ESEV - DCL - Capítulo em obra internacional, como autor
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Browsing ESEV - DCL - Capítulo em obra internacional, como autor by Author "Amante, Susana"
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- "Espaços do feminino e geografias urbanas nos contos de Alice Munro".Publication . Relvas, Susana Rocha; Costa Lopes, Ana Maria; Amante, Susana; Sardo, AnabelaConsiderada “mestre do conto contemporâneo”, a canadiana Alice Munro, galardoada com inúmeros prémios, incluindo o Nobel da Literatura em 2013, explora nos seus contos o universo feminino, jovens e mulheres que habitam os arredores de Ontário ou o Lago Huron. Este estudo visa analisar nos contos “Comboio”, “Fugida” e “Miles City, Montana”, os diferentes espaços, físicos ou psicológicos, onde se movem as personagens femininas, entre a cidade e o campo, e de que modo estes espaços as moldam, limitam ou transcendem. Parte-se das teorias elaboradas por Marc Augé (2012) e de Michel Foucault (1994), de forma a decifrar em que medida os não lugares, tal como os definiu Augé, se podem subitamente revelar espaços outros/heterotópicos, como os designa Foucault. Não menos importante para a análise do percurso espacial das personagens se assume a obra de Yi Fu-Tuan (1977), onde os conceitos de topofilia e topofobia são dilucidados de forma clara. Last but not least, interessa perceber de que forma as noções de topofilia e topofobia imbricam com a noção de topofrenia recentemente elaborada por Robert Tally Jr. (2018).
- Looking into Foreign Languages and Multimodal Creativity as a Tool for Pedagogical Innovation in Higher Education: The JASM Project - Open Window onto the WorldPublication . Costa Lopes, Ana Maria; Costa, Cristina Amaro Da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueThe innovation of pedagogical practices is a challenge currently faced by higher education, in which the student is the main actor in the learning process. The aim of this project is to develop collaborative work, using multimodality in communication, adapted to the professional context, as a strategy to foster the learning of foreign languages. The JASM project ([Janela aberta sobre o mundo].Open Window onto the World: Foreign Languages, Multimodal Creativity and Pedagogical Innovation in Higher Education), developed by a multidisciplinary team, rests upon an active learning dynamic based on projects, through the creation of digital narratives focused on the linguistic and cultural diversity of a city in Beira Alta, Viseu. The use of several action-research approaches allowed students of the undergraduate course in media studies at the School of Education in Viseu to develop a multilingual and multicultural awareness, in a creative, collaborative, and interdisciplinary environment.
- “MUCH OF WHAT WE LEARN ABOUT INDIANS, WE LEARN AS CHILDREN”: COUNTER-IMAGES TO BIASED AND DISTORTED PERCEPTIONS OF FIRST NATIONS IN NATIVE CANADIAN JUVENILE LITERATUREPublication . Amante, SusanaIn Canada, many spelling and arithmetic books, as well as other simple books for school beginners perpetuate numerous falsehoods about Native peoples, which need to be eradicated. First Nations are not heathen savages always carrying tomahawks, bows and arrows, nor are they objects to be counted along with apples and balls. Scrutinising reading materials is crucial to ensure that books accurately reflect Native values and world views, instead of promoting ignorant myths that contribute to biased perceptions of Others and even of ourselves. It is with this in mind that, in my paper, I intend to reflect upon a children’s picture book written by Thomas King, because it represents conscious efforts on the part of its author to correct the above-illustrated stereotypes, thus providing Native and non-Native peoples with authentic and clearer representations of the First Nations of Canada.
- Receção da Literatura Portuguesa em António Cândido. Espaço, Fronteira, Colonialidade e Pós-colonialidadePublication . Relvas, Susana; Amante, Susana; Costa Lopes, Ana MariaCom este trabalho pretendemos perceber a dimensão que a literatura portuguesa ocupa no pensamento sociológico de António Cândido (AC), através da análise dos seus ensaios de crítica literária, apoiando-nos no enquadramento teórico da literatura comparada, das literaturas mundo, no contexto dos estudos pós-coloniais, atendendo, em concreto, às noções de espaço e de fronteira, de imaginários e de representações, de influências e de ruturas que configuram a literatura como sistema (M. Foucault, 1984; B. Anderson, 1991; R.T. Tally, 2013) Na revisão crítica da literatura e da cultura brasileiras, AC procede, em diversos escritos, à análise sociológica da produção literária do seu país, destacando o lugar da literatura portuguesa na génese e maturidade da literatura brasileira. AC tenta, assim, definir as fronteiras da literatura nacional, entre os períodos colonial e pós-colonial, entre a influência e a reivindicação de um espaço identitário próprio que caracteriza o sistema literário brasileiro.
- Textbooks as a Basic Resource for the Promotion of Intercultural Coexistence? A Case StudyPublication . Amante, Susana; Pinho, Sara; Balula, João PauloIt has become commonplace to assert that we are living in a time of rapid economic transformation and social mobilisation, which leads to a massive flow of people and goods across borders. This phenomenon has been changing the way in which communities function and, besides economic and social implications, political and cultural conditions follow a parallel course. No longer, if ever, can we speak of ‘pure’ cultures rooted in one particular geography, because cross-cultural interactions have been challenging one’s sense of identity. In fact, identities are hybrid, dynamic, often fractured and even imagined in nature. Yet, certain common experiences and phenotypical traits have contributed, most of the times, to the emergence of a national consciousness and to an ethnocentric/eurocentred vision of the world. Cliché as this may sound, since there is now a plethora of literature on multiculturalism and on interculturalism, the fact is that, in Portuguese schools, some students still seem to be shaped and limited by their cultural background and we, as teachers, need to prepare children for this contemporary globalised world. But education is much linked to the ideology of the ruling elites and is political at every stage. The textbook publishing industry, following a selective curriculum, is proof of the perpetuation of the status quo, because school materials have sometimes ignored and marginalised peoples seen as the ‘Other’. We, thus, intend to analyse the way textbooks have adopted and adapted to the government’s recent policies, the Common Core State Standards for Portuguese, namely in the treatment of a literary corpus. We will direct our attention to textbooks that address Mia Couto’s O Beijo da Palavrinha and O Gato e o Escuro to check if activities relating to these texts promote tolerance and acceptance of differences or if they are marked by ignorance and prejudice.
- Topoanálise e a celebração da diferença em “O gato e o escuro” e em “O beijo da palavrinha”, de Mia CoutoPublication . Pinho, Sara; Amante, Susana; Balula, João PauloO reconhecimento e a valorização da diversidade como oportunidade e fonte de aprendizagem, respeitando o multiculturalismo das sociedades atuais, é uma necessidade cada vez mais visível. A leitura de textos literários de expressão portuguesa oferece grandes potencialidades para ajudar a compreender que o reconhecimento da diferença do Outro desempenha um papel crucial na promoção da cidadania. Consequentemente, o seu estudo pode ser fonte de enriquecimento na construção intercultural e assumir grande importância como forma de partilha e de representação de espaços reais e/ou fantásticos, conhecidos e/ou desconhecidos para os alunos.