While assisting refugees in an NGO in Sao Paulo, I found documents that read MHD instead of Mohammed. Questions arose regarding names and identities, as well as the meaning of this and other Freudian slips in migrants’ documents. Through Hall (2006), Bauman (2005) and Silva (2000), I discuss identity perspectives. I find support on Mariani (2014) to understand the relationship between identities and given names. I present examples of online medias, academic texts and literary narratives to investigate the connection between name and existence. Finally, I present 17 cases of refugee families whose documents are: a) abbreviated; b) indicating different given or last names for the same person; c) indicating different last names for members of the same family. I show that the treatment given to the name reflects the treatment given to the person, and I point to assumptions of a subconscious subject with the power to name another without understanding them.
{"title":"“PRAZER, SOU O MHD” – REFLEXÕES SOBRE NOMES PRÓPRIOS, IDENTIDADES E EQUÍVOCOS EM DOCUMENTOS DE MIGRANTES REFUGIADOS","authors":"Raquel Heckert César Bastos","doi":"10.29327/210932.8.2-11","DOIUrl":"https://doi.org/10.29327/210932.8.2-11","url":null,"abstract":"While assisting refugees in an NGO in Sao Paulo, I found documents that read MHD instead of Mohammed. Questions arose regarding names and identities, as well as the meaning of this and other Freudian slips in migrants’ documents. Through Hall (2006), Bauman (2005) and Silva (2000), I discuss identity perspectives. I find support on Mariani (2014) to understand the relationship between identities and given names. I present examples of online medias, academic texts and literary narratives to investigate the connection between name and existence. Finally, I present 17 cases of refugee families whose documents are: a) abbreviated; b) indicating different given or last names for the same person; c) indicating different last names for members of the same family. I show that the treatment given to the name reflects the treatment given to the person, and I point to assumptions of a subconscious subject with the power to name another without understanding them.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121641895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aline Juliana Oja Persicheto, Marcia Cristina Argenti Perez
The historical process of building the identity of Early Childhood Education has developed from tensions that result in different positions on the purposes of this school stage. The curricular organization has been constituted in a sinuous way, in face of the constant challenges to conceive a proposal that meets the specificities of children’s learning and development. The present text intends to verify advances and gaps present in the official curricular documents, such as RCNEI, DCNEI and BNCC, to promote conditions that allow the construction of an integrative vision on aspects that favor children’s learning and development. This is a bibliographic research based on studies on childhood and analysis of works that addressed discussions on the curricular proposals for Early Childhood Education. Even with the identified gaps, the documents analyzed represent the movement of educational policies and advances can be identified in the construction of the identity of Early Childhood Education.
{"title":"APRENDIZAGEM NA INFÂNCIA DIÁLOGOS ENTRE OS REFERENCIAIS CURRICULARES NACIONAIS PARA A EDUCAÇÃO INFANTIL, AS DIRETRIZES CURRICULARES NACIONAIS PARA A EDUCAÇÃO INFANTIL E A BASE NACIONAL COMUM CURRICULAR","authors":"Aline Juliana Oja Persicheto, Marcia Cristina Argenti Perez","doi":"10.29327/210932.8.1-4","DOIUrl":"https://doi.org/10.29327/210932.8.1-4","url":null,"abstract":"The historical process of building the identity of Early Childhood Education has developed from tensions that result in different positions on the purposes of this school stage. The curricular organization has been constituted in a sinuous way, in face of the constant challenges to conceive a proposal that meets the specificities of children’s learning and development. The present text intends to verify advances and gaps present in the official curricular documents, such as RCNEI, DCNEI and BNCC, to promote conditions that allow the construction of an integrative vision on aspects that favor children’s learning and development. This is a bibliographic research based on studies on childhood and analysis of works that addressed discussions on the curricular proposals for Early Childhood Education. Even with the identified gaps, the documents analyzed represent the movement of educational policies and advances can be identified in the construction of the identity of Early Childhood Education.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"355 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116889165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"O mundo que cabe em um conto\u0000 \u0000 o limite vasto na ficção histórica em “Fragmento da paisagem”, de Arthur Dapieve","authors":"J. C. Carvalho","doi":"10.29327/210932.10.1-6","DOIUrl":"https://doi.org/10.29327/210932.10.1-6","url":null,"abstract":"","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122648124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teaching of Portuguese language influences in the process of social integration of refugee students, and the teacher plays an important role in this process. This way, we intend to identify and describe linguistic beliefs of language teachers who teach in the same classroom to Brazilian students and refugee immigrants or refugees’ kids. We seek to investigate how teachers behave in welcoming different cultures inside the school environment, and how they promote the tolerance when it comes to the insertion of these people in the school and social contexts. From the identification of the teachers’ beliefs it has been realized how the teachers formation and the support given to them by organizational and political instances in influence concerning the providing of better conditions to promote the linguistic and cultural maintenance and integration, and the awareness of the diversity in the school environment.
{"title":"MULTILINGUISMO NA ESCOLA: CRENÇAS E ATITUDES LINGUÍSTICAS DE PROFESSORES DE LÍNGUA PARA/COM IMIGRANTES REFUGIADOS EM ESCOLAS PÚBLICAS DE CHAPECÓ","authors":"Cristiane Horst, Julia do Nascimento Bertiotti","doi":"10.29327/212070.7.2-6","DOIUrl":"https://doi.org/10.29327/212070.7.2-6","url":null,"abstract":"The teaching of Portuguese language influences in the process of social integration of refugee students, and the teacher plays an important role in this process. This way, we intend to identify and describe linguistic beliefs of language teachers who teach in the same classroom to Brazilian students and refugee immigrants or refugees’ kids. We seek to investigate how teachers behave in welcoming different cultures inside the school environment, and how they promote the tolerance when it comes to the insertion of these people in the school and social contexts. From the identification of the teachers’ beliefs it has been realized how the teachers formation and the support given to them by organizational and political instances in influence concerning the providing of better conditions to promote the linguistic and cultural maintenance and integration, and the awareness of the diversity in the school environment.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129571971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This paper aims to make a brief discussion about the territorial identity and the social movements reproduced in the blog “Eu na floresta: quem são e como vivem os povos da Amazônia”. Written by the journalist Maria Fernanda Ribeiro, the blog has been hosted on the Estadão newspaper website since 2016, when the journalist traveled to Acre to begin her journey through the Amazon. The reflections raised were motivated from reading about the topic and the discussions made in the classroom during the discipline “Language, Frontier and Interculturality”, in the master’s course of the Postgraduate Program: Language and Identity - PPGLI, at the Federal University of Acre - UFAC. Among the authors studied in the discipline, Rogério Haesbaert and Pablo Ortiz Tirado base the work with different concepts of territorial identity and social movements.
本文旨在对博客“Eu na floresta: quem s o e como vivem os povos da Amazônia”中再现的地域认同和社会运动作一简要讨论。该博客由记者Maria Fernanda Ribeiro撰写，自2016年记者前往阿克开始她的亚马逊之旅以来，一直在estad报网站上运营。在阿克联邦大学(UFAC)的研究生课程:语言与身份(PPGLI)的硕士课程“语言、前沿和跨文化”的课堂上，阅读了关于这个主题的文章，并进行了讨论，引发了人们的思考。在研究这一学科的作者中，罗格·海斯巴特和巴勃罗·奥尔蒂斯·蒂拉多以不同的领土认同和社会运动概念为基础。
{"title":"IDENTIDADE TERRITORIAL E MOVIMENTOS SOCIAIS NO BLOG “EU NA FLORESTA”: UMA PERSPECTIVA GEOGRÁFICA","authors":"Karolini de Oliveira","doi":"10.29327/210932.8.2-6","DOIUrl":"https://doi.org/10.29327/210932.8.2-6","url":null,"abstract":": This paper aims to make a brief discussion about the territorial identity and the social movements reproduced in the blog “Eu na floresta: quem são e como vivem os povos da Amazônia”. Written by the journalist Maria Fernanda Ribeiro, the blog has been hosted on the Estadão newspaper website since 2016, when the journalist traveled to Acre to begin her journey through the Amazon. The reflections raised were motivated from reading about the topic and the discussions made in the classroom during the discipline “Language, Frontier and Interculturality”, in the master’s course of the Postgraduate Program: Language and Identity - PPGLI, at the Federal University of Acre - UFAC. Among the authors studied in the discipline, Rogério Haesbaert and Pablo Ortiz Tirado base the work with different concepts of territorial identity and social movements.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128876764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Iraíde Marques de Freitas Barreiro, Manuela Terrasêca
This research investigates how children represent their school, by means of drawings, in their transition from early childhood education to the 1 grade of grade high school in a town in São Paulo State, Brazil, and from preschool education to the 1 basic cycle in Porto, Portugal. Which meanings are assigned to school and how do they perceive their actions? This is a study with children and not about children. Different articulating methodologies are used, as a qualitative approach, compared education and drawing analysis, made by informal and formal categories. Portuguese children’s sense of belongingness to school favors a more integrated view with their activities, includes school officials, its surroundings and explains their feelings, unlike Brazil.
{"title":"A ESCOLA NOS DESENHOS DE CRIANÇAS: REPRESENTAÇÕES INFANTIS NO BRASIL E EM PORTUGAL REPRESENTAÇÕES INFANTIS NO BRASIL E EM PORTUGAL","authors":"Iraíde Marques de Freitas Barreiro, Manuela Terrasêca","doi":"10.29327/210932.8.1-6","DOIUrl":"https://doi.org/10.29327/210932.8.1-6","url":null,"abstract":"This research investigates how children represent their school, by means of drawings, in their transition from early childhood education to the 1 grade of grade high school in a town in São Paulo State, Brazil, and from preschool education to the 1 basic cycle in Porto, Portugal. Which meanings are assigned to school and how do they perceive their actions? This is a study with children and not about children. Different articulating methodologies are used, as a qualitative approach, compared education and drawing analysis, made by informal and formal categories. Portuguese children’s sense of belongingness to school favors a more integrated view with their activities, includes school officials, its surroundings and explains their feelings, unlike Brazil.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129913633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article approaches the teaching of Portuguese language for Haitian immigrants developed in the Extension Course for immigrants and refugees of IFRS-Campus Bento Gonçalves. The course methodological proposal is based on a theorical approach that takes Portuguese as a Host Language due to these subjects’ situation, who arrive in a social vulnerability condition, usually with low financial resources and worn out by the migratory process, worsen by the break of family, linguistic and cultural ties. This exploratory research carried out a case study with the Course students, in which a form was applied in order to chart the investigated group’s sociocultural profile. With the results it was possible to know the immigrants better and their real needs in relation to Portuguese language. The results also contributed to set out teaching methodologies and appropriated didactic material to the group, making the teaching-learning process more significative and therefore contributing to the social integration process.
{"title":"LÍNGUA PORTUGUESA COMO PASSAPORTE PARA A CIDADANIA: ESTUDO DE CASO COM IMIGRANTES HAITIANOS NO IFRS – CAMPUS BENTO GONÇALVES","authors":"Carina Fior Postingher Balzan, Leandro da Rocha Vieira, Júlia Sonaglio Pedrassani","doi":"10.29327/212070.7.2-3","DOIUrl":"https://doi.org/10.29327/212070.7.2-3","url":null,"abstract":"The article approaches the teaching of Portuguese language for Haitian immigrants developed in the Extension Course for immigrants and refugees of IFRS-Campus Bento Gonçalves. The course methodological proposal is based on a theorical approach that takes Portuguese as a Host Language due to these subjects’ situation, who arrive in a social vulnerability condition, usually with low financial resources and worn out by the migratory process, worsen by the break of family, linguistic and cultural ties. This exploratory research carried out a case study with the Course students, in which a form was applied in order to chart the investigated group’s sociocultural profile. With the results it was possible to know the immigrants better and their real needs in relation to Portuguese language. The results also contributed to set out teaching methodologies and appropriated didactic material to the group, making the teaching-learning process more significative and therefore contributing to the social integration process.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128415915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“mercado” a palavra hoje pudicamente a proprie-dade privada dos meios de produção; a posse de ativos patrimoniais que comandam a apropriação sobre uma grande escala de riquezas criadas por outrem; economia ex-plicitamente orientada para os objetivos únicos de rentabilidade e de competitividade e nas quais somente as demandas monetárias solventes são reconhecidas. As fusões-aqui-sições dos últimos anos empurraram o processo de concentração a níveis que pareciam impossíveis até vinte anos atrás. Atrás do eufemismo do “mercado”, encontram-se for-mas cada vez mais concentradas de capital industrial e financeiro que detêm um poder econômico sempre maior, que inclui uma capacidade muito forte de “colocar em xeque o mercado”, “curto-circuitar” e cercar os mecanismos da troca “normal” (p. 7 – grifos do autor). ABSTRACT: Historically, higher education reforms in Latin America have been influenced by the World Bank, which follows hegemonic thinking, in addition to the diagnosis made by international organizations. Education is considered by these agencies as the driving force behind economic development and the fight against inequality. However, betting on education alone will not solve the social problem. This text aims to understand the current pro-posals of the World Bank that are present in the construction of public educational policies in developing countries like Brazil. Based on the qualitative approach, this text was constructed through bibliographic and documentary research. Preliminary analyzes of the documents signal that the BM is called upon to take a clear role in organizing the economy. Its action is becoming politicized, comprehensive and intrusive. There is much to be researched and analyzed about their practices and the impact on the restructuring of Brazilian social policies.
{"title":"RECOMENDAÇÕES DO BANCO MUNDIAL (BM) PARA AS POLÍTICAS PÚBLICAS EDUCACIONAIS BRASILEIRAS","authors":"E. Nez, B. Borssoi","doi":"10.29327/210932.8.1-16","DOIUrl":"https://doi.org/10.29327/210932.8.1-16","url":null,"abstract":"“mercado” a palavra hoje pudicamente a proprie-dade privada dos meios de produção; a posse de ativos patrimoniais que comandam a apropriação sobre uma grande escala de riquezas criadas por outrem; economia ex-plicitamente orientada para os objetivos únicos de rentabilidade e de competitividade e nas quais somente as demandas monetárias solventes são reconhecidas. As fusões-aqui-sições dos últimos anos empurraram o processo de concentração a níveis que pareciam impossíveis até vinte anos atrás. Atrás do eufemismo do “mercado”, encontram-se for-mas cada vez mais concentradas de capital industrial e financeiro que detêm um poder econômico sempre maior, que inclui uma capacidade muito forte de “colocar em xeque o mercado”, “curto-circuitar” e cercar os mecanismos da troca “normal” (p. 7 – grifos do autor). ABSTRACT: Historically, higher education reforms in Latin America have been influenced by the World Bank, which follows hegemonic thinking, in addition to the diagnosis made by international organizations. Education is considered by these agencies as the driving force behind economic development and the fight against inequality. However, betting on education alone will not solve the social problem. This text aims to understand the current pro-posals of the World Bank that are present in the construction of public educational policies in developing countries like Brazil. Based on the qualitative approach, this text was constructed through bibliographic and documentary research. Preliminary analyzes of the documents signal that the BM is called upon to take a clear role in organizing the economy. Its action is becoming politicized, comprehensive and intrusive. There is much to be researched and analyzed about their practices and the impact on the restructuring of Brazilian social policies.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130376645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
recibir a tanta gente – se entiende que es un problema: no podía–, nos dijimos: ¿qué podemos hacer? Pensamos muchas cosas. found, it was defined that the conversational markers of volitive modality refer to the speaker’s affections, desires, wishes and intentions in face of what is proposed to him in discursive interaction; while those of deontic modality reflect the obligations, permissions and prohibitions inherent in the speaker or the events described at the time of speech.
{"title":"MARCADORES CONVERSACIONAIS DE MODALIDADE DEÔNTICA E VOLITIVA: UMA PROPOSTA DE CLASSIFICAÇÃO COM BASE NA TIPOLOGIA DAS MODALIDADES DE HENGEVELD","authors":"André Silva de Oliveira","doi":"10.29327/210932.8.2-21","DOIUrl":"https://doi.org/10.29327/210932.8.2-21","url":null,"abstract":"recibir a tanta gente – se entiende que es un problema: no podía–, nos dijimos: ¿qué podemos hacer? Pensamos muchas cosas. found, it was defined that the conversational markers of volitive modality refer to the speaker’s affections, desires, wishes and intentions in face of what is proposed to him in discursive interaction; while those of deontic modality reflect the obligations, permissions and prohibitions inherent in the speaker or the events described at the time of speech.","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"SE-3 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132968414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"O USO DO TEXTO LITERÁRIO NO ENSINO BILÍNGUE E MULTIMODAL DE PORTUGUÊS PARA CRIANÇAS SURDAS\u0000 \u0000 REFLEXÕES SOBRE A PRODUÇÃO DE UM MATERIAL DIDÁTICO","authors":"D. Miranda, Renato Caixeta Silva, L. Freitas","doi":"10.29327/212070.7.2-19","DOIUrl":"https://doi.org/10.29327/212070.7.2-19","url":null,"abstract":"","PeriodicalId":285093,"journal":{"name":"Muiraquitã - Revista de Letras e Humanidades","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116576032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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