The Textual Production of Black Affect

2021 ◽  
pp. 25-53
Keyword(s):  
Textual Production

Holy Rus´

2018 ◽  
Author(s):  
Andrew Kahn ◽  
Mark Lipovetsky ◽  
Irina Reyfman ◽  
Stephanie Sandler
Keyword(s):  
Core Beliefs ◽  
Manuscript Culture ◽  
Textual Production ◽  
Wide Range ◽  
Monastic Life

This chapter discusses how texts established and perpetuated a link between the spiritual grace of Kievan and Northern Rus′ and monastic life. Hagiography, homily, and prayers, written in the monasteries and incorporated into local collections, helped disseminate core beliefs about the conversion of Vladimir in Kiev and an indelible link between the territory of Rus′—already seen as a magical place in folklore—and the Orthodox faith. The chapter charts the types of national and individual stories told in the literature. Textual production remained based in monasteries and stable as a manuscript culture, but new styles of writing altered and enhanced the rhetorical character of a wide range of forms, including, hagiography, legends, tales of miracles and holy fools, and sermons.

Textual Studies

2021 ◽  
Author(s):  
Mark Byron
Keyword(s):  
Family Relationships ◽  
18Th Century ◽  
Textual Criticism ◽  
Oral Traditions ◽  
Linguistic Community ◽  
Textual Studies ◽  
Literary Works ◽  
University Departments ◽  
Textual Production ◽  
The Status

Textual studies describes a range of fields and methodologies that evaluate how texts are constituted both physically and conceptually, document how they are preserved, copied, and circulated, and propose ways in which they might be edited to minimize error and maximize the text’s integrity. The vast temporal reach of the history of textuality—from oral traditions spanning thousands of years and written forms dating from the 4th millenium bce to printed and digital text forms—is matched by its geographical range covering every linguistic community around the globe. Methods of evaluating material text-bearing documents and the reliability of their written or printed content stem from antiquity, often paying closest attention to sacred texts as well as to legal documents and literary works that helped form linguistic and social group identity. With the incarnation of the printing press in the early modern West, the rapid reproduction of text matter in large quantities had the effect of corrupting many texts with printing errors as well as providing the technical means of correcting such errors more cheaply and quickly than in the preceding scribal culture. From the 18th century, techniques of textual criticism were developed to attempt systematic correction of textual error, again with an emphasis on scriptural and classical texts. This “golden age of philology” slowly widened its range to consider such foundational medieval texts as Dante’s Commedia as well as, in time, modern vernacular literature. The technique of stemmatic analysis—the establishment of family relationships between existing documents of a text—provided the means for scholars to choose between copies of a work in the pursuit of accuracy. In the absence of original documents (manuscripts in the hand of Aristotle or the four Evangelists, for example) the choice between existing versions of a text were often made eclectically—that is, drawing on multiple versions—and thus were subject to such considerations as the historic range and geographical diffusion of documents, the systematic identification of common scribal errors, and matters of translation. As the study of modern languages and literatures consolidated into modern university departments in the later 19th century, new techniques emerged with the aim of providing reliable literary texts free from obvious error. This aim had in common with the preceding philological tradition the belief that what a text means—discovered in the practice of hermeneutics—was contingent on what the text states—established by an accurate textual record that eliminates error by means of textual criticism. The methods of textual criticism took several paths through the 20th century: the Anglophone tradition centered on editing Shakespeare’s works by drawing on the earliest available documents—the printed Quartos and Folios—developing into the Greg–Bowers–Tanselle copy-text “tradition” which was then deployed as a method by which to edit later texts. The status of variants in modern literary works with multiple authorial manuscripts—not to mention the existence of competing versions of several of Shakespeare’s plays—complicated matters sufficiently that editors looked to alternate editorial models. Genetic editorial methods draw in part on German editorial techniques, collating all existing manuscripts and printed texts of a work in order to provide a record of its composition process, including epigenetic processes following publication. The French methods of critique génétique also place the documentary record at the center, where the dossier is given priority over any one printed edition, and poststructuralist theory is used to examine the process of “textual invention.” The inherently social aspects of textual production—the author’s interaction with agents, censors, publishers, and printers and the way these interactions shape the content and presentation of the text—have reconceived how textual authority and variation are understood in the social and economic contexts of publication. And, finally, the advent of digital publication platforms has given rise to new developments in the presentation of textual editions and manuscript documents, displacing copy-text editing in some fields such as modernism studies in favor of genetic or synoptic models of composition and textual production.

scholarly journals Contribuições do enfoque ciência tecnologia e sociedade em um projeto de ensino: um caminho para o consumo sustentável

2021 ◽  
Vol 14 (2) ◽  
pp. 285-298
Author(s):  
Darling Katiuscia de Goes Borges ◽  
Sidilene Aquino de Farias ◽  
Katiuscia Dos Santos de Souza
Keyword(s):  
Waste Recycling ◽  
Public Institution ◽  
Oral Exposure ◽  
First Year ◽  
First Year Students ◽  
Textual Production ◽  
Chemical Concepts ◽  
Qualitative Nature ◽  
Solid Waste Recycling ◽  
The City

In the Education context, the focus of Science, Technology and Society (STS) allows researchers with social, political and environmental nature themes, among others, which involve the active participation in the human being in face of society problems, in the sense of reflect, criticize and act. Therefore, the aim of this work was to develop conceptual and atheist learning based on the urban garbage theme in an intervention project with activities involving sustainability, reuse, consumerism and responsibilities. The research had a qualitative nature based on action research principles, developed by the pedagogy of projects, with the participation of thirteen (13) high school first year students from a public institution located in the city of Manaus-AM, the students were all volunteers. Data collection occurred through questionnaires, textual production, discussions and oral exposure and then they were qualitatively analyzed in an exploratory way. The results revealed that the students presented signs of conceptual understanding of the theme related terms, such as: garbage, solid waste, recycling and reuse, then sought to draw associations with chemical concepts and to propose environmental issues solutions using sustainability and social responsibilities. The students showed sensitivity regarding the theme and were willing to change their attitudes towards the problem.

scholarly journals DESENVOLVENDO AS CAPACIDADES DE LINGUAGEM NA PRODUÇÃO DO GÊNERO DE HISTÓRIA EM QUADRINHOS (HQS)

2018 ◽  
Vol 3 (2) ◽  
pp. 437-444
Author(s):  
Thiago Silva e Silva ◽  
Áustria Rodrigues Brito
Keyword(s):  
Comic Books ◽  
Language Skills ◽  
Theoretical Studies ◽  
Language Abilities ◽  
Textual Production ◽  
Text Production ◽  
8Th Grade

Resumo: Com ênfase no desenvolvimento das capacidades de linguagem requeridas no momento de produção de um texto, o presente artigo pretende analisar, quantitativa e qualitativamente, os avanços nas produções textuais no gênero história em quadrinhos (HQs), de doze alunos da 8ª série, turma vespertina, de uma escola municipal de Barra do Corda – MA, as quais foram produzidas pelos referidos discentes durante a pesquisa realizada, entre agosto e dezembro de 2016, no âmbito do Programa de Mestrado Profissional em Letras (PROFLETRAS), ofertado pela Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). Tal pesquisa, embasada nos estudos teóricos de Bakhtin (2011), Gonçalves (2010), Mendonça (2010), Dolz, Noverraz e Schneuwly (2004), entre outros, aplicou uma Sequência Didática (SD) elaborada a partir das dificuldades dos alunos partícipes da pesquisa identificadas na produção inicial (T1), onde ao longo da SD, foram propostas, após a execução dos módulos que a compunham, mais duas reescritas da T1. As análises aqui presentes indicam que, após as intervenções, houve avanço substancial na produção textual dos alunos pesquisados no tocante às capacidades de ação, discursivas e linguístico-discursivas.Palavras-chave: Capacidades de linguagem. História em quadrinhos. Produção textual. Abstract: With the emphasis on the development of the language abilities required at the time of producing a text, this article intends to analyze, quantitatively and qualitatively, the advances in the production of texts in the genre comics (HQs), of twelve students of the 8th grade, which were produced by the mentioned students during the survey conducted between August and December 2016, within the scope of the professional master 's program in Literature (PROFLETRAS), offered by Federal University of Southern and Southeastern Pará (UNIFESSPA). This research, which was based on the theoretical studies of Bakhtin (2011), Gonçalves (2010), Mendonça (2010), Dolz, Noverraz and Schneuwly (2004), among others, applied a Didactic Sequence students who participated in the research identified in the initial production (T1), where they were proposed, after the execution of the modules that composed it, two more rescripts of T1. The present analyzes indicate that, after the interventions, there was a substantial advance in the textual production of the students researched in terms of the capacities of action, discursive and linguistic-discursive.Keywords: Language skills. Comic books. Text production.

scholarly journals Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica / Textual production and authorship in virtual learning environment: a dialogical writing

2017 ◽  
Vol 10 (2) ◽  
pp. 308-323
Author(s):  
Claudemir Sousa
Keyword(s):  
Learning Environment ◽  
Mikhail Bakhtin ◽  
Virtual Learning ◽  
Sao Paulo ◽  
Virtual Learning Environment ◽  
São Paulo ◽  
Textual Production ◽  
Technological Tools ◽  
The Impact ◽  
The Relationship

RESUMO: As possibilidades oferecidas pelas ferramentas tecnológicas para a produção de texto afetam sobremaneira a concepção que temos de escrita e de autoria. Neste artigo, objetivamos discutir uma concepção dialógica de escrita e de autoria, tendo como objeto de análise uma interação virtual escrita realizada por estudantes de uma universidade pública do estado de São Paulo. Essa discussão está ancorada nos pressupostos teóricos de Mikhail Bakhtin e seus interlocutores contemporâneos acerca das categorias teóricas autor e dialogismo, bem como em estudos sobre os impactos do uso de ferramentas tecnológicas na produção textual para a relação com a escrita e a autoria, sobretudo em Ambientes Virtuais de Aprendizagem. Concluímos que a escrita no Ambiente Virtual de Aprendizagem ocorre em um processo dialógico entre alunos, professor(es) e textos outros, havendo convergências ou divergências quando os alunos assumem o lugar de autor que organiza vozes.PALAVRAS-CHAVE: escrita; autoria; dialogismo; ambiente virtual de aprendizagem.ABSTRACT: The possibilities offered by the technological tools for the production of text greatly affect the conception we have of writing and authorship. In this article, we aim at discussing a dialogical conception of writing and authorship, by analyzing a virtual written interaction made by students of a public university in the state of São Paulo. This discussion is anchored in the theoretical assumptions of Mikhail Bakhtin and his contemporary interlocutors about the theoretical categories of author and dialogism, as well as on studies about the impact of the use of technological tools in textual production on the relationship with writing and the authorship, especially in virtual learning environments. We conclude that writing in the Virtual Learning Environment occurs in a dialogical process between students, teacher(s) and other texts, occurring convergences or divergences when students take the place of author who organizes voices.KEYWORDS: writing; authorship; dialogism; virtual learning environment.

scholarly journals Macro and micropolitics recontextualization of an integrated curriculum: experienced itinerary in nursing undergraduate

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Elaine Cristina Dias Franco ◽  
Amanda Nathale Soares ◽  
Maria Flávia Gazzinelli
Keyword(s):  
Critical Discourse Analysis ◽  
Integrated Curriculum ◽  
Single Case ◽  
Structured Interview ◽  
Policy Cycle ◽  
Systematic Observation ◽  
Training Experience ◽  
Daily Lives ◽  
Textual Production ◽  
Documentary Analysis

Abstract Aim: To analyze the process of recontextualization of an integrated curriculum of Nursing Undergraduate Program. Method: Qualitative research, of a single case study, developed through documentary analysis, systematic observation and a semi-structured interview with nine teachers. Analysis of data by Critical Discourse Analysis. Results: The process of recontextualizing an integrated curriculum in the contexts of the Policy Cycle reveals that, in the Context of Influence and Textual Production, the curriculum is the result of a bricolage of educational policies, health policies and experiences of other institutions. Conclusion: Fragilities related to the organization of the modular structure and the teacher's close approximation to the Textual Production Context of the curriculum, associated to the training experience, favor the recontextualization of the curricular proposal when it is translated into the Context of Practice. It is necessary to institute strategies that integrate teacher education into their daily lives in curricular policies.

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