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Nacional, 1928. FITZMAURICE, Andrew. Classical rhetoric and the promotion of the New World. Journal of the History of Ideas , University of Pennsylvania Press, v.58, nº 2, p. 221–243, 1997. FOUCAULT, Michel. Les mots et les choses; une archéologie des sciences humaines . Paris: Gallimard, 1966. ———. A ordem do discurso . São Paulo: Edições Loyola, 1996. FRANÇA, Jean Marcel Carvalho. Visões do Rio de Janeiro colonial— antologia de textos (1531–1800). Rio de Janeiro: José Olympio Editora, 1999. FREIRE, Francisco de Brito. Nova Lusitania ; história da guerra brasílica

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’oppression plutôt que de mener à la libération, à savoir une véritable réflexion critique (Freire, 1970). ←79 |  80→ La seconde confirme à la fois la similitude entre tous les humains et le fait qu’aucun d’entre eux ne saurait être assimilé aux autres : … si nous partageons à la base les mêmes processus mentaux assurés par des structures cérébrales identiques, la façon dont ces processus et ces mécanismes se déroulent est déterminée par notre fonds génétique propre et notre expérience de la vie (LeDoux, 2003). Comme l’a montré Wieviorka 2 en décrivant le conflit

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purveyor of a product that she/he gives to the pupils who, in return, are expected to “patiently receive, memorize and repeat” (Freire 2000: 72). The distinction between space and place (de Certeau 1988: 117–118, Patraka 1999: 109–110) also becomes significant, as school becomes a location where the individualized and transgressive power of space can exist alongside the more formalized and institutionalized aegis of place. It is also a location in which the symbolic (antistructure) is present, where metaphor and anti-myth are to the fore, and not an indexed involvement

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in this chapter, there are overlaps in the discourses in both data sets: for example, the discourses of factual evidence and ethics are evident in both genres. The discourse of empowerment, which is only evident in the lesson plans, has its place in the classroom setting (Freire 1972), in health promotion campaigns (Wallerstein/Bernstein 1988), and in public health initiatives against VAW (WHO 2015). Its versatility in various professional genres and contexts is explained by ← 212 | 213 → Bhatia’s (2010: 35) definition of interdiscursivity as “appropriating or

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Foucault, Michel 28 Frankfort, Henri 231 , 255 , 328 , 350 Frankfurt, Harry G. 47 , 134 , 193 , 229 , 325 , 350 , 376 Frankl, Viktor E. 310 , 320 , 330 , 350 Frazer, James George 328 , 350 , 365 , 371 , 373 Freire, Paulo 172 , 190 G Galilei, Galileo 89 , 265 Gebser, Jean 29 , 42 – 44 , 48 , 55 , 59 , 64 , 66 – 68 , 74 , 76 , 97 , 100 , 102 , 103 , 106 , 112 , 114 – 116 , 121 , 126 , 128 , 129 , 132 , 167 , 190 , 195 , 218 , 221 , 227 , 234 , 240 , 250 , 255 , 264 , 269 , 271 , 275 , 280 , 281 , 286 , 294

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matérielles et spatiales dans la société concernée. Tout comme Janks, Luke souligne la question cruciale de l’ accès aux discours, qu’il considère comme une forme de capital d’échange dans les systèmes économiques actuels. Il propose une réflexion intéressante, qui part de la question : « Is critical literacy in a state-based educational system an oxymoron? » 1 , en se demandant si le projet initial de création de conditions permettant aux élèves d’examiner les relations de pouvoir (dans la lignée des travaux de Freire (1995) 2 ) dans les textes est réalisable dans un tel

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Publishing. Council of Europe (2001): Common European Framework of Reference for languages: Learning, teaching, assessment . Cambridge: Cambridge University Press. Doyle, Aidan/Gussmann, Edmund (1991): An Ghaeilge: Podr ę cznik do nauki j ę zyka irlandzkiego . Lublin: Redakcja Wydawnictw KUL. Freire, Mario/Pereira, Manuela (eds.) (2008): Encyclopedia of internet technologies and applications . Hershey, PA: Information Science Reference. Gay, Gregory R./Salomoni, Paola/Mirri, Silvia (2008): “E-learning”, in: Mario Freire − Manuela Pereira (eds.), 179–184. Gillespie

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strongly resonates in the works of more contemporary educational researchers. When voicing their views on the relevance of more autonomy in the field of education, other writers have taken an even more openly political stance and sought to challenge the state of affairs in their respective surroundings. Among these are Paulo Freire (1921–1997) and Ivan Illich (1926–2002). Freire highlighted the risks of education as a means of “domestication”, i.e. manipulation of the population on a large scale: It is not important whether educators are conscious of following a

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, Tel Aviv: The Porter Institute for Poetics and Semiotics/Tel Aviv University, 1980. Vázquez Freire, Miguel, “Invención da infancia e literatura infantil”, GRIAL , 105, 65–76, 1990. Vázquez García, Celia, “ Pocahontas de Garnett y Pocahontas de Disney: dos percepciones diferentes de un mundo nuevo”, en Ruzicka, Veljka (ed.), Diálogos intertextuales 1: Pocahontas , Frankfurt y Main: Peter Lang, 25–54, 2008. Zabalbeascoa, Patrick, “Contenidos para adultos en el género infantil: el caso del doblaje de Walt Disney”, en Ruzicka, Veljka; Celia Vázquez García y

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, Floyd J. Jr. (2009). Survey research methods . Los Angeles/London/New Delhi/Singapore/Washington DC: Sage Publications. Freire, Paulo (1974/2005). Education for critical consciousness . London/New York: Continuum. Freire, Paulo (1985). The politics of education . South Hadley: Bergin and Garvey. Galloway, Martin (2001). Vygotsky’s constructivism. in: M. Orey (ed.), Emerging perspectives on learning, teaching, and technology . retrieved from: http://epltt.coe.uga.edu/ García, Ofelia, with contributions by Baetens Beardsmore, Hugo (2009). Bilingual