Literatura científica selecionada sobre o tema "Postcolonialism – study and teaching"
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Artigos de revistas sobre o assunto "Postcolonialism – study and teaching"
Bahri, Deepika. "Marginally Off-Center: Postcolonialism in the Teaching Machine". College English 59, n.º 3 (março de 1997): 277. http://dx.doi.org/10.2307/378378.
Texto completo da fonteBahri, Deepika. "Marginally Off-Center: Postcolonialism in the Teaching Machine". College English 59, n.º 3 (1 de março de 1997): 277–98. http://dx.doi.org/10.58680/ce19973623.
Texto completo da fonteHourani, Rida Blaik. "Postcolonialism and ethnicity: does it matter to history teaching?" Social Identities 17, n.º 5 (15 de julho de 2011): 665–79. http://dx.doi.org/10.1080/13504630.2011.595207.
Texto completo da fonteDr. Kishan Swaroop Rana. "Exploring the Elements of Postcolonialism and its Exponents". Creative Launcher 6, n.º 5 (30 de dezembro de 2021): 44–52. http://dx.doi.org/10.53032/tcl.2021.6.5.06.
Texto completo da fonteFutaqi, Mirza Syauqi. "GENEALOGI KAJIAN PASCAKOLONIALISME DALAM KHAZANAH KRITIK SASTRA ARAB". LiNGUA: Jurnal Ilmu Bahasa dan Sastra 14, n.º 1 (29 de junho de 2019): 205–12. http://dx.doi.org/10.18860/ling.v14i1.6321.
Texto completo da fonteBondarenko, Dmitri M., Elena A. Googueva, Sergey N. Serov e Ekaterina V. Shakhbazyan. "Post-socialism Meets Postcolonialism". Anthropological Journal of European Cultures 18, n.º 2 (1 de setembro de 2009): 87–105. http://dx.doi.org/10.3167/ajec.2009.180206.
Texto completo da fonteCheyette, Bryan. "Postcolonialism and the Study of Anti-Semitism". American Historical Review 123, n.º 4 (1 de outubro de 2018): 1234–45. http://dx.doi.org/10.1093/ahr/rhy028.
Texto completo da fonteLazuardi, Pramudya, e Arido Laksono. "Mimicry, Ambivalence, and Hybridity of Lazlo Strange Character in Laini Taylor’s Strange the Dreamer". Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 5, n.º 3 (19 de agosto de 2021): 1–7. http://dx.doi.org/10.14710/culturalistics.v5i3.12745.
Texto completo da fonteAltschul, Nadia R. "Postcolonialism and the Study of the Middle Ages". History Compass 6, n.º 2 (março de 2008): 588–606. http://dx.doi.org/10.1111/j.1478-0542.2008.00510.x.
Texto completo da fonteBarboza Núñez, Esteban. "Del enclave a la metrópolis: algunos problemas de la crítica poscolonial contemporánea". LETRAS, n.º 44 (22 de julho de 2008): 225–37. http://dx.doi.org/10.15359/rl.2-44.12.
Texto completo da fonteTeses / dissertações sobre o assunto "Postcolonialism – study and teaching"
Signell, Andreas. "An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject". Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
Texto completo da fonteBoada-Montagut, Irene. "'Women write black' : a comparative study of contemporary Irish and Catalan short stories". Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263244.
Texto completo da fonteOdenmo, Emma. "Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism". Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.
Texto completo da fonteA comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.
Alrawashdeh, Abeer Aser. "A comparative study of selected Arab and South Asian colonial and postcolonial literature". Thesis, Swansea University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678267.
Texto completo da fonteNÓBREGA, Mônica Leite da. "Literatura em sala de aula: sequência didática para o 9º ano com o gênero romance". Universidade Federal de Campina Grande, 2018. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1520.
Texto completo da fonteMade available in DSpace on 2018-08-21T18:52:45Z (GMT). No. of bitstreams: 1 MÔNICA LEITE DA NOBREGA - DISSERTAÇÃO PREFLETRAS 2018.pdf: 2275274 bytes, checksum: 33e391de6a22a762410b5062699e12a1 (MD5)
Capes
São inúmeras, no contexto educacional, as publicações que versam sobre o ensino de literatura nas escolas. Trata-se de um número que reflete um desafio e, portanto, uma preocupação de boa parte dos educadores: a formação do leitor literário crítico. Estaríamos nós, educadores, realizando eficiente mediação para formação de alunos leitores de literatura? Como podemos agir, em sala de aula, para promover o letramento literário? Com base nessas inquietações, procuraremos, à luz de teóricos diversos, buscar alternativas metodológicas para guiar o nosso trabalho em sala de aula, visando (re)significar o contexto da ação docente, com vista a formação leitora do aluno. Dessa forma, esta dissertação busca analisar as teorias que circulam sobre o ensino de literatura, mais especificamente sobre a leitura literária na escola; reconhecer, à luz da Linguística Aplicada e dos pressupostos da crítica pós-colonialista, a importância da obra trabalhada para a promoção do letramento em sala de aula e apresentar, de acordo com os postulados de Cosson (2014), uma sequência básica para turmas de 9º ano do ensino fundamental, a partir de uma adaptação do romance Jane Eyre (1847), da escritora inglesa Charlotte Brontë. Para tanto, o aporte teórico conta com os postulados de Cosson (2014), Colomer (2007), Zilberman (2012) e Terra (2014), principalmente. No tocante à Linguística Aplicada e ao pós-colonialismo, nos fundamentamos em Moita-Lopes (2006), Dias (2011), Bonnici (2000 e 2005), Said (1994 e 2003), Kanavillil Rajagopalan (2013) e Hall (1996). Acredita-se que a proposta de intervenção aqui apresentada possa contribuir para o trabalho com textos literários. Pretende-se, acima de tudo, desconstruir alguns (pré)conceitos ainda arraigados no discurso de muitos professores, uma vez que a proposta prevê o descortinamento de questões coloniais e pós-coloniais que o texto-base da sequência didática enseja.
There are many publications in the educational context that deal with the teaching of literature. They show a challenge and, therefore, a concern of many teachers: the formation of literary readers. In this perspective, a professional of this área could ask himself/herself: would us teachers be efficient mediators in this process of forming critical readers of literature? How could we act in classes to promote literary literacy? Based on these questions and in many scholars, this research aims at finding methodological alternatives to guide teachers work as an attempt to give new meanings to the context of teachers practices, in order to help the development of students’ reading skills. Thus, this dissertation analyzes theories about teaching literature, especially about literary reading in the school context; to recognize, according to Applied Linguistics views and Postcolonialist theories, the novel that will guide our proposal of developing of literary literacy in school, according to Cosson (2014), which is a basic didatic sequence for students of the Brazilian 9th grade school year, having as the main text, the novel Jane Eyre (1847), by the English writer Charlotte Brontë. For such an enterprise, the theoreticall support will come from Cosson (2014), Colomer (2007), Zilberman (2012) and Terra (2014), among others. In relation to Applied Linguistics and Postcolonialim, Moita-Lopes (2006), Dias (2011), Bonnici (2000 e 2005), Said (1994 e 2003), Kanavillil Rajagopalan (2013) and Hall (1996). We believe that the intervention proposal here presented will be a decisive tool for the work with literary texts that can help readers (teachers and students) deconstruct some preconcepts and prejudices still present in their discourses, since we will unveil colonial and postcolonial issues that the main text bring into light.
Kennedy, Lisa. "“Find your favourite Frida!” -A sociological study of the commodified faces of Frida Kahlo". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92487.
Texto completo da fonteMunkler, Anna. "Seeking their place in the sun : A case study on the self-perception of German tourists in postcolonial Namibia". Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42810.
Texto completo da fonteAllen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.
Texto completo da fonteHuovinen, Nina. "Can Postcolonialism and Neoliberalism Reveal All? : Understanding Celebrity Humanitarianism through a Case Study on Rihanna and Fenty Beauty". Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41092.
Texto completo da fonteGjörloff, Per M., e Robert Gustafsson. "The Hidden Game : A comparative study on rugby and soccer in modern South African society". Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29236.
Texto completo da fonteLivros sobre o assunto "Postcolonialism – study and teaching"
Castro-Gómez, Santiago. La poscolonialidad explicada a los niños. Popayán: Editorial Universidad del Cauca, 2005.
Encontre o texto completo da fonteCastro-Gómez, Santiago. La poscolonialidad explicada a los niños. Popayán: Editorial Universidad del Cauca, 2005.
Encontre o texto completo da fonteBartleby, Collettivo, ed. Saperi in polvere: Una introduzione agli studi culturali e postcoloniali. Verona: Ombre corte, 2012.
Encontre o texto completo da fonteZine, Magubane, ed. Postmodernism, postcoloniality, and African studies. Trenton NJ: Africa World Press, 2004.
Encontre o texto completo da fonteChen, Kuan-Hsing. Asia as method: Toward deimperialization. Durham [NC]: Duke University Press, 2010.
Encontre o texto completo da fonte1961-, Isomae Junʾichi, e Asad Talal, eds. Shūkyō o katarinaosu: Kindaiteki kategorī no saikō. Tōkyō: Misuzu Shobō, 2006.
Encontre o texto completo da fonteChen, Kuan-Hsing. Asia as method: Toward deimperialization. Durham [NC]: Duke University Press, 2010.
Encontre o texto completo da fonte1955-, Febel Gisela, ed. Zwischen Kontakt und Konflikt: Perspektiven der Postkolonialismus-Forschung. Trier: WVT, Wissenschaftlicher Verlag Trier, 2006.
Encontre o texto completo da fonteDie Bildung der A_n_d_e_r_e_n durch Kunst: Eine postkoloniale und feministische historische Kartierung der Kunstvermittlung. Wien: Zaglossus, 2019.
Encontre o texto completo da fonteSpivak and postcolonialism: Exploring allegations of textuality. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Postcolonialism – study and teaching"
Cheyette, Bryan. "Postcolonialism". In Key Concepts in the Study of Antisemitism, 229–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51658-1_18.
Texto completo da fonteLee, Amy, Robert Poch, Mary Katherine O'Brien e Catherine Solheim. "Case Study". In Teaching Interculturally, 77–98. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-7.
Texto completo da fonteLee, Amy, Robert Poch, Mary Katherine O'Brien e Catherine Solheim. "Case Study: Bob". In Teaching Interculturally, 49–76. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447399-6.
Texto completo da fonteIkpeze, Chinwe H. "Self-Study". In Teaching across Cultures, 13–28. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.
Texto completo da fonteLeland, Christine H., Mitzi Lewison e Jerome C. Harste. "Language Study". In Teaching Children's Literature, 99–120. 3a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003246947-5.
Texto completo da fonteLeland, Christine H., Mitzi Lewison e Jerome C. Harste. "Language Study". In Teaching Children's Literature, 97–116. Second Edition. | New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269627-5.
Texto completo da fonteBlock, Alan A. "Study and Benevolence". In Ethics and Teaching, 135–56. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230619777_7.
Texto completo da fonteSemenza, Gregory M. Colón. "Teaching". In Graduate Study for the Twenty-First Century, 102–34. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979346_7.
Texto completo da fonteSemenza, Gregory M. Colón. "Teaching". In Graduate Study for the Twenty-First Century, 116–48. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230105805_7.
Texto completo da fonteKullberg, Angelika, Åke Ingerman e Ference Marton. "Learning Study". In Planning and Analyzing Teaching, 30–41. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003194903-4.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Postcolonialism – study and teaching"
Rustum, Rabee. "Teaching hydrology: A case study of teaching and learning". In 2018 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2018. http://dx.doi.org/10.1109/icaset.2018.8376913.
Texto completo da fontePark, Eunil, Ki Joon Kim e Angel P. del Pobil. "Is Teaching-Robot Possible?: Practical Study for Teaching-Robot". In Robotics and Applications. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.747-029.
Texto completo da fonteGiudici, M., e thestudents of the Laboratory of Earth Physics. "Teaching geophysics: A "case study". In 3rd EEGS Meeting. European Association of Geoscientists & Engineers, 1997. http://dx.doi.org/10.3997/2214-4609.201407380.
Texto completo da fonteFan Zhang, Chen Yang e Yuan Zhu. "A study of CAID teaching". In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730708.
Texto completo da fonteLu, Sun. "Study on Business English Teaching". In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.188.
Texto completo da fonteFan, Yiting. "Study on Penetration Aesthetic Teaching Method of College PE Teaching". In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.220.
Texto completo da fonteTian, PinJing. "Study of intelligent voice teaching aid system in English Teaching". In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.
Texto completo da fonteFan, Yuting, e Yang Luo. "Empirical Study of English Teaching Model Based on Flipped Teaching". In 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.199.
Texto completo da fonteLiu, Kai, Zhen Xu e Jun Zhang. "Study on Teaching Reform of Professional Core Curriculums in Teaching Elements". In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.658.
Texto completo da fonteBaoqin, Li. "Study on Middle Vocational Chinese Teaching and Professional Course Teaching Practice". In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iemb-14.2014.76.
Texto completo da fonteRelatórios de organizações sobre o assunto "Postcolonialism – study and teaching"
Heuer, Sarah. A case study method for teaching bioethics. Ames (Iowa): Iowa State University, janeiro de 2008. http://dx.doi.org/10.31274/cc-20240624-14.
Texto completo da fonteClayton, Jessica Ridgway, Leslie Davis Burns, Lorynn Divita e Sheng Lu. Case Study Teaching Method: Bringing Concepts to Life. Ames (Iowa): Iowa State University. Library, janeiro de 2019. http://dx.doi.org/10.31274/itaa.8294.
Texto completo da fonteCannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, julho de 2020. http://dx.doi.org/10.53593/n3314a.
Texto completo da fonteRay, Suparna. Case study from a Graduate Teaching Assistant workshop. Bristol, UK: The Economics Network, dezembro de 2012. http://dx.doi.org/10.53593/n2275a.
Texto completo da fonteGehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, novembro de 1985. http://dx.doi.org/10.21236/ada164827.
Texto completo da fonteGirardi, Gherardo. Extended Case Study: Teaching and learning economics through cinema. Bristol, UK: The Economics Network, fevereiro de 2008. http://dx.doi.org/10.53593/n178a.
Texto completo da fonteМоісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний e Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, setembro de 2023. http://dx.doi.org/10.31812/123456789/8486.
Texto completo da fonteBell, Chelsea, Li-Fen Anny Chang, Marian O'Rourke-Kaplan, Janie Stidham, Charles Edward Freeman, Lisa McRoberts, Melanie Carrico e Linda Ohrn-McDaniel. Teaching design research through practice: a pilot study for collaborative exploration. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-877.
Texto completo da fonteKlampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.3261.
Texto completo da fonteBrouwer, Frank. Extended Case Study: Teaching of Economics to European Studies & Language Students. Bristol, UK: The Economics Network, março de 2004. http://dx.doi.org/10.53593/n157a.
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