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, dado que no implican cese alguno del evento (Camus, 2006: 118). Lo observamos con los dos ejemplos que presentamos a continuación: (36) A partir de ese momento, mi pieza dejó de ser el apacible dormitorio del joven hemofílico, dominado por tres iconos absolutos (Zaldívar, Mario: Después de la luz roja . San José: Perro Azul , 2001, en CORPES XXI ). (37) Al leer a Freire ni por un instante he dejado de estar consciente no solo del sexismo del lenguaje que emplea, sino de la manera en que […] («El hombre y la obra bell hooks habla sobre Paulo Freire

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curriculum in the context of Deaf social studies. As a result, senses of passivity, inferiority and powerlessness may arise in deaf pupils: They may see their group as of lesser value and not so desirable than the hearing world (see Gertz 2008). This problem becomes part of the concept of pedagogy of the oppressed according to Paulo Freire (2000). From this perspective, the representatives of the majority culture make use of their opportunity to have authority over the pupils to dominate and control the pupils from non-dominant cultures as well as to maintain the language

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) ; Sarah Michaels (USA) ; Martin Nakata (Australia). 2 La prise en compte et la conscience de la variation sociolinguistique sont indispensables dans cette conception. 3 Pour rappel, les principaux modes sont : le langage écrit, le langage oral, le visuel, l’audio, le tactile, le gestuel, le spatial (Kress, 2003). 4 Les influences sont multiples (voir les liens avec la CDA dans le chapitre précécent), elles comprennent aussi des auteurs comme Freire, P. et Macedo, D. (1987). Reading the Word, Reading the World . London: Taylor and Francis. 5 C’est le terme

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política linguístico-cultural: o governo JK e os congressos sobre a língua falada no Brasil , organizando por Bethania Mariani (UFF/CNPq/FAPERJ), e Questões linguísticas nos jornais dos anos 50 , de Vanise Gomes de Medeiros (UERJ/FAPERJ). Ambos têm apoio do CNPq e da FAPERJ, agências que concederam bolsa de Iniciação Científica para as alunas Tatiana Freire de Moura (UFF—PIBIC/CNPq) e Marina Pereira de Almeida (UFF—FAPERJ). Já o segundo conta também com o apoio da FAPERJ que concedeu uma bolsa de IC para Daiane Oliveira da Silva (UERJ). Parte desse texto foi publicado

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essays, the narrative essay, is a potential resource for addressing the marginalization of such groups. The narrative essay is a first-person telling of the writer’s life and experiences, and allows students to express themselves in a creative and personal way. When the writer chooses to use this mode of discourse, she or he follows all the conventions of storytelling, which include; plot, character, setting, climax, and ending. Narrative writing links perfectly with Freire’s (1968) idea of ‘critical consciousness’, which is meant to bridge the gap between the alien

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igualmente de sorprender, redescubrir, atraer: Las increíbles aventuras de don Quijote y Sancho Panza como jamás te las contaron , de César Bona (Beascoa, 2015), Don Quijote de la Mancha: el manga (2016), Las memorables aventuras del intrépido caballero de la triste figura , de Flix (2014), Y don Quijote se hace actor , de Juan Manuel Freire (CCS, 2011), Don Quijote y sus increíbles aventuras, de Beatriz Martínez (Slovento, 2008) son algunos de los títulos, por no hablar de los numerosos Aventuras de don Quijote de la Mancha . La edición de SM de 2009 incluye en su

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can be dangerous if it does not respect another person’s boundaries. Autonomous institutions, autonomous teachers and autonomous learners would soon annihilate one another’s autonomy. In consequence, everybody’s autonomy is nobody’s autonomy (Janowski 2008 : 48). After the students’ revolt of 1968, autonomy became a concept widely discussed by sociologists and psychologists (Bourdieu 1977 , 1982 ) and strongly underlined in Freire’s emancipation and Illich’s critical pedagogy (Freire 1970 ; Illich 1971 ). Today the names of Vygotsky ( 1935/1978 ) and Bruner

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one, subversive and even parodic approaches to this matter, which appear in the novels that we will be analyzing next. 1. The death of parents or close relatives If in children’s literature the grandparents’ death is the one most usually approached, in young adult literature there are a lot of works that recreate the disappearance of some of the ancestors and the consequences that this brings to the life of adolescents and youths. It is the case of Proxecto pomba dourada ←116 |  117→ ( 1987 ), by Miguel Vázquez Freire (Corcubión-A Coruña, 1951), a science

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. Madrid: Libreria de Victoriano Suarez. Coetzee J. M. (2013). ‘Storm over Young Goethe’. In H. Gaskill (ed.), Translation and Literature. Versions of Ossian: Reception, Responses, Translations , vol. 22, part. 3, 302–321. Edinburgh: Edinburgh University Press. ← 236 | 237 → Gallego, J. N. (1994). Obras completas I. Obra poética. Edición de Ana María Freire López . Zamora: Instituto de estudios zamoranos Florián de Ocampo. Gaskill, H. (ed.) (1991). Ossian Revisited . Edinburgh: Edinburgh University Press. Gaskill, H. (ed.) (2004). The Reception of Ossian in Europe

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dependent on the situation, context, people, and time. Such an argument does not imply that there is no use in defining the term. Rather, it means that we need to grasp the concept in its entirety and redefine the term each time we use it in research and practice, precisely due to the complexity of its definition. One of the main debates around the concept of empowerment concerns its potential to effect social change. The process of empowering does not simply mean that powerless people gain power. As suggested by Paulo Freire (1970/1993), a Brazilian educator and