Este texto discute alguns aspectos abordados no Ensino de Literatura no Brasil e aponta algumas maneiras de como a literatura deve ser trabalhada em sala de aula, para que haja a compreensão do ...aluno-leitor. Nesse sentido, coloca-se em pauta aspectos históricos, sociais e culturais que estão presentes nos textos literários e que são pleiteados pelo professor-mediador para o entendimento e gosto pela leitura deleite, por parte do aluno. Assim, fundamenta-se em aportes teóricos propostos por Candido (2006) que apresenta modos e conceitos sobre o estilo como o texto literário é compreendido, através do olhar investigativo do aluno. Nesse sentido, elucida acerca da contextualização e estilização do texto, por meio da mediação do(a) professor(a). Conta-se também com a contribuição da autora Malard (1985) que revela algumas razões para a aprendizagem da Literatura através da leitura crítica sobre os textos. Assim, a metodologia utilizada nesse texto baseia-se na pesquisa bibliográfica. Quanto aos resultados desse estudo, conclui-se que a melhor maneira de trabalhar os textos literários para o entendimento e gosto pela leitura do aluno faz-se pela individualização do ledor, em sala de aula, com análise, crítica, adequação, intervenção e contextualização expressa pelo professor mediador.
This text discusses some aspects addressed in Literature Teaching in Brazil and points out some ways of how literature should be worked in the classroom, so that there is the understanding of the student-reader. In this sense, it is placed on the historical, social and cultural aspects that are present in the literary texts and that are requested by the teacher-mediator for understanding and taste for reading satisfactory, on the part of the student. Thus, it is based on theoretical contributions proposed by Candido (2006) who presents modes and concepts about the style as the literary text is understood, through the student's investigative view. In this sense, it elucidates about the contextualization and stylization of the text, through the mediation of the teacher. The contribution of the author Malard (1985) reveals some reasons for learning Literature through critical reading on the texts. The methodology used in this text is based on bibliographical research. As for the result this study, it is concluded that the best way to work the literary texts for the understanding and taste for the student's reading is by the individualization of the reader, in the classroom, with analysis, criticism, adequacy, intervention and contextualization expressed by the mediator teacher.
Teaching English provides the possibility for raising students’ awareness of global issues. By bringing relevant global issues into the classroom, teachers can provide students a rich array of ...activities and topics that increase their engagement with diverse cultures, issues of local as well as global importance. This study explored the integration of the Sustainable Development Goals in English language and literature teaching in a state university laboratory school in the Philippines. It focused on the learning experiences and feedback of pre-service teachers and junior high school students on the integration. The phenomenological research design, the interview and focus group discussion were utilized. For a concise description of themes and patterns relevant to the phenomenon, thematic analysis was done after the data gathering. Four dominant themes were revealed in the learning experiences of the teaching interns during the study: Designing for Concrete Action; Applying the Interdisciplinary and Contextualized Approach; Nurturing a Participatory Attitude; and Fostering Personal Accountability. The feedback of the learners on the SDG integration included themes such as Empowerment to Take Initiative, Gaining Meaningful Learning, and Developing a Whole-School Approach. The Integration of SDGs in the English classroom provided a range of benefits for both pre-service teachers and students. Students were given the tools to expand their learning and develop the capacity to proactively address a variety of problems. They were encouraged to view these issues as their own, fostering a sense of ownership and purpose, rather than merely striving for knowledge and comprehension.
Den samtida bilderboken visar prov på komplexa litterära drag i såväl formspråk som tematik. Trots ett ökat intresse för komplex litteratur i litteraturundervisningen är bilderboken i de högre ...årskurserna relativt outforskad. I denna artikel utforskar vi bilderboken som komplex litteratur då vi undersöker hur elever i årskurs åtta förhandlar med obestämbarheter i bilderboken Hemma hos Harald Henriksson (Brandelius & Dackenberg, 2018). Med utgångspunkt i angreppssättet tänka med teori (eng. thinking with theory) (Jackson & Mazzei, 2012) kopplar vi in begreppen obestämbarhet (Johansen, 2018, 2019) och förhandling (Derrida, 2002) i det empiriska materialet. Det empiriska materialet består av videoinspelningar av en grupp elever i årskurs åtta och deras arbete med bilderboken. Materialet analyseras med fokus på hur ungdomarna förhandlar med de för dem obestämbara dragen i bilderboken. Resultaten visar hur ungdomarna möter obestämbara drag i bilderboken, främst sådana gällande politiska och sociala frågor, och hur dessa obestämbara drag möjliggör förhandling kring olika tolkningar. I förhandlingarna rör sig eleverna mellan olika positioner, utan att nödvändigtvis stanna i en position. Studien visar hur obestämbarheter i den litterära texten är en central del av en litteraturundervisning som betonar förhandling och obestämbarhet. Studien bidrar till den tidigare forskning som argumenterar för vikten av att inkludera komplexa texter i litteraturundervisningen genom att synliggöra bilderbokens potential i mötet med ungdomar och visa värdet i att upprätthålla sig i obestämbarheter. I möten med komplexa litterära texter ges utrymme till tolkningsförhandlingar, utrymme att pröva sig fram, att skifta positioner – att möta det obestämbara.
This article presents the importance of using the literary text as a didactic tool for teaching a foreign language. We will present the advantages that literary texts offer, as well as the selection ...criteria in choosing the most appropriate texts, because reading literary texts has a positive impact on the development of discursive skill. At the same time, it offers a series of reflections on the relationship between literature and teaching foreign languages, as well as the fact that the introduction of literature in didactics of foreign languages must consider the teaching methods, needs and level of learning of students. The example presented can serve as a model, so that the learner can assimilate, in addition to the linguistic forms, the literary forms of the target culture, as the literary text helps to build a vocabulary that allows the use of the language in different contexts and promotes a more accurate knowledge of that reality.
The selection of appropriate approach(es) to teaching literature in EFL classrooms becomes a necessity that they can result in good performance of the students, both in their critical thinking aspect ...and their language proficiency. The problem appears when the lecturer does not implement a suitable approach to literary analysis when teaching literature to the EFL students. These problems led to the student’s inability to perform as expected. The present study examines how lecturers perceive the implementation of approaches to teaching literature in EFL classrooms and their relations to improving the students’ reflective writing skills as the manifestation of the student’ responses to the literary works. Among the approaches studied were the Language-based approach, the Reader-Response approach, and the Philosophical approach. The study was carried out on six lecturers teaching the Literary Criticism course in the EFL classrooms at the university level. A questionnaire was distributed to the lecturers teaching this course at a university in Semarang, Indonesia, containing eight-question items regarding how they perceive the literary approaches and how effective they used them in improving the students’ reflective writing skills, in encouraging the students to think critically about the events in literary works and in relating the readings to some aspects of their own lives. The study revealed that each literary analysis approach in teaching literature has its benefits and characteristics. The study results also showed that each approach has its strengths and weaknesses that differ from one another.
Abstract How can the teacher open what Charles Taylor describes as the ‘immanent frame’ of a secular self-sufficient view of reality? This article describes two modules studying non-realist literary ...modes—Gothic and fantasy writing—which seek to do this. God and the Gothic reverses the psychological turn in 19th-century Gothic to examine the way Tzvetan Todorov’s idea of the fantastic hesitation can be used to enable an opening to the transcendent and offers a new way of narrating Victorian Gothic through Gaskell, Oliphant, and Machen. Religion and Fantasy invokes the defamiliarising technique of Victor Shklovsky and the magic idealism of Novalis to connect German and British imaginative writing from Coleridge, through John Ruskin, Charles Kingsley, and Christina Rossetti.
Questions We Share Dieleman, Karen
Literature & theology,
12/2022, Volume:
36, Issue:
4
Journal Article
Peer reviewed
Abstract For my Victorian literature course of autumn 2022, I set myself a goal of not privileging either the secularisation thesis or a potential sacramentalisation thesis, but of helping students ...see that serious writers almost always address the same set of foundational questions—even as, given their individuality and context, they respond to them differently, as we all do. In the Reformed Christian tradition, such foundational questions are understood to inform all academic inquiry, making all teaching and research neither religiously neutral nor radically relative. Within this context, I consider with my students the question ‘what foundational questions does the religious impulse at the heart of humankind ask?’ through a renewed reading of Genesis 1–3.
In the methodology of teaching literature and in school practice, traditionally much attention is paid to the problem of interdisciplinary connections, while the issues of intra-disciplinary ...interaction of literary material within the school course are not sufficiently developed by methodologists. The presence of this problem is felt especially acute in the study of literature in high school, when students ' knowledge is generalized not only at the synchronic, but also diachronic levels. With consistent updating of various levels of artistic communication, the study of the historical and literary course acquires a broad dialogical focus, forming the skills of contextual examination of literary phenomena in students. In this article, we will consider building intra-disciplinary relations in the lessons of studying modern Russian poetry at school. First, various artistic universals (archetypes, mythologems, topos, "eternal" motives) are actualized, which have important methodological significance and allow students to make broad historical and cultural generalizations at the lessons. Holistic comprehension of a work of art in the context of the historical and literary process is determined by the definition of various types of intertext artistic interactions (borrowings, imitations, parodies, reminiscences, citations) reflecting the principle of continuity of literary phenomena. At the same time, it is very important to identify historical and biographical ties, a creative dialogue between contemporary poets and poets of various eras. It can be mentoring, apprenticeship, co-authorship, rivalry, continuity, tradition actualization, "attraction - repulsion" type of relationships, influence, and others.
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