scholarly journals Sobre a Natureza dos Contos de Fadas

Literartes ◽  
2020 ◽  
Vol 1 (12) ◽  
pp. 44-70
Author(s):  
Paulo César Ribeiro Filho

A 12ª edição da Revista Literartes, segundo número dedicado a reflexões artísticas, teóricas e críticas acerca do maravilhoso feérico em seus múltiplos suportes e mídias, tem o prazer de entrevistar uma das maiores referências mundiais em termos de pesquisa sobre o conto de fadas: Ruth Bottigheimer, docente junto ao Departamento de Análises Culturais e Teoria da Universidade Pública de Nova York em Stony Brook.             Ruth dedicou grande parte de sua formação acadêmica a áreas como Língua e Literatura Germânica, História Medieval, História da Ilustração e História da Bíblia. Formou-se na Universidade de Berkeley, Califórnia, na Universidade de Munique e no Colégio Universitário de Londres. Ao longo de mais de cinquenta anos de magistério, ministrou aulas nas Universidades de Viena, Princeton e Califórnia. É membro da Sociedade Internacional de Pesquisa em Narrativas Folclóricas e da Associação de Literatura Infantil, entre outras.             Entre suas principais obras, destacam-se: Grimm’s Bad Girls and Bold Boys: The Moral and Social Vision of the Tales (“As Meninas Más e os Garotos Durões de Grimm: A Visão Moral e Social dos Contos”, Yale University Press, 1987), Fairy Tales and Society: Illusion, Allusion and Paradigm (“Contos de Fadas e Sociedade: Ilusão, Alusão e Paradigma”, University of Pennsylvania Press, 1987), Fairy Godfather: Straparola, Venice, and the Fairy Tale Tradition (“O Padrinho das Fadas: Straparola, Veneza e a Tradição dos Contos de Fadas”, University of Pennsylvania Press, 2002), Fairy Tales: A New History (“Contos de Fadas: Uma Nova História”, State University of New York Press, 2009), Fairy Tales Framed: Early Forewords, Afterwords, and Critical Words (“Contos de Fadas em Moldura: Prefácios, Posfácios e Notas Críticas”, State University of New York Press, 2012) e Magic Tales and Fairy Tale Magic from Ancient Egypt to the Italian Renaissance (“Contos de Magia e a Magia dos Contos de Fadas do Antigo Egito à Renascença Italiana”, Palgrave Macmillan, 2014).             Nesta entrevista, exploramos temas como a história do conto de fadas, as fontes modelares do gênero e os contos de fadas de autoria feminina, convidando nossos leitores a refletirem sobre as mais recentes descobertas feitas nesse campo de estudos.

2011 ◽  
pp. 1223-1230
Author(s):  
Diane Chapman

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and John Hopkins University, were offering these nontraditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.


Author(s):  
Diane D. Chapman

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technologydriven. However, it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.


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