Из-за этого можно сказать, что литпремия Ясной Поляны представляет собой своего рода толстый журнал
Figure 10 from: Seregin AP (2021) Contribution to the "Atlas of the Russian Flora": Twelve local floras of European Russia. Biodiversity Data Journal 9: e73013. https://doi.org/10.3897/BDJ.9.e73013
No full textFigure 10 Typical plant communities of the Yasnaya Polyana local flora (Tula Oblast, Russia): managed meadow (Molinio-Arrhenatheretea) on the edge of broadleaved forest (Querco-Fagetea). Photo by the author (2006)
Nagroda literacka Jasna Polana : ideologia, estetyka, poetyka
Get PDFThe present thesis aims to analyze one of the most prestigious Russian literary prizes – the Yasnaya Polyana Book Award. The author of the thesis is primarily interested in the ideological, aesthetical and poetical dimensions of the award.
The first chapter provides a theoretical description of the Yasnaya Polyana Book Award, focusing on the role such distinction has in shaping the literary canon through acts of ‘consecration’ – defined as raising the status of a text of culture (in this case – a literary work) to that of a work of art. Moreover, literary prizes function as extremely important factors for establishing bonds within literary circles by creating associations between writers who share the same or similar views on literature. Another discussed issue concerns the role of literary awards in shaping the book market, i.e. the relationship between the field of literature and the broadly understood field of economics. The author of the dissertation claims that the act of ‘consecration’ of a work of art through the verdict of the jury (or in other words – through the mechanism of reference to authority) may raise the status of that work in the reader’s eyes, simultaneously encouraging them to buy the book. As the author claims, to a large extent the Yasnaya Polyana Book Award aims to become one of the most important factors shaping the field of Russian literature. Finally, a brief outline of the history of Russian literary awards, as well as their place in contemporary Russian culture, expands upon the considerations included within this chapter.
Chapter two consititutes an attempt to recreate the ideological and aesthetic views of the jury members. Following Janusz Sławiński and Derek Attridge’s considerations about the inability to detach a critical act, such as the jury's verdict in the case of the literary award, the author argues that there exists a relatively compact system of views shared by the members of the Yasnaya Polyana committee. The research material used in this part of the analysis consists of journalistic speeches, essays and other texts written by the Yasnaya Polyana jurors. The analysis allows to identify, with relative precision, the ideological and aesthetic context of the the Yasnaya Polyana – pochvennichestvo and its artistic emanation, Village Prose. The main point of reference for the Village Prose ideology is nation-soil (почва), its spiritual condition and transformations within that group. Some of the more important aspects of the ideology of pochvennichestvo (and of Village Prose) relate
to the themes of binary oppositions, such as: new-old, tradition-modernity, country-city, past-future, revolution-evolution.
Chapter three is devoted to the role the Yasnaya Polyana Book Award has in the process of shaping the new Russian identity. It would involve extending the concept of the nation-soil to all the inhabitants of Russia, regardless of their ethnicity, nationality or religion. In his reflections, the author of this thesis focuses on the Russian national character, the substant features of the Russian nation, and the attitude towards ‘their own’ and ‘outsiders.’ Referencing the literature on the subject, the author denies the existence of the abovementioned factors and indicates that socio-cultural identity is a construct largely imposed on an individual by social institutions (family, school, culture, state). According to him, Yasnaya Polyana is an institution of cultural life and it constitutes a ‘channel of nationalization’ (as used by Mikhail Timofeev) of new meanings, aimed at creating a common Russian identity. The process of building a new identity is linked with the official policy of the Russian state. The author proposes to call the ideology represented by Jasna Polana ‘the new pochvennichestvo’ and uses the framework proposed by Mikhail Timofeev - time, space, language, system of values, ethnic, religious and cultural communities, and attitude towards other nations – as its core indicators. Consequently, the author performs an initial analysis of the works awarded by Yasnaya Polyana according to these categories, and as a result, he confirmes the assumption of the identity-consituting aspect of Yasnaya Polyana.
Chapter four focuses on the poetics and aesthetics of the works associated with Yasnaya Polyana. The first part of the chapter explores similiarities in conventions and genres of the selected works, leading to the conclusion that the discussed texts share their most important characteristic: they all represent conscious realism, as defined by Damian Grant. The following part of the chapter is devoted to the analysis of said works through the lense of common themes of Village Prose, as listed by Katherine Parthé (including: rural enviornment, nature, home, ‘little homeland’, time, language). The detailed analysis shows that the prize-winning texts cannot, some exceptions aside, be treated as representative of Village Prose, due to major differences between the poetics of particular authors. In fact, the most important binding factor between the texts, according to the author of the dissertation, is that they show diversity of the nation-soil, both in diachronic and synchronic cross-section.
The final part of the dissertation (Conclusions) contains a summary of all the abovementioned considerations, as presented in the corresponding parts of the thesis. The bibliography includes an alphabetical list of references, divided into primary, theoretical, and secondary sources
O papel da arte no processo de ensino-aprendizagem de crianças com necessidades educacionais especiais
Get PDFMonografia (graduação)—Universidade de Brasília, Universidade Aberta do Brasil, 2011. Curso de Licenciatura em Artes Visuais a Distância.Este trabalho é o resultado de um estudo realizado na Escola Municipal de Ensino Fundamental Imaculada Conceição em salas de aulas “especiais” para crianças com necessidades educacionais especiais, a fim de constatar como a disciplina de artes pode ajudar no processo de ensino-aprendizagem, resultando na inclusão e integração das mesmas na sociedade. Para chegar a este desfecho foi necessário fazer um retrospecto histórico das pessoas com necessidades educacionais especiais, para então, podermos entender como se desenvolveu os estudos em volta desse público e, entender quais as adaptações feitas no sistema de ensino para que não continuassem a ser excluídos do ambiente escolar, quais os métodos e técnicas empregadas na aprendizagem dos alunos “especiais”. A solução encontrada por professores e educadores em geral do município de Feijó foi ensinar por meio da Arte, utilizando-a como incentivo, motivação, tanto para os alunos quanto para si mesmos
The playroom as a right of the child in the hospital
No full textO brincar é uma atividade natural e espontânea da infância, sendo importante para o desenvolvimento e constituído como um direito inerente a elas. Porém, a criança hospitalizada muitas vezes fica restrita de exercer esse direito, devido às limitações do contexto hospitalar. Então, o espaço da brinquedoteca hospitalar é um lugar que favorece a criança exercer o seu direito de brincar, além de amenizar as consequências psicossociais da hospitalização e facilitar a adesão ao tratamento. O processo de implantação desse espaço no Brasil ainda é recente, e está relacionado à lei Federal 11.104/2005. Essa lei dispõe sobre a obrigatoriedade da existência das brinquedotecas hospitalares em todos os hospitais que ofereçam internação em regime pediátrico. Porém, nem todos os hospitais cumprem essa lei. O objetivo do trabalho é cartografar o processo de implementação da brinquedoteca hospitalar no Brasil como um direito às crianças hospitalizadas, através de uma análise desse processo. Foi realizado uma entrevista semi- estruturada com informantes chaves do Ministério da Saúde, revisão documental e da legislação referente ao tema. Os resultados encontrados demonstram como foi esse processo em alguns hospitais brasileiros, destacando os benefícios e limitações; assim como, a atual situação da legislação referente ao tema. Uma das principais barreiras se relacionou com o modo de trabalho dos profissionais de saúde, o que se vinculou à estrutura organizacional do hospital. Pôde-se concluir com o trabalho, que é necessária a conscientização da sociedade sobre seus diretos, assim como a relevância do espaço e de novos modos de produzir saúde no cotidiano dos serviços. Para que assim, possa se efetivar maiores ações de fiscalização nesse âmbito. ____________________________________________________________________________ ABSTRACTThe play is a natural and spontaneous activity of childhood, being important for the development and constituted as a right inherent in them. However, the child hospitalized often gets restricted to exercise that right, because of the limitations of hospitals. Then, the space of the hospital playroom is a place that favors the child exercises his right to play, in addition to alleviating the consequences of the psychosocial hospitalization and facilitate adherence to treatment. The deployment process that space in Brazil is still recent, and is related to Federal law 11,104/2005. This law provides for the mandatory existence of playrooms in hospitals all hospitals providing hospitalization in pediatric regimen. However, not all hospitals. The objective of this work is to chart the implementation process of the hospital playroom in Brazil as a right to children hospitalized, through an analysis of this process. It was a semi-structured interview conducted with the Ministry of Health's key informants, document review and legislation concerning the theme. The results demonstrate how was this process in some Brazilian hospitals, highlighting the benefits and limitations; as well as the current situation of legislation concerning the theme. One of the main barriers related to the work of health professionals, which is linked to the organizational structure of the hospital. Might conclude with the work, which is necessary to raise awareness of society about their rights, as well as the relevance of space and of new ways of producing health in the daily services. So, can effect major supervisory actions in this context
The Anti-Crime Package from the perspective of the Criminal Law of the Enemy by Gunther Jakobs
No full textThe main focus of this article is an analysis of provisions introduced to the Brazilian legal system by Law 13.964/19, in order to highlight the tendency of the penal laws to harden and increase the punitive rigor in clear similarity to the precepts of Jakobs in the Theory of Criminal Law of the Enemy. Furthermore, it intends to demonstrate the ineffectiveness of the recrudescence measures in containing the advance of criminality.Trabalho de Conclusão de Curso (Graduação)O presente artigo tem como foco central a análise de dispositivos introduzidos ao ordenamento jurídico brasileiro pela Lei 13.964/19, a fim de evidenciar a tendência de endurecimento das leis penais e ampliação do rigor punitivo em clara semelhança ao preceituado por Jakobs na Teoria do Direito Penal do Inimigo. Além disso, intenta demonstrar a inefetividade das medidas recrudescedoras na contenção do avanço da criminalidade
As interfaces entre a Terapia Ocupacional e a Teoria da Subjetividade nos processos de aprendizagem
Get PDFDissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2017.Esse trabalho retrata as implicações da Teoria da Subjetividade de González Rey para a prática da Terapia Ocupacional (TO) no contexto educacional, a partir da compreensão dos aspectos subjetivos dos alunos que enfrentam situações de dificuldades de aprendizagem. Dessa forma, buscamos analisar a atuação da TO nesse âmbito, algumas questões do espaço escolar, além de compreender histórias e experiências de adolescentes em situações de dificuldade de aprendizagem. Para, assim, identificar possíveis contribuições da profissão, com base nos pressupostos da Teoria da Subjetividade, no contexto da aprendizagem. Esta pesquisa tem como referencial metodológico a Epistemologia Qualitativa de González Rey (2002, 2005a, 2005b), assim as informações foram analisadas a partir de um processo construtivo interpretativo. O campo empírico ocorreu em dois contextos: um espaço terapêutico da TO pertencente à Secretaria de Saúde do DF, no qual foi observado um grupo para adolescentes com TDAH (Transtorno do Déficit de Atenção e Hiperatividade); e uma escola de ensino fundamental da rede pública de ensino, frequentada por todos os participantes do grupo. A partir desses ambientes, os colaboradores da pesquisa foram: uma terapeuta ocupacional, duas professoras e os adolescentes participantes das sessões grupais, dos quais três foram escolhidos ao longo da pesquisa para realização de estudos de casos. As relações observadas entre os contextos e atuações profissionais, assim como a compreensão da dinâmica subjetiva dos adolescentes observada nos estudos de casos, permitiu-nos refletir sobre a existência do transtorno orgânico e suas implicações nas dificuldades de aprendizagem. Percebemos que as principais barreiras no contexto da aprendizagem e desenvolvimento implicavam aspectos do contexto e história de vida dos adolescentes, assim como relações sociais estabelecidas e a construção de ambientes favoráveis para que eles pudessem se posicionar. Observamos que a principal contribuição da prática em TO ocorreu a partir da concretização de um espaço que possibilitou a participação e comunicação dos adolescentes. No contexto escolar, percebemos as implicações das relações sociais e dos espaços de comunicação estabelecidos entre professor-aluno no processo de aprendizagem. Dessa forma, refletimos que os comportamentos expressos pelos alunos estavam além de uma relação direta com as características orgânicas do transtorno, mas indicavam a manifestação de uma dinâmica subjetiva complexa, com implicações de diversas questões sociais e familiares, demonstrando uma necessidade de espaços e relações sociais favoráveis para que eles pudessem se posicionar. Portanto, consideramos que as principais ações da TO, com base na Teoria da Subjetividade, consistem em promover ambientes que valorizem a emergência do sujeito, a partir de ações e instrumentos que estimulem processos de desenvolvimento subjetivo, tendo as relações sociais um destaque nesse processo. A relevância dessa pesquisa foi a possibilidade de contribuir para a formação em TO, principalmente em relação ao contexto escolar, a partir de articulações entre campos teórico-práticos ainda não explorados, conforme os pressupostos da Teoria da Subjetividade.This work depicts about the implications of the theory of the subjectivity of González Rey for the practice of occupational therapy (OT) in the educational context, based on the understanding of the subjective aspects of students who face situations of learning difficulties. In this way, we seek to analyze the performance of to in this context; some issues of school space, as well as understand stories and experiences of adolescents in situations of learning difficulties. So, identify possible contributions of the profession, based on the assumptions of the theory of subjectivity, to the context of learning. This research has as methodological Epistemology of González Rey (2002, 2005a, 2005b), so the information was analyzed from a constructive process. The Empirical field occurred in two contexts: a space of OT belonging to the Department of Health of the DF, which was an observed group for adolescents with ADHD (Attention Deficit Hyperactivity Disorder); and in a primary school of public education, attended by all the members of the group. From these environments, employees of the research were: an occupational therapist, two teachers and young participants of group sessions, three of which were chosen throughout the research to conduct case studies. The relationship observed between the contexts and professional performances, as well as the understanding of the dynamics of subjective adolescents of case studies allowed us to reflect on the existence of an organic disorder and its implications in learning difficulties. We realized that the main barriers in the context of learning and development were concerned with aspects of the context and history of life of adolescents, as well as in social relations established and in the construction of favorable environments so they could position themselves. We observed that the main contribution of the practice OT occurs from the implementation of a space that allowed the participation and communication of adolescents. In the school context we realize the implications of social relations and the spaces of communication established between teacher-student in the learning process. In this way, we reflected that the behaviors expressed by students, were beyond a direct relationship with the characteristics of organic disorder, but indicated the manifestation of a subjective dynamic complex, with implications of various social issues and family, demonstrating a need for spaces and social relations conducive so that they could be positioned. Therefore, we consider that the main actions of OT, based on the theory of subjectivity, are to promote environments that enhance the emergence of the subject, from actions and instruments that stimulate the development processes subjective, having the social relations a highlight in this process. The relevance of this research was to contribute to the formation at OT, especially in relation to the school context, from joints between fields theoretical-practical not yet explored, as the assumptions of the Theory of Subjectivity
WELLINGTON AMORIM: Um olhar sobre a obra Amor Líquido de Zigmunt Bauman
No full textResumo - As tecnologias digitais enfraquecem as relações sociais? Essa é a pergunta que norteia uma das principais obras do autor polonês Zigmunt Bauman, nomeada Amor Líquido (2004). Com a consolidação da Internet, em especial das redes sociais digitais, as relações sociais, hoje, ganham novas interpretações. Assim, mostra-se importante discutir as consequências dessas formas de relacionamento, dos laços que hoje são construídos exclusivamente online. Para refletir sobre o pensamento do autor polonês, conversamos com o Prof. Dr. Wellington Amorim que nos ajuda a compreender o posicionamento de Bauman e seu lugar de fala.Palavras-chave: Bauman; Amor Líquido; Relações Sociais; Abstract - Do digital technologies weaken social relationships? This is the question that drives one of the major works of polish author Zygmunt Bauman, named Liquid Love (2004). With the consolidation of the Internet, particularly digital social media, social relationships today gain new interpretations. Thus, it proves salutary to discuss the consequences of these types of relationships, the ties that are now built exclusively online. To reflect on the thoughts of Bauman, we had a conversation with Prof. Dr. Wellington Amorim that helps us understand the positioning of the polish author and his place of speech.Keywords: Bauman; Liquid Love; Social Relationships
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