MEDIAÇÃO CULTURAL E ARTE/EDUCAÇÃO NÃO-FORMAL NA CAFUA DAS MERCÊS = CULTURAL MEDIATION AND NON-FORMAL ART / EDUCATION IN CAFUA DAS MERCÊS

O artigo objetiva a reflexão sobre educação não-formal em espaço museológico, no sentido de desenvolver habilidades de leitura de imagens, contextualizando-as e, elaborar propostas poéticas embasadas na educação museal (não-formal) e arte/educação por meio da mediação cultural no Museu Cafua das Mercês (Museu do Negro).Tem por finalidade descrever a proposição de práticas educacionais não-formais em mediação cultural na Cafua das Mercês, integrante do complexo MHAM (Museu Artístico e Histórico do Maranhão) embasando-se na educação museal e arte/educação. A educação não-formal contribui para o crescimento cognitivo, emocional e social dos indivíduos como sujeitos de pertencimento identitário, como o que preconiza a Lei n.10.639/2003 sobre o ensino de história e cultura afro-brasileira e africana. Utilizou-se como aporte teórico, Barbosa (2009), tendo o museu como melhor possibilidade de aprendizagem do que a escola; Gohn (2015), ensino de arte não-formal; Selbach (2010), didáticas do ensino de arte; Cury (2005); Chagas (2005), espaços museológicos e a legislação pertinente ao tema. A proposição metodológica é a de realizar-se visitas mediadas aos museus e a produção de reflexão crítica por parte dos educandos e docentes. Espera-se que a partir das visitas ao Museu do Negro, haja ressignificação da visão quanto ao escravizado.AbstractThe article aims to reflect on non-formal education in a museum space, in order to develop skills in reading images, contextualizing them and developing poeticproposals based on museum education (non-formal) and art/education throughcultural mediation in the Cafua das Mercês Museum (Negro Museum). Its purpose is to describe the proposition of non-formal educational practices in cultural mediation in Cafua das Mercês, part of the MHAM complex (Artistic and Historical Museum of Maranhão) based on museum education and art/education. Non-formal education contributes to the cognitive, emotional and social growth of individuals as subjects of identity belonging, as advocated by Law n.10.639/2003 on the teaching of AfroBrazilian and African history and culture. It was used as theoretical support, Barbosa (2009), with the museum as a better learning possibility than the school; Gohn (2015), non-formal art teaching; Selbach (2010), didactics of art education; Cury (2005); Chagas (2005), museum spaces and legislation relevant to the theme. The methodological proposition is to carry out mediated visits to museums and the production of critical reflection by students and teachers. It is expected that from the visits to the Museu do Negro, there will be a redefinition of the vision regarding the enslaved.

„Wie ist das denn in deinem Heimatland?“ Kommunikative Muster invektiver Kulturvergleiche im Orientierungskurs

The German Orientation Course is considered as one of the most important measures of integration policy in Germany. It is a mandatory German language and cultural course dedicated to refugees and immigrants. It aims to provide knowledge about the German political system and certain ‘cultural’ German values. This article examines the Orientation Course as an intercultural encounter, as a place which is institutionally and politically framed and also as a hierarchically didactic arena where cultural mediation takes place. It illustrates also how invective communication happens through the establishment of certain communicative patterns which can degrade or disparage social groups. Based on participatory observation in the Orientation Course using the Genre Analysis, this article argues in which ways these communicative patterns can affect the social order and unite or shape groups.

Mediation of an Advertising Document with the Aim of Sensitize to the Other

The article is dedicated to the mediation of advertising documents as authentic documents that make it possible to reconcile the teaching/learning of language and culture in the language classroom. First, the research is done on the (inter)cultural potential of French and Ukrainian media advertising. Secondly, mediation is examined as a language activity that allows for a better understanding of the text and concepts of the advertisement, thus making learners aware of the culture of the Other. Moreover, cultural mediation is studied as one of the components of intercultural communication competence being indispensable for effective communication between representatives of different cultures. Four stages of mediation aimed at the development of intercultural awareness of Ukrainian students are proposed. Following the announced steps and objectives, two tracks of mediation of two types of advertising documents, printed and televised, are presented, where the mediation is carried out at three levels: iconic, linguistic and symbolic. Thus, cultural mediation, being an indispensable component of intercultural communication competence, is an essential means of preparing the learner for effective communication with representatives of other cultures.

On Semantic Equivalence, In Translations of the Book of Proverbs: A Case Study

The topic of this paper covers one of the mysterious and fascinating topics of biblical study, specifically biblical proverbs. The paper is primarily devoted to outlining translation equivalents of semantic parallelism across two languages – English and Armenian. By employing the method of comparing cultural values, are outlined the architecture of semantic parallelism and the role of translator as an agent of cultural mediation in regard to translation of biblical proverbs.

Awkward Betweenness and Reluctant Metamorphosis: Eileen Chang’s Self-Translation

This article studies Eileen Chang’s (1920-1995)’s self-translation as a cultural mediation between two worlds. Different from the previous studies which either focus mainly on a single work or interpret from the perspective of Sinophone studies, this article presents a relatively inclusive view of Chang’s self-translation by contrasting her practices in the 1940s with that of the post-1950s, examining the changing Skopos that dictates how she conducted and metamorphosized her self-translations and the paradoxical relationship between her writings and her self-translations. In today’s heterotopic world where cultures converge, intersect, and interact in a multitude of ways and places, Chang’s self-translation and rewriting presents less as a study of the schizophrenically divided world but more as a study of metamorphosis, transition, and hybridity across borders.

The Annihilation of Space: A Bad (Historical) Concept

This article is a reminder that the concept of ‘annihilation of space’ or ‘spatial compression’, often used as a shorthand for referring to the cultural or economic consequences of industrial mobility, has a long intellectual history. The concept thus comes loaded with a specific outlook on the experience of modernity, which is – I argue – unsuitable for any cultural or social history of space. This article outlines the etymology of the concept and shows: first, that the historical phenomena it pretends to describe are too complex for such a simplistic signpost; and, second, that the term is never a neutral descriptor but always an engagement with a form of historical and cultural mediation on the nature of modernity in relation to space. In both cases this term obfuscates more than it reveals. As a counter-example, I look at the effect of the railways on popular representations of space and conclude that postmodern geography is a relative dead end for historians interested in the social and cultural history of space.

L’Afrique du Nord, un nouveau centre littéraire français entre 1940 et 1944 ? L’exemple de « Tunisie française littéraire » au miroir de la traduction

The German Occupation of France (starting in summer 1940) brought about a brutal reclassification of literary values and a redefinition of “center” and “periphery” in the French Republic of Letters. The outcome of this phenomenon is particularly interesting in North Africa between 1940–1944. Indeed, the periodical Fontaine (edited in Algiers by Max Pol Fouchet), as well as Tunisie française littéraire (edited in Tunis under the aegis of Armand Guibert and Jean Amrouche), express a strong desire to take over a Parisian “center” discredited by the Occupation and the Collaboration, and create new “literary capitals” on the fringes of the metropolis. This paper focuses on Tunisie française littéraire (a very influential publication in North Africa during the war, to which A. Camus and G. Stein contributed), analyses the role of cultural mediation played by literary journals geographically “peripheral” and their members in an attempt to redefine the contours of the “center” (Paris) and the “periphery” (the French colonial Empire) — an initiative where translations, particularly of indigenous authors, proved to be an important issue.