November, 2012Archive for

Literal Production

Monday, November 19th, 2012

It is necessary two important plans in the process of literal production: The conceptual plan and the linguistic plan, the use of the cited plans guarantee to the text one better understanding of what it will be said, beyond also making responsible for the literal organization. Rank that the linguistic plan and the conceptual one establish the literal cohesion and the coherence in which falls again on the author of the text the responsibility to organize, systemize and to adjust the ideas to the modality of text that it intends to produce making a minute election of the vocabulary, for a perfect linguistic union in coherent way so that he is not unprovided of direction, ambiguous, tedious or, even though incoherent. Knowing that how much bigger the knowledge the subject, more easiness to make a speech on the same. It fits, therefore, to the language professor materna to make possible the contact of its pupils with the universe of texts that circulate socially, teaching the produziz them and to interpret them. The wrong vision of what it is an one either text makes with that the school works a set of short phrases, private of meanings, descontextualizados, having little discursiva ability. ‘ ‘ education tradicional’ ‘ in the last few decades it comes suffering critical for being understood as the practical one to analyze the language in its structure, its grammar, its constitution, and how much to the education of the literal production, ‘ ‘ education tradicional’ ‘ still it is present in great number of classrooms, that of the metodolgico point of view place the pupil as receiving liabilities, and the writing education, as one practical ackward meaningless one. Thus being, with the reading one is made possible dialogues with new texts, a crossing of knowledge, that will be of great importance for the act of to write, therefore to have what to write, what to say, it comes not only with the human being and the exchange of experiences with the others, but with the great variety of explored texts, thus becoming the reader most experienced.

So Paulo

Friday, November 16th, 2012

On the other hand, Lusa is distinguished, that receives from the author all the characteristic attributes of the dominadora classroom. Thus, the idleness, futilidade e> in stockings of silk that wanted to buy, in the provisions that the Jorge for the day would make, in three napkins that the laundrywoman loses (p.24) Lusa, when yielding to the enchantments of its Baslio cousin, and to deliver its enchantments, offers to the Juliana chance to it to obtain what it covets: something made that it to ascend socially. One perceives that the conflict established in the workmanship does not elapse of the imperfections of Lusa and yes of the dissatisfaction condition where> As would finish everything that, Saint Deus? (p.265) In Baslio cousin, of Ea de Queirs, it is not in question the social personality of Juliana and Lusa and yes, mechanisms that determine its action and the institutions that compose the society lisboeta of century XIX. Published FINAL CONSIDERAES in 1878,> Baslio cousin, of Ea de Queirs, the romance is atrelado to the aesthetic Realist/Naturalistic Portuguese. The represented feminine ideals in I oppress Baslio’ ‘ , they are masculine creations. The personages mention a social construction to it that distinguishes and collates the masculine with the feminine one.

By means of this study, we can establish a deeper and multicriteria analysis regarding the workmanship in question. Of this form, Queirs portraies Juliana and Lusa as women endowed with fragile personalities. In this direction, it can be affirmed that the construction of the profile of the queirosiana woman is characterized pelasubordinao and for the behavior shunting line: of a side, Juliana, representative of the people and victim of the society lisboetae of the other side, Lusa, fragile, idle, that object at the hands of the man becomes whom tando it desires. In short, Baslio cousin, of Ea de Queirs, is a critical one to the bourgeois standards. The workmanship approaches questions sociological as the existing divergences between bourgeoisie X people, artifices used for the inferiorizada classroom to get rid itself of the repression and the oppression, beyond the inferiorizado paper destined to the women, necessarily because, as much author how much the society of the time was not prepared to see the woman as an independent being, capable to establish its proper questionings.