Academic literature on the topic 'Essais américains'

Maximilian C. Forte; Ruins of Absence, Presence of Caribs: (Post)Colonial Representations of Aboriginality in Trinidad and Tobago (Neil L. Whitehead)Nick Nesbitt; Voicing Memory: History and Subjectivity in French Caribbean Literature (H. Adlai Murdoch)Camilla Stevens; Family and Identity in Contemporary Cuban and Puerto Rican Drama (Lydia Platón)Jonathan Goldberg; Tempest in the Caribbean (Jerry Brotton)Michael Chanan; Cuban Cinema (Tamara L. Falicov)Gemma Tang Nain, Barbara Bailey (eds.); Gender Equality in the Caribbean: Reality or Illusion (A. Lynn Bolles)Ernesto Sagás, Sintia E. Molina (eds.); Dominican Migration: Transnational Perspectives (Rosemary Polanco)Christine M. Du Bois; Images of West Indian Immigrants in Mass Media: The Struggle for a Positive Ethnic Reputation (Dwaine Plaza)Luis Raúl Cámara Fuertes; The Phenomenon of Puerto Rican Voting (Annabelle Conroy)Philip Gould; Barbaric Traffic: Commerce and Antislavery in the Eighteenth-Century Atlantic World (William A. Pettigrew)Laurent Dubois; Avengers of the New World: The Story of the Haitian Revolution (Yvonne Fabella)Sibylle Fischer; Modernity Disavowed: Haiti and the Cultures of Slavery in the Age of Revolution (Ashli White)Philip D. Morgan, Sean Hawkins (eds.); Black Experience and the British Empire (James Walvin)Richard Smith; Jamaican Volunteers in the First World War: Race, Masculinity and the Development of National Consciousness (Linden Lewis)Muriel McAvoy; Sugar Baron: Manuel Rionda and the Fortunes of Pre-Castro Cuba (Richard Sicotte)Ned Sublette; Cuba and Its Music: From the First Drums to the Mambo (Pedro Pérez Sarduy)Frances Negrón-Muntaner; Boricua Pop: Puerto Ricans and the Latinization of American Culture (Halbert Barton)Gordon Rohlehr; A Scuffling of Islands: Essays on Calypso (Stephen Stuempfle)Shannon Dudley; Carnival Music in Trinidad: Experiencing Music, Expressing Culture (Donald R. Hill)Jean-Marc Terrine; La ronde des derniers maîtres de bèlè (Julian Gerstin)Alexander Alland, Jr.; Race in Mind: Race, IQ, and Other Racisms (Autumn Barrett)Livio Sansone; Blackness Without Ethnicity: Constructing Race in Brazil (Autumn Barrett)H.U.E. Thoden van Velzen, W. van Wetering; In the Shadow of the Oracle: Religion as Politics in a Suriname Maroon Society (George L. Huttar, Mary L. Huttar)In: New West Indian Guide / Nieuwe West-Indische Gids (NWIG), 80 (2006), no. 1 & 2

Maximilian C. Forte; Ruins of Absence, Presence of Caribs: (Post)Colonial Representations of Aboriginality in Trinidad and Tobago (Neil L. Whitehead)Nick Nesbitt; Voicing Memory: History and Subjectivity in French Caribbean Literature (H. Adlai Murdoch)Camilla Stevens; Family and Identity in Contemporary Cuban and Puerto Rican Drama (Lydia Platón)Jonathan Goldberg; Tempest in the Caribbean (Jerry Brotton)Michael Chanan; Cuban Cinema (Tamara L. Falicov)Gemma Tang Nain, Barbara Bailey (eds.); Gender Equality in the Caribbean: Reality or Illusion (A. Lynn Bolles)Ernesto Sagás, Sintia E. Molina (eds.); Dominican Migration: Transnational Perspectives (Rosemary Polanco)Christine M. Du Bois; Images of West Indian Immigrants in Mass Media: The Struggle for a Positive Ethnic Reputation (Dwaine Plaza)Luis Raúl Cámara Fuertes; The Phenomenon of Puerto Rican Voting (Annabelle Conroy)Philip Gould; Barbaric Traffic: Commerce and Antislavery in the Eighteenth-Century Atlantic World (William A. Pettigrew)Laurent Dubois; Avengers of the New World: The Story of the Haitian Revolution (Yvonne Fabella)Sibylle Fischer; Modernity Disavowed: Haiti and the Cultures of Slavery in the Age of Revolution (Ashli White)Philip D. Morgan, Sean Hawkins (eds.); Black Experience and the British Empire (James Walvin)Richard Smith; Jamaican Volunteers in the First World War: Race, Masculinity and the Development of National Consciousness (Linden Lewis)Muriel McAvoy; Sugar Baron: Manuel Rionda and the Fortunes of Pre-Castro Cuba (Richard Sicotte)Ned Sublette; Cuba and Its Music: From the First Drums to the Mambo (Pedro Pérez Sarduy)Frances Negrón-Muntaner; Boricua Pop: Puerto Ricans and the Latinization of American Culture (Halbert Barton)Gordon Rohlehr; A Scuffling of Islands: Essays on Calypso (Stephen Stuempfle)Shannon Dudley; Carnival Music in Trinidad: Experiencing Music, Expressing Culture (Donald R. Hill)Jean-Marc Terrine; La ronde des derniers maîtres de bèlè (Julian Gerstin)Alexander Alland, Jr.; Race in Mind: Race, IQ, and Other Racisms (Autumn Barrett)Livio Sansone; Blackness Without Ethnicity: Constructing Race in Brazil (Autumn Barrett)H.U.E. Thoden van Velzen, W. van Wetering; In the Shadow of the Oracle: Religion as Politics in a Suriname Maroon Society (George L. Huttar, Mary L. Huttar)In: New West Indian Guide / Nieuwe West-Indische Gids (NWIG), 80 (2006), no. 1 & 2

<p>As instituições de educação infantil são capazes de oferecer às crianças condições para a aprendizagem ocorra tanto nas brincadeiras como aquelas advindas de situações pedagógicas intencionais ou orientadas pelos adultos. No entanto, essas aprendizagens, de natureza diversa, ocorrem de maneira integrada no processo de desenvolvimento infantil. O presente artigo tem por objetivo central identificar a importância da utilização psicopedagógica do jogo na Educação Infantil. Os jogos correspondem às atividades lúdicas, intelectuais e afetivas. E, por serem atividades ricas e de grandes efeitos, eles estimulam a vida social, permitindo que as crianças estabeleçam relações de trocas de aprendizagens, constituindo-se métodos de ensino capazes de estimularem as habilidades nos processos de construção do conhecimento. Os jogos são excelentes recursos pedagógicos que o professor pode utilizar no processo ensino aprendizagem. Eles contribuem e enriquecem o desenvolvimento intelectual e social do educando. Tais recursos podem ser utilizados/trabalhados em todas as disciplinas. Contudo, exige-se que sejam adaptados aos conteúdos, à faixa etária e ao contexto, no qual estão inseridos os alunos. No presente artigo, procurou-se demonstrar que os jogos são recursos indispensáveis para o desenvolvimento do processo de ensino aprendizagem na educação infantil, pois os mesmo contribuem para o desenvolvimento cognitivo da criança. No que diz respeito à sua utilização numa intervenção psicopedagógica, esta pode ser tanto para a identificação da dificuldade de aprendizagem, quanto para o trabalho de superação dessa dificuldade, podendo assim, assumir um caráter preventivo ou curativo.</p><p> <strong><em>The</em></strong><strong><em> game and its psychopedagogic use in early childhood education</em></strong></p><p><strong>Abstract: </strong>The educational institutions are able to provide children with conditions for learning to occur in both those games as pedagogical situations arising from intentional or guided by adults. However, this kind of learning, different in nature, occurring in an integrated manner in the process of child development. This article aims to show the central importance of using psychopedagogical Game in Early Childhood Education. The games match play activities, intellectual and emotional. And because they are rich activities and great effects, they stimulate social life, allowing children to establish terms of trade apprenticeships, becoming teaching methods capable of stimulating skills in the processes of knowledge construction. The games are excellent teaching resources that teachers can use in the learning process. They contribute and enrich the intellectual and social development of the student. These resources can be used/worked in all disciplines. However, it is required that are adapted to content, age and the context in which students are placed. In this paper, it was shown that the games are essential resources for the development of teaching learning in early childhood education, because it contributes to the cognitive development of the child. With regard to its use in a psychopedagogical intervention, this can be both for the identification of learning disabilities, and to the work of overcoming this difficulty, and may thus play a preventive or curative.</p>

In the first installment of our In Dialogue section, we recognize the generations of scholars who have paved the way for literacy research, teaching, and activism committed to equity. We feature three of the field’s luminaries—Celia Genishi, Sonia Nieto, and Carol Lee—as each reflects on her professional journey as it intertwines with key moments in history. We begin with Celia Genishi’s recollection of the ways that her experience as a child speaker of Japanese in the United States during a period of pronounced state-sanctioned xenophobia led her to become a researcher of early childhood bilingual education. Next, Sonia Nieto recounts her own “political coming of age” and dedication to “inclusion, equity, and social justice” as she learned about the role of institutional racism in creating failure for Black and Puerto Rican children in New York City schools, where she herself was both a student and teacher. Finally, Carol Lee describes her own conceptual and methodological orientations, exemplified by her Cultural Modeling frameworkand idea of the “problem space,” in helping to create equitable learning conditions, particularly for students from nondominant backgrounds. All three of our featured essayists trace their professional commitments to their experiences as young people and educators in the US during times of tumult and change, to their own mentors, and to their ongoing relationships with colleaguesand students. Taken together, the essays serve as a powerful reminder of the importance of his-tory, place, and intergenerational learning as we imagine new directions for research and more just educational futures.

Latino cuisine has always been a part of American foodways, but the recent growth of a diverse Latino population in the form of documented and undocumented immigrants, refugees, and exiles has given rise to a pan-Latino food phenomenon. These various food cultures in the United States are expertly overviewed here together in depth for the first time. Many Mexican American, Cuban American, Puerto Ricans, Dominican American, and Central and South American communities in the United States are considered transnational because they actively participate in the economy, politics, and culture of both the United States and their countries of origin. The pan-Latino food culture that is emerging in the United States is also a transnational phenomenon that constantly nurtures and is nurtured by national and regional cuisines. They all combine in kaleidoscopic ways their shared gastronomic wealth of Spanish and Amerindian cuisines with different African, European and Asian culinary traditions. This book discusses the ongoing development of Latino food culture, giving special attention to how Latinos are adapting and transforming Latin American and international elements to create one of the most vibrant cuisines today. This is essential reading for crucial cultural insight into Latinos from all backgrounds. Readers will learn about the diverse elements of an evolving pan-Latino food culture-the history of the various groups and their foodstuffs, cooking, meals and eating habits, special occasions, and diet and health. Representative recipes and photos are interspersed in the essays. A chronology, glossary, resource guide, and bibliography make this a one-stop resource for every library.