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. Learning and Teaching Genre , Portsmouth, NH: Boynton/Cook, 1994. Freire, Paulo. The Pedagogy of the Oppressed . New York: Seabury, 1968. Fuertes-Olivera, Pedro, Marisol Velasco-Sacristan, Ascensión Arribas-Bano and Eva Samaniego Fernandez. “Persuasion and advertising English: Metadiscourse in slogans and headlines.” Journal of Pragmatics , Vol. 33, 2001, pp. 1291–1307. Furley, David J. and Alexander Nehamas, eds. Aristotle’s Rhetoric: Philosophical Essays , Princeton, NJ: Princeton, 1994. Gajda, Stanisław. “Język nauk humanistycznych.” In: Polszczyzna 2000 , ed

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reconocían la necesidad de una pedagogía de la diferencia y concordaban con autoridades en el tema tales como Freire, Piaget, Freinet, etc. Ninguno de ellos, sin embargo, parecía estar consciente del hecho de que la mayor parte del tiempo leemos teoría a través de la traducción: simplemente daban por sentado que muchos de estos autores son automáticamente accesibles en español. Valoro ← 277 | 278 → mucho la metáfora utilizada por Spivak en «The Politics of Translation» al referirse a la ficción de Devi, donde surge un dilema moral: una hija reclama sus derechos

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. (2010). L’affiche Hope : portrait d’Obama comme Géant et comme virus. Gradhiva , 11, 118-139. Fraenkel, B., Mbodj, A. (dir.) (2010). Introduction. Les New Literacy Studies : jalons historiques et perspectives actuelles. Langage et Société , 33(3), 7-24. Fraenkel, B., Gouiran, M., Jakobowitcz, N., Tesnière, V. (2013). Affiche-Action : quand la politique s’écrit dans la rue . Paris : Gallimard-BDIC. Freire, P., Macedo, D. (1987). Reading the Word, Reading the World . London: Taylor and Francis. ← 230 | 231 → Fresnault-Deruelle, P. (1993). L’éloquence des images

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: Text Selection Policies in Communist Romania. A Preliminary Study on Spanish and Latin-American Drama.” Fischer, Beatrice and Matilde Nisbeth Jensen. Eds. Translation and the Reconfiguration of Power Relations: Revisiting Role and Context of Translation and Interpreting , Münster: LIT Verlag, 2012. 35–51. Antunes, José Freire. Kennedy e Salazar. O leão e a raposa . Lisbon: Difusão Cultural, 1991. Azevedo, Cândido de. A censura de Salazar e Marcelo Caetano: Imprensa, Teatro, Cinema, Televisão, Radiodifusão, Livro . Lisbon: Caminho, 1999. Berezin, Mabel. “The

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offenlegen soll. Unter Rückgriff auf Paulo Freire und Norman Fairclough wird hier das emanzipatorische Potential von language awareness betont. Freire hatte bereits 1972 den Begriff der conscientização geprägt, womit nach Auffassung von James und Garrett „[…] alerting people to the hidden meanings, tacit assumptions and rhetorical traps laid by those who traditionally have most access to the media for verbal communication […]“ (ebd.: 14) gemeint sei. Dies sei besonders im Hinblick auf die Sprache der Politik und der Werbung von Interesse (vgl. ebd., Fairclough 1989

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University Press. Francois, E. J. (2015). Global competence in context. In J. F. Emmanuel (Ed.), Building global education with a local perspective: An introduction to global higher education (pp. 141–153). London: Palgrave Macmillan. Frank, S. (2008). The rainbow paper: Intercultural dialogue: From practice to policy and back . Brussels: Platform for Intercultural Europe. Fraser, S. (2004). Doing research with children and young people . London: Sage. Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum. Fullan, M. (1991). The

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Freire, while, as with the Brazilian educator’s pedagogy, Boal’s theatre is community specific in that the theatre works with a particular group of people with definite needs to gain an understanding of their situation and the problems they face. As a result, the theatrical performance derives from the community and is created in interaction with actors of the theatre. There are also a number of forms to Boal’s Theatre of the Oppressed , and these are worth outlining here to gain a better understanding of audience involvement. In Image Theatre , for example, the

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–13. Herrán, A. de la; González, I.; Navarro, M. J.; Freire, M. V. 2000. Todos los caracoles se mueren siempre. Como tratar la muerte en educación infantil . Madrid: Ediciones de la Torre. Montoya, V. 2007. La muerte, los niños y la literatura infantil. Accessed 31 January 2017 https://sites.google.com/site/laberintodecolores/rinconcito-del-3-a-6/espacio-para-padres-1/articulos/la-muerte-los-ninos-y-la-literatura-infantil Piaget, J. (1961). La formación del símbolo en el niño: imitación, juego y sueño. Imagen y representación . México: Editorial Fondo de Cultura

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review La caricatura (Madrid, 1892–3) she has a section on ‘French tales’. 20 It should be noted, though, that Romanticism in Spain was not shaped by French literature alone. In its first phase (1814–34), German influence was strong, until French influence superseded it in the period 1834–50. In a later phase (so-called Second Romanticism, 1850–85), German sources were again influential, and also English sources. 21 Ana María Freire López, ‘La primera redacción, autógrafa e inédita, de los “Apuntes autobiográficos” de Emilia Pardo Bazán’, in Cuadernos para

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ITALIANA lá dançada em festas de casamento e aqui, inspirou a quadrilha caipira – dança típica de nossas festas juninas. A segunda parte é uma TARANTELLA , da província de Cosenza na Calábria, dançada especialmente da Festa de São José. Os moradores das aldeias dançavam-na em honra ao santo, em volta de uma fogueira montada com a lenha que os jovens do lugar tinham a tarefa de recolher. Freire (2001) 246 cita a importância da arte como forma de resgate cultural e discute o ensino de dança nas escolas para proporcionar aos alunos a possibilidade de se apropriar de