Horror body as a bodily manifestation of visibility: 87 ore by Costanza Quatriglio

Abstract Taking as a starting point the recent surge in film and television narratives constructed around and by surveillance technologies, as a metaphor of an omnipotent observation and dystopian motif in narrating a political and cultural change, this article aims to probe how surveillance movies suggest complex phenomenological dynamics in the relationships between body and device. While recent contributions on surveillance films (Kammerer 2004) focus on the practice of body control as a narrative mode, as an image and a show (Léfait 2013; Zimmer 2015), recent sociological contributions on surveillance recognize the destruction and annihilation of body placed under the aegis of the Great Eye (Haggerty 2011; Murakami Wood 2011). This article examines Costanza Quatriglio's film 87 ore: Gli ultimi giorni di Francesco Mastrogiovanni (2015) to describe the transition from bodies as narrative object to de-naturalizing the human body. The film narrates the night of 4 August 2009 when Mastrogiovanni, a 58-year-old primary school teacher, dies after 87 hours of agony following imprisonment. The film, in the canon of 'reality cinema', consists of 75 minutes of mechanical images recorded from above.

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Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

Education Sciences ◽

10.3390/educsci10120388 ◽

2020 ◽

Vol 10 (12) ◽

pp. 388

Author(s):

André Freitas ◽

Fátima Pereira ◽

Paulo Nogueira

Keyword(s):

Life History ◽

Primary School ◽

Lived Experiences ◽

Primary Schools ◽

Arts Education ◽

School Teacher ◽

Expressive Arts ◽

Primary School Teacher ◽

Research Approach ◽

Starting Point

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.

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Different Ways of Conceptualizing Mathematical Content for Prospective Primary School Teachers

International Journal of Smart Education and Urban Society ◽

10.4018/ijseus.2021010105 ◽

2021 ◽

Vol 12 (1) ◽

pp. 61-68

Author(s):

Xhevdet Thaqi ◽

Ana Isabel Rodríguez Valladares ◽

Ekrem Aljimi

Keyword(s):

Teacher Training ◽

Primary School ◽

Prospective Teachers ◽

Mathematical Knowledge ◽

School Teacher ◽

Point Of View ◽

Primary School Teacher ◽

Mathematical Content ◽

Starting Point ◽

Study Programs

Changes in today society and in the development of technology demand a greater interest in mathematical knowledge in education and didactic research on professional work. Recent research seems to confirm that mathematics is still under-worked. This is the starting point from which the interest in studying the mathematical knowledge is necessary for the professional development of perspective primary school mathematics teachers arises. The study of mathematics curricula for the training of prospective teachers in different universities and their historical evolution will provide those with necessary criteria to organize, formulate, and develop the mathematical content of this didactic point of view and to establish the diagnosis of the systematic and the subsequent intervention in the teacher training institutions. According to the recommendations of the researches and other scientific events, the basic concepts and properties of mathematics should be included in the curricula of study programs for primary school teacher training.

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Distance learning in primary school: opportunities and specifics of implementation

Pedagogìčnij časopis Volinì ◽

10.29038/2415-8143-2020-01-91-98 ◽

2020 ◽

Vol 1(16) (2020) ◽

pp. 91-98

Author(s):

Oksana Yastrub ◽

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Keyword(s):

Distance Learning ◽

Primary School ◽

Online Courses ◽

School Teacher ◽

Educational Process ◽

Primary School Teacher ◽

School Students ◽

Online Mode ◽

Teachers And Students ◽

Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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