Teacher's Guides

Ao professor Manoel Luiz Gonçalves Corrêa, orientador deste trabalho. Agradeço por me conduzir aos problemas de pesquisa que, por vezes, não pude perceber e por me incentivar, desde os primeiros momentos, a explorar temas, teorias, metodologias e disciplinas. Como é de supor, esta tese tem as marcas de sua leitura rigorosa, do seu interesse tão diverso e das longas conversas a que, inevitavelmente, levavam as leituras e os interesses. Essas marcas extrapolam o texto e estão na minha formação como pesquisador, daí faltarem palavras para, de fato, agradecer. Agradeço a todos os colegas e professores do grupo de pesquisa Práticas de leitura e escrita em português língua materna. Particularmente, Leonardo Gonçalves de Lima,

The paper discusses the short-short story in the field of genre theory. A polemical genre, the short-short story (also known as Flash Fiction, Sudden Fiction, Micro-Fiction, Micro-Story, Postcard, Blaster, Snapper, Mini Fiction, Fast Fiction, Skinny Fiction, and Quick Fiction) has not received much academic consideration so far. Since the short-short story is a hybrid genre, which mixes poetic condensation with the fictional narrative language of the novel, it seems to be deeply enmeshed in the fading away of generic boundaries. The assumption of "essence" or generic identity, upon which taxonomy relies, is now read as an open invitation to deconstruction. On the one hand, to present the generic essence of a text in terms of the text's assumed self-identity is to work in complicity with the unquestioned truthclaims of that text. On the other hand, to work against these truth-claims by ignoring them and constructing alternative generic identities is to call down upon oneself charges of hermeneutic repression and taxonomic or typological narrow-mindedness. Thus, an open framework for analyzing short-short stories related to poetical function and narrative brevity is suggested. Moreover, a case study of four very different short-shorts illustrates the implications of applying the genre lens to this type of fiction. Based on observations from the case, a theoretical concept of autopoiesis (a continuous structuring of the purpose[s] and parts of the form of the genre in question itself) is suggested and its potential significance for genre theory and short-short story initiatives is addressed.

Tujuan penelitian ini adalah untuk mengetahui strategi apa yang digunakan guru dalam mengajarkan kosakata bahasa Inggris untuk meningkatkan kemampuan berbicara, serta manfaat apa yang diperoleh dari strategi guru dalam mengajarkan kosakata bahasa Inggris untuk meningkatkan kemampuan berbicara. Penelitian ini merupakan penelitian deskriptif kualitatif. Penulis melakukan penelitian ini terkait strategi guru dalam mengajarkan kosakata bahasa Inggris kepada guru bahasa Inggris di SMKK Prof. Dr. Moestopo. Penulis menggunakan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) strategi yang digunakan guru bahasa Inggris dalam mengajarkan kosakata bahasa Inggris untuk meningkatkan kemampuan berbicara meliputi menghafal kosakata, permainan, lirik lagu, menghafal kosakata dengan media gambar, mendengarkan, dan berlatih berbicara. Rata-rata kemampuan siswa sekitar 85% (T1) Bapak Faizal, S.Pd, sementara (T2) Bapak Giri, S.Pd rata- rata kemampuan siswa baik sekitar 87%, dan peserta terakhir (T3) Ibu Atsrina, S.Pd rata-rata kemampuan siswa sekitar 90%. (2) Manfaat strategi guru dalam mengajar kosakata bahasa Inggris untuk meningkatkan kemampuan berbicara yang digunakan oleh guru bahasa Inggris adalah siswa dapat menghafal kosakata dengan cepat, aktif, menyenangkan, dan antusias dalam belajar kosakata bahasa Inggris di kelas.

Conrad coerces the audience to address the heart of darkness at the core of humanity. He delivers the nature of this journey through a flux of sensations and impressions epitomized through the inner thoughts and feelings of Marlow. Heart of Darkness is a highly allusive and impressionistic story. Conrad applies interwoven allusions and a modernist technique, Impressionism, to depict the psychological confusion of Marlow as well as to delineate aspects of a modern theme, colonization. Thus, through these two techniques, the paper will deduce the corners of colonization and hypocrisy of the Europeans, as well as uncover a journey into the darkness, the corruption, the unknown (the other), and the ambiguous spin on the nature of human understanding.

Aquesta guia ha estat elaborada gracies a l’ajuda del Programa de Millora i Innovacio Docent de la Universitat de Barcelona (2016PID-UB/023), que va concedir una ajuda per la realitzacio del “Projecte d’innovacio docent per la millora de la coordinacio tutor-empresa-estudiant de l’assignatura Practiques Externes del Master Oficial de Direccio d’Empreses de l’Esport.

The Heart of Darkness is a multi-faceted novella full of themes and sub-themes, the novella is also a psychoanalytical one. It addresses the darkness within and advocates that only humanism can illuminate it. Marlow, the protagonist, is an idealist, who embarks on a journey he deems virtuous, however, he becomes disillusioned by the inhumanity of man. This treatise covers humanism, perverted humanism, and idealistic humanism as well as idealism, all of which are depicted in the novella and through the characters of Marlow, Kurtz, the Accountant, and the Russian. The theoretical framework used in the delineation of the novella is that of New Historical Criticism, and the treatise will seek to depict the benefits of humanism as well as portray the psychoanalytical ascent and descent of man

The narrator Marlow and others from his shipping company are sitting in a boat on the Thames waiting for the tide to turn. He looks back at the huge darkness that is London and remembers when the Romans arrived as conquerors and some "decent young citizen in a toga" would have to live with "all that mysterious life of the wilderness that stirs in…the hearts of wild men…has to live in the midst of the incomprehensible, which is also detestable. And it has a fascination, too, that goes to work upon him. The fascination of the abomination…the hate" (8). This reflection reminds him of his own experiences in Africa, where Kurtz, agent for an ivory-trading company, lost his moorings in "civilized" behavior and allowed his ego, greed and vanity as a "universal genius," already acclaimed in Europe, to seek greater renown in Africa.

This article explores the ways in which the teaching of canonical texts such as Joseph Conrad's Heart of Darkness intersects with discourses of race and identity in multicultural classrooms. Informed by Chinua Achebe's post-colonial reading of Conrad and the concept of 'double consciousness' adopted by W. E. B. Du Bois, I examine my own encounters with the text within the wider context of educational establishments. By positioning myself explicitly as a female teacher of colour, I suggest that classroom explorations of such texts can be shaped and guided by an educator's own sense of agency in relation to issues of race and power.

This article explores the ways in which the teaching of canonical texts such as Joseph Conrad's Heart of Darkness intersects with discourses of race and identity in multicultural classrooms. Informed by Chinua Achebe's post-colonial reading of Conrad and the concept of 'double consciousness' adopted by W. E. B. Du Bois, I examine my own encounters with the text within the wider context of educational establishments. By positioning myself explicitly as a female teacher of colour, I suggest that classroom explorations of such texts can be shaped and guided by an educator's own sense of agency in relation to issues of race and power.

sobre a continuidade das aprendizagens em leitura e escrita. *** Marcel Goulet é pesquisador colaborador do Centro de pesquisa interuniversitária sobre a literatura e a cultura quebequense, é responsável pelo seminário Formador de leitores do Departamento de Lingua francesa da Universidade de Montreal. **** Julie Babin é responsável pelos cursos de didática do francês nas Universidades de Sherbrooke e Quebec, em Montreal. É membro do Grupo de Pesquisa sobre a continuidade das aprendizagens em leitura e escrita. ***** Lise Maisonneuve é diretora adjunta da Coordenação de Cursos e responsável pelo Setor de Pesquisa do Cégep Édouard-Montpetit.

This essay is a review of ideas about the importance of the Teacher's Book (TB) or Teacher's Guide (TG)in language teaching. The authors have explored the work of experts in the field from all over the world who dealt with this issue as an integral part in ELT. Training teachers is a necessity to enable us compete in such a world that needs men and women equipped with high competences in languages, sciences and technologies. Colleges of Education work to qualify teachers to master the English Language-as one of the major languages used as media of instructions in educational institutions all over the globe. But the role of these colleges will not be complete unless it is supported by further additional teaching materials, such as the Teacher's Book or the Teacher's Guide, where novice teachers as well as experts; can have access to extra ideas about effective teaching that can improve learners' performance in the language in real life situation. The Teachers' Books-usually written by experts in ELT-are practical tools; as they can give additional options for ELTs about language teaching art. This essay is reflecting the efforts made by many teachers and experts to explain the role that (TB) or (TG) can play in improving the ELTs performance in the classroom and how this performance would enhance English Language Learning.

The aim of this scientific article is to investigate and analyse the use of digital technologies in designing lessons to promote critical thinking among primary school students. It highlights the importance of this research in the context of today's information-driven society and educational demands. Methodology. The study takes a comprehensive approach to research and analysis. It includes a review of relevant literature on critical thinking, digital technologies and their integration in education. The researchers examine various digital tools and techniques that are suitable for promoting critical thinking in young learners. In addition, the study includes a qualitative evaluation of sample critical thinking lessons designed for primary school students, with a particular focus on blended and distance learning environments. Results. The research findings demonstrate the benefits and opportunities of digital technologies in developing critical thinking skills in young students. ...

This study opposes those critics who read Joseph Conrad"s Heart of Darkness as a work that explores human evil while overlooking imperialism as a cause of this evil. Conrad uses symbolism to criticize the atrocity and inhumanity of imperialists in Africa while at the same time sympathizes with the natives whom he presents as victims of the greediness of those imperialists. He announces that the Europeans are not emissaries of civilization, but of destruction and poverty. He also condemns the corruption and hypocrisy of the Europeans who claim that their presence in the Congo is for humanitarian purposes, while in reality stealing the resources of the land. Therefore, Conrad aims at uncovering the deceptive practices of imperialists through his novella rather than justify imperialism as some critics may claim.

"A vida havia ficado atarefada demais. Parecia que minha existência se resumia a uma longa lista de afazeres. Eu havia me esquecido de meus sonhos, meus objetivos, meus 'e se', meus 'e se eu pudesse' ”.
[ AMY HAINES ]

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"A missão do método Bullet Journal é nos ajudar a ter mais consciência de como empregamos os dois recursos mais valiosos que temos na vida:
nosso tempo e nossa energia. Se você vai investir as duas coisas na leitura deste livro, nada mais justo que eu comece destacando o que vai encontrar nele. Resumindo:

O método Bullet Journal vai ajudar você a realizar mais, trabalhando menos. Ele ajuda a identificar o que é importante e se concentrar nisso, eliminando o que é irrelevante.

Como? Juntando produtividade, atenção plena e propósito em um sistema flexível, generoso e, acima de tudo, prático".

[o autor]

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"O Método Bullet Journal é o compilado de um sistema de registro, organização e planejamento desenvolvido por Ryder Carroll. O livro é direcionado para qualquer pessoa que deseje conhecer técnicas simples e eficazes para manter o foco em suas tarefas cotidianas, projetos e sonhos.

Segundo seu criador, este método possui duas partes principais: o sistema e a prática, ambas demonstradas nessa obra. Inicialmente, ele o criou no sentido de superar os diversos desafios que enfrentava em sua vida; com o decorrer dos anos, o aprimorou e o interesse das pessoas em conhecer melhor essa ferramenta de organização foi se tornado constante".

[Aione Simões]

The Heart of Darkness is a multi-faceted novella full of themes and sub-themes, the novella is also a psychoanalytical one. It addresses the darkness within and advocates that only humanism can illuminate it. Marlow, the protagonist, is an idealist, who embarks on a journey he deems virtuous, however, he becomes disillusioned by the inhumanity of man. This treatise covers humanism, perverted humanism, and idealistic humanism as well as idealism, all of which are depicted in the novella and through the characters of Marlow, Kurtz, the Accountant, and the Russian. The theoretical framework used in the delineation of the novella is that of New Historical Criticism, and the treatise will seek to depict the benefits of humanism as well as portray the psychoanalytical ascent and descent of man

To foster student motivation and engagement, we combined authentic contexts, procedures, and materials by assessing biomedical physics topics with a smartphone. Selected experiments with simple aids allow for the examination of a student’s heartbeat in various ways: e.g., phonocardiography and electrocardiography. In addition, students can test their frequency-dependent hearing threshold. These contexts lead to an understanding of various physics concepts in a meaningful way.

Tendo sido umas das primeiras entrevistas realizadas para esse dossiê, chegamos para conversar com Carlos Ogawa munidos de todas as perguntas do mundo e sem saber o que esperar. Carlos, com toda a sua cordialidade e disposição, nos envolveu durante duas horas em uma entrevista que, por nós, poderia ter durado cinco. Ali, ainda em 2019, não tínhamos clareza do que queríamos para esse dossiê, mas, com certeza, essa conversa foi definidora para os rumos que tomamos. Carlos nos conta, com clareza e riqueza de detalhes, sua trajetória na graduação e mestrado em História pela USP, mas, também, seu caminho como editor de livros didáticos em diferentes lugares-um mundo gigante e cheio de possibilidades para os historiadores. Do dia-a-dia de seu trabalho às suas opiniões sobre os diálogos entre a academia e a educação básica, Carlos encarou todas as nossas dúvidas de frente. Para os interessados em editoração, apresentamos nas próximas páginas, permeados pelo olhar de Carlos, um pequeno manual de como fazer-e de como não fazer-a produção de um livro didático. Boa leitura a todas e a todos! Revista Epígrafe: Carlos, a gente queria começar falando um pouco sobre o seu percurso antes de entrar no mercado editorial. Por que você escolheu fazer História? O que te levou a esse caminho? Carlos Ogawa: Ah, bom... Não vou dizer que eu sempre gostei de História, mas eu sempre gostei muito de literatura, eu sabia que seria algo relacionado. Poderia ter sido Filosofia, Letras... Tanto que depois, no mestrado, eu fui trabalhar com retórica. Aqui na USP [Universidade de São Paulo], eu fui fazer matéria em tudo que é lugar: na Letras, na Filosofia, no MAE [Museu de Arqueologia e Etnologia]... Lembro que na época da inscrição para o vestibular, peguei o manual da FUVEST [Fundação entrevista| O aprendizado de um ofício ou um caminho pelos livros didáticos

José Eduardo Reis|Universidade de Trás-os-Montes e Alto Douro, Portugal In a remarkable set of three talks on the unity of European culture, broadcast to a German audience just after the end of the second world war, the poet and essayist T. S. Eliot displayed a multicultural understanding of literature, by positing that "no one nation, no one language, would have achieved what it has, if the same art had not been cultivated in neighbouring countries and in different languages" (112). Eliot expounded this idea of a plural autonomous identity existing within a broader cultural interdependent unity on the basis of his own verbal awareness and poetic experience. Firstly by pointing out to the manifold historical, racial, cultural inputs and linguistic (sound and lexical) influences that lead to the making up of the modern English language and to its peculiar rhythmical appropriateness to literary and poetic expression. Secondly, and as if redeeming himself from the slightly parochial tone of his comments on the highly distinctive musical rarefaction of the English idiom, by postulating that the conditions for the persistence and renewal of the overall quality of any national literature depend not only on the learning and reviving of its own sources but also on its ability to assimilate foreign influences. In Eliot's sense, literature may therefore be viewed both as a verbal layout for the aesthetic potentialities of any national language (which is, after all, a dynamic and symbiotic structure of sounds and meanings), and a multicultural phenomenon of interplays and reversible influences between discrete verbal and literary traditions.

Quem são os autores e as autoras dos livros didáticos de Geografia distribuídos nas escolas públicas brasileiras de 2005 a 2022? Quais suas formações? Onde realizaram seus estudos e atuam profissionalmente? O objetivo dessa pesquisa foi o de traçar o perfil desses profissionais com o intuito de lançar algumas reflexões sobre o Programa Nacional do Livro Didático (PNLD). Para atingir esse objetivo foram acessados currículos Lattes, além de sites da internet e contatos diretos com trinta autores via e- mail. Para discutir a função de autoralidade, nos baseamos em Foucault, Maingueneau e Barthes. Para os estudos sobre livro didáticos, utilizamos referências estrangeiras e nacionais. Como resultado da pesquisa, concluímos que a maioria dos autores são homens (63%), com formação inicial em Geografia (86%), com passagem pela Universidade de São Paulo (60%), sendo 37% professores em colégios da rede privada e apenas 6% da rede pública de ensino básico. Entendemos, n...

Heart of Darkness tells a story within a story. The novella begins with a group of passengers aboard a boat floating on the River Thames. One of them, Charlie Marlow, relates to his fellow seafarers an experience of his that took place on another river altogether-the Congo River in Africa. Marlow's story begins in what he calls the "sepulchral city," somewhere in Europe. There "the Company"-an unnamed organization running a colonial enterprise in the Belgian Congo-appoints him captain of a river steamer. He sets out for Africa optimistic of what he will find.

José Eduardo Reis|Universidade de Trás-os-Montes e Alto Douro, Portugal In a remarkable set of three talks on the unity of European culture, broadcast to a German audience just after the end of the second world war, the poet and essayist T. S. Eliot displayed a multicultural understanding of literature, by positing that "no one nation, no one language, would have achieved what it has, if the same art had not been cultivated in neighbouring countries and in different languages" (112). Eliot expounded this idea of a plural autonomous identity existing within a broader cultural interdependent unity on the basis of his own verbal awareness and poetic experience. Firstly by pointing out to the manifold historical, racial, cultural inputs and linguistic (sound and lexical) influences that lead to the making up of the modern English language and to its peculiar rhythmical appropriateness to literary and poetic expression. Secondly, and as if redeeming himself from the slightly parochial tone of his comments on the highly distinctive musical rarefaction of the English idiom, by postulating that the conditions for the persistence and renewal of the overall quality of any national literature depend not only on the learning and reviving of its own sources but also on its ability to assimilate foreign influences. In Eliot's sense, literature may therefore be viewed both as a verbal layout for the aesthetic potentialities of any national language (which is, after all, a dynamic and symbiotic structure of sounds and meanings), and a multicultural phenomenon of interplays and reversible influences between discrete verbal and literary traditions.

The purpose of this degree project has been to examine the implications of the provision of certain methodological support mechanisms, what has often been referred to as "instructional scaffolding" in literary didactics, to assist students in the ESL/EFL classroom in their interaction with the various literary texts into which they come into contact during their English language education at the upper secondary level in Sweden. My primary interest has been to gauge the response of the students involved in this study to the particular types of literary didactic methods utilized, for example, regarding their effectiveness in aiding the learning process as well as their impact on the literary, or aesthetic, experience itself. An analysis of student responses to a literature instruction module based on a reading of Joseph Conrad's Heart of Darkness will demonstrate that certain forms of literary didactic methods in general, and significantly, particular forms of what can be conceptualized as instructional scaffolding, play a crucial role for both the learning process and the student's aesthetic experience of literature.

Textbook evaluation plays an important role in ELT. Thus, different textbook evaluation checklists have been proposed to evaluate ELT textbooks. Among these, there are mainly two types of evaluation: a predictive evaluation and a retrospective evaluation. While predictive evaluation is done by the teachers to decide which textbook to use, retrospective evaluation is done theoretically or empirically as an action research to arrive at a final decision about the textbook. Thus many of the textbook evaluation guidelines in the literature have been proposed to evaluate textbooks either to decide on which textbook to use or to judge the effectiveness of the textbooks that have already been used. While some of these checklists are too complicated for the teachers, the others are superficial and neglect the overall criteria to cover all of the points. This paper aims to develop a comprehensive textbook evaluation checklist to evaluate ELT textbooks. The checklist consists of six components, namely, practical considerations, language content, design and organization, language skills, exercises and activities, cultural considerations. Each of these components is investigated and specific criteria are suggested to evaluate these components of ELT textbooks. This textbook evaluation checklist can be used both as a predictive evaluation and a retrospective evaluation. Accordingly, as a predictive evaluation guide, it will help the teachers to decide on which textbook they will use and at the same time as a retrospective evaluation guide, it will be useful to evaluate the effectiveness of the textbooks that the teachers have used. Thus it is hoped that teachers and researchers can make use of this checklist to evaluate the textbooks that they will use or they have used so far.

This paper will argue that the manager’s conspiracy against Kurtz manifests the same strategy as that employed by real-life colonial explorers in the 1890s. It also argues that Marlow tries to grasp the significance of “imperialism” as a historical process when he tells the story of Kurtz. This paper will contextualize the conspiracy theme by discussing two historical contexts: the Emin Pasha Relief Expedition, and J. A. Hobson’s Imperialism: A Study. It will show that the manager’s journey marks similar efforts in territorial annexation to those that characterized the Expedition. Secondly, this paper will tackle “imperialism” as a contingent historical process. It will discuss Marlow’s evaluation of Kurtz in the context of the late 1890s when “imperialism” meant different things to different European countries.

This paper will argue that the manager's conspiracy against Kurtz manifests the same strategy as that employed by real-life colonial explorers in the 1890s. It also argues that Marlow tries to grasp the significance of "imperialism" as a historical process when he tells the story of Kurtz. This paper will contextualize the conspiracy theme by discussing two historical contexts: the Emin Pasha Relief Expedition, and J. A. Hobson's Imperialism: A Study. It will show that the manager's journey marks similar efforts in territorial annexation to those that characterized the Expedition. Secondly, this paper will tackle "imperialism" as a contingent historical process. It will discuss Marlow's evaluation of Kurtz in the context of the late 1890s when "imperialism" meant different things to different European countries.

Resumo Tema: O painel histórico do Programa Nacional do Livro e do Material Didático (PNLD) do Ministério da Educação (MEC) tem por finalidade auxiliar a Comissão de Negociação (CEN) na tomada de decisões durante o período anual de negociação para a compra do material didático para todas as escolas públicas brasileiras.  Objetivo: Evitar o aceite de preços superiores ao estimado e permitir controle na sugestão de preços durante as negociações de compra, utilizando como base o histórico dos anos anteriores. Metodologia: Por meio do uso de técnicas de Business Intelligence compreendidas como extração e tratamento de dados, com o uso adequado de ferramentas específicas foram criados painéis com variados indicadores, tais como Valores Gerais, Componentes, Editoras entre outros. Resultados: A comissão obteve visualização de dados históricos de precificação, quantidade e outros indicadores essenciais para garantir a confiabilidade no preço sugerido pelas editoras participantes. Consideraç...

Não adiemos nada. Equilibremos a conta da vida todos os dias. […] Aquele que dá os toques finais em sua vida diariamente nunca precisa de tempo. SÊNECA, Cartas a Lucílio Como? Juntando produtividade, atenção plena e propósito em um sistema flexível, generoso e, acima de tudo, prático. Vamos analisar com cuidado cada um desses pontos.

Joseph Conrad is unanimously recognized for his masterful treatment of the theme of ambiguity of human nature, and his Heart of Darkness along with his other works has become a byword for enigma. The indeterminacy of human nature is invested into each character and enhanced by Conrad's abundant use of detail. Conrad explores and reveals this facet of human nature through the precise diction that Marlow uses during his journey into ‗the heart of darkness'. Critics have endowed almost every character with enigmatic aura, but still there remains some ambiguity about the Russian, a cameo character in Heart of Darkness, that necessitates an attempt to demystify the character. Marlowe culminates his assessment of the Russian as-insoluble problem‖, but the nature of and the extent to which he is so require some critical insight. He is a Russian but why he is not an African or any other nationalities remains a perplexing question. He is like ‗a harlequin' and so a supposed fool. But the words he exchanges with Marlow, and the uncertainty, duality and the utter contradictions his words admit of do not correspond to those of a traditional harlequin. This paper will endeavor to throw much more critical light on this ‗harlequin' character from textual purview and intertextual scope to remove the air of inscrutability around the character.

O objetivo deste estudo foi construir e validar um instrumento para ser utilizado por docentes dos anos iniciais do ensino fundamental em suas análises de livros didáticos. Tomou-se como referência posicionamentos do corpo docente do Colégio Pedro II, situados como especialistas dessa avaliação. Os subsídios das categorias de avaliação e seus indicadores foram retirados do projeto político-pedagógico do colégio e da literatura específica. Na análise das respostas dadas no questionário, que avaliou o instrumento, verificou-se uma ampla aceitação do instrumento como apoio à tarefa de escolher o livro didático.Palavras-chave: avaliação, livro didático, instrumento de avaliação, ensino fundamental.

O artigo aborda o processo avaliativo desenvolvido por uma escola com a finalidade de selecionar os livros didáticos a serem utilizados nos anos iniciais do Ensino Fundamental. Tal processo orientou-se pela questão avaliativa: em que medida os aspectos filosófico-educacionais; didático-metodológicos; e materiais, contidos nos livros didáticos, atendem aos princípios pedagógicos do Colégio? A questão foi respondida por todos os docentes que atuavam nos anos iniciais por meio de questionário específico, tendo como referência a proposta pedagógica do Colégio. O estudo revelou que a avaliação dos livros didáticos é processo que leva à reflexão crítica e fortalece a autonomia didática dos docentes, não podendo restringir-se ao planejamento que antecede o início do ano letivo. Os resultados indicam a relevância da avaliação par e passo com a utilização do livro em sala de aula, observando as reações dos alunos e considerando os conhecimentos e limitações dos professores em suas práticas. 

Os livros didaticos podem ser considerados como uma das fontes materializadas do conhecimento escolar produzido e selecionado por sujeitos ou grupos sociais em determinado contexto historico, indicando saberes circulantes na escola e dimensoes constituintes de determinada disciplina escolar. Este artigo analisa comparativamente duas edicoes publicadas em 1963 e 1970, de um livro didatico de autoria de dois professores do Colegio Pedro II, investigando forcas de mudanca e de estabilidade que historicamente operam na construcao da disciplina escolar Biologia. Argumenta-se que as definicoes curriculares que dao materialidade aos livros didaticos expressam combinacoes conflituosas entre elementos de uma cultura mais erudita e conhecimentos cientificos, buscando aliar tradicao a inovacao.

O artigo discute aspectos relacionados à produção de textos dirigidos a professores da Educação Básica, focalizando a função-autor nesse processo. No contexto educacional atual, os autores desses textos desempenham importante papel, à medida que sua atuação integra-se a processos de legitimação de certos discursos e de novas modalidades de formação docente. Esses pesquisadores acadêmicos se deparam com novos desafios, entre eles o de escrever para os professores da escola. O estudo cujos dados são apresentados neste artigo foi realizado sob uma abordagem qualitativa, a partir de análise documental e de entrevistas, tendo por referencial empírico um programa especial de formação superior de professores em serviço.

Tendo sido umas das primeiras entrevistas realizadas para esse dossiê, chegamos para conversar com Carlos Ogawa munidos de todas as perguntas do mundo e sem saber o que esperar. Carlos, com toda a sua cordialidade e disposição, nos envolveu durante duas horas em uma entrevista que, por nós, poderia ter durado cinco. Ali, ainda em 2019, não tínhamos clareza do que queríamos para esse dossiê, mas, com certeza, essa conversa foi definidora para os rumos que tomamos. Carlos nos conta, com clareza e riqueza de detalhes, sua trajetória na graduação e mestrado em História pela USP, mas, também, seu caminho como editor de livros didáticos em diferentes lugares-um mundo gigante e cheio de possibilidades para os historiadores. Do dia-a-dia de seu trabalho às suas opiniões sobre os diálogos entre a academia e a educação básica, Carlos encarou todas as nossas dúvidas de frente. Para os interessados em editoração, apresentamos nas próximas páginas, permeados pelo olhar de Carlos, um pequeno manual de como fazer-e de como não fazer-a produção de um livro didático. Boa leitura a todas e a todos! Revista Epígrafe: Carlos, a gente queria começar falando um pouco sobre o seu percurso antes de entrar no mercado editorial. Por que você escolheu fazer História? O que te levou a esse caminho? Carlos Ogawa: Ah, bom... Não vou dizer que eu sempre gostei de História, mas eu sempre gostei muito de literatura, eu sabia que seria algo relacionado. Poderia ter sido Filosofia, Letras... Tanto que depois, no mestrado, eu fui trabalhar com retórica. Aqui na USP [Universidade de São Paulo], eu fui fazer matéria em tudo que é lugar: na Letras, na Filosofia, no MAE [Museu de Arqueologia e Etnologia]... Lembro que na época da inscrição para o vestibular, peguei o manual da FUVEST [Fundação entrevista| O aprendizado de um ofício ou um caminho pelos livros didáticos

Argues that the way in which Marlow is presented, ensures that Joseph Conrad's "Heart of Darkness" is vulnerable as a text that ostensibly helps justify the maintenance of separate spheres between men and women; argues that Marlow's successful agency is more about his being craftily evasive, a man who doesn't impose but dodges.

Curiosity has helped people discover vast areas of this world, wild at the beginning, tamed, populated and helpful afterwards, when fairly dealt with. Literature mirrors plenty of negative, painful examples of the process of "exploring" Africa along the centuries, much of it being skilfully revealed in J. Reader's Biography of Africa. The current paper argues that in spite of the fact that some writers have drawn the audience's attention to the unfairness of such intrusions, as Joseph Conrad did with his novella Heart of Darkness, the situation has worsened dramatically, affecting its people and its environment. My focus is on Tim Butcher's Blood River, a colorful and vibrant account of what life is like nowadays in the same place on the African map where Mother Nature has challenged the humans ever since H.M. Stanley, well known explorer and journalist, made important discoveries in Africa, then started to establish the first trading stations in the Congo. All...

Many voices claim that, with the emergence of the cinema, the time when readers had the power to interpret the narration on their own, creating in their minds a world in consonance with their thoughts and beliefs, has passed and that a new type of 'reading' has emerged, one that leaves no room for imagination, since image works against free interaction with the text. The chief ambition of this paper was to prove that such perspectives are misshaped, that a middle ground may be achieved, that both novel and film may be valued for their multiplicity. Although two different grids for analysis were applied in this study, on the one hand looking into the narrative pattern of the novel, and on the other, understanding how the camera may replace the writer's pen when (re)creating, the whole demarche was dedicated to a comparative and contrastive 'reading' of the mutations that become visible the moment the linguistic medium is replaced by the visual. Thus, the present paper intends to study the architecture of both narrative and cinematic texts, deconstructing the basic elements that stand at their core.

Os pesquisadores afirmam que o livro didático exerce grande influência no exercício da docência de inúmeros profissionais que atuam na Educação Básica. O presente artigo analisa a construção processual do livro didático e seus desdobramentos no ensino de história e, para tanto, problematiza a atuação dos profissionais que elaboram o livro didático – não só o autor do texto – e as práticas por eles desenvolvidas, destacando os limites e possibilidades na fabricação do livro. Também analisa algumas relações entre a formação docente e os usos do livro didático em sala de aula, pois, para transformar esse instrumento em objeto de pesquisa no cotidiano escolar, como defendem muitos pesquisadores, se faz necessário experimentar essa possibilidade durante a formação docente dos professores.

The purpose of this study is to compare the student's and teacher’s perceptions about their current English textbook they used. This study categorized as a descriptive qualitative study. The population of VIII grade students (45 students) of junior high school was involved in this study and an English teacher of them too. The questionnaire and semi-structured interview were used as the instrument of this research. Besides, the guideline of the interview and questionnaire was from Cunningsworth's (1995) theory which is explained about the book evaluation. The data were analyzed through Google form percentage presentation for the questionnaire while transcription, coding was used for the interview section. The result showed, 75% of students believed that the book they used has good quality. While the rest 25% felt it did not fulfill their expectation and need. Besides, the teachers’ perception supports it with some of the books’ part lacks organization and employed too many vo...