Posts Tagged ‘literature’

Hours Printing

Sunday, October 2nd, 2016

Kunotovich, M. Rupert. It is possible that with the Brotherhood was also related to S. Buyazyna. In the second half of the 17th century. In the printing fraternity worked Kulchitsky D. and his wife, "Drukarka Dimitrov," Polovtsian S., S.

Stavnitsky in 1694 – 1730 gg. the latter's son, Basil. At different times in subjects publisher of books printing sister was different. In the early years of sisterly printing it served socio-political and educational activities of brotherhood. It started with the publication of the book of secular content. The first edition of the brotherhood – Grekoslavyanskaya grammar in 1591, compiled by students of the fraternal School was a grammar of Greek and Church Slavonic language and was instrumental in the development of philology Eastern Slavic peoples. Of the thirteen surviving books that came out of the first printing of fraternal 25 years of its existence (1591 – 1616), only two of prayer – the ones used in school for teaching children to read and write (Book of Hours in the 8th share of the sheet and the Psalms).

It was published three books of a theological nature: a polemical treatise Meletios Pigasov and two pieces of Byzantine origin – "On the Priesthood" and "On raising children," pripisyvaemy John Chrysostom. Books theological content in the Ukraine were traces of individual literary creativity contained introduction, verse inscriptions to armorial bearings of persons who were dedicated to books and other verses. Brotherhood printed various documents – letters of the church hierarchy and his own letters, preserved only part of such publications.

Youthful Literature

Sunday, September 14th, 2014

Inside of this great confusion, it is not to admire that many excesses exist, some books that in the place to amuse, are overloaded of information, however, without stimulatons to the imagination, without magic, as it must be a book of infantile literature, that drive away the young and they do not repass the knowledge in contained them. Other books possess magic and imagination excessively, histories without a moral, no pedagogical matrix, only abobalhadas narrations and without content. In the way of this quarrel it meets school, that little uses Infanto-Youthful Literature in its activities and that it has only the didactic book as learning instrument, using fragmented texts and is of contextoA idea is not to make with that the public schools abandon didactic books definitively and start to only use infantile books (called paradidticos) in the classrooms, therefore would be repeating the same that today they make with infantile books. The proposal is that the books of Infanto-Youthful Literature assist in the lessons. If he does not become much more interesting and simple it pupil to answer the questioning of interpretation of texts will have read history completely? It is evident that yes, beyond adding to the cognitivo of the pupil new knowledge that go beyond the considered ones in the didactic book. All this quarrel concerning Infanto-Youthful Literature as pedagogical instrument and as playful instrument sample that the two characteristics can perfectly walk together without one to intervene with the other, for the opposite, the ludismo of literature can assist in the learning, as it affirms Cademartori (2006): The playful manipulation of the sounds of the language for the child, sonorous enjoyment independently of the meaning, consists in basic part of the development linguistic (…) in the verbal games, the child dislocates the linguistic units of the relative transparency of its use in the interpersonal communication for the opacity that gains the material linguistic when it is treated as toy.

Thus, the playful and pedagogical professor knowing to use and to explore facetas of Infanto-Youthful Literature facilitates the learning of the pupils, increases the linguistic knowledge and stimulates the reading in the classrooms of the public schools. Beginning of century XVII, until middle of century XVIII, literature had as main objective the manipulation and the education of the population. With passing of the years, a new conception of family appeared, and brought obtains a new model of education. However, the school brought at this time a said education normative, that is, it did not have infantile elements, and yes social behaviors and norms. In fact, the texts that were used in classroom translated the norms bourgeois, since they who withheld the power in this period. As Zibermam (1993) the didactic books of the time were ‘ ‘ manuals of instructions, taking the place of the adult emission, but not occulting the direction pedaggico’ ‘ , being thus, the use of the book in the school had as intention me.

Seno Horcio

Monday, August 27th, 2012

… Later I come back pra to search Zilda … – You return are not never It said old envolto in a layer. – You return are not never, that Ferradas is cu of the world. You know exactly what it is that you go to be in roas of Horcio colonel? You go to be diligent or you go to be gunman? Man who does not kill does not have value pro colonel (idem, ibidem: 12-13). One perceives that the used resources to decide the conflicts constituam themselves in violent methods.

The human being was not recognized as human, only visa as one empecilho in the progression of the desires and interests of the colonels. thus, when somebody was dared to oppose was risking them its life. – I already said to it, Sinh that does not have another skill The man empacou that nor jumento That not vende roa, that it does not have money, that it does not need you know well that I always firm had cabeudo fame He does not have same skill. … – It is penalty that is a man who never made badly people If he was not because this is the only skill to extend to the farm advantages sides of Great Dry land Seno goes to fall at the hands of Horcio … – People do not order themselves to make the service, Horcio order in the certainty. who will have roa of Firms has the key of the bushes of Great Dry land (they idem, ibidem: 56-57). The personages who had emigrated to the region, when arriving in port in the idealized city, recognize that to survive in that territory they will risk its lives in the bush not yet tamed. Therefore, the dispute for lands was imensurvel, colonels seted ambushes for adversaries who interrupted or only they tried to interrupt its plans.