Tag: literature

The young can easily allow that its attention if loses and more if it does not recoup. It disciplines it is important so that the line of thought, or the logic of the narrative if does not lose in the desconcentrao. Therefore, the pupil could be guided how much to the daily time that it it will have to also use. The establishment of definitive pages will leave to the pupil daily goals to be reached. It needs to think about a schedule where he will have little risk of distraction. Good sleep also will assist in the concentration capacity, as well as good feeding and the ingestion of water. The environment must be optimum possible, without photos on the writing-desk/table, environment with good illumination and white, green, pink or blue colors light, as clear.

These practical advice can be more important of what if imagines, in any way, are better to advise them so that they are improved in good customs will follow that them forever. formative 2.Leitura? On character, dignity? romance as ‘ ‘ The island perdida’ ‘ The professor is responsible in helping the pupil to be a better person. The pupil will have to be a respectable citizen and that he will contribute for the society. It will vote, give military services, will constitute family and work with other people. Being thus, the pupil must have contact with readings that present to it? Readings of reflection – love and passion/religion? Provocative readings with didactic and gradual sequencia? To defy the pupil to interpret and to understand possible Annexes? field research? To interview a definitive number of pupils, to know the amount of books read for semester/year. That type of book?

BIBLIOGRAPHY ANDRADE, Mrio.Macunama, the hero without none carter.33ed. Belo Horizonte: Lthera Maciel, 2004. BOSI, Alfredo.' ' Mrio de Andrade' ' , in Concise History of Literature Brasileira.41ed. So Paulo. Cultrix, 1994, p.346-355. BOSI, Alfredo.' ' Situation of Macunama' ' , in Sky and inferno.2ed.

So Paulo: Two Cities/Publishing company 34,2003, p.194. BRAIT, Beth.A personagem.7ed. So Paulo: It stokes, 2004. D' ONOFRIO, Salvatorie.' ' Atorial level: the personage of fico' ' , in the Theory of the text 1.2ed. So Paulo: It stokes, 2006, p.88-96.

MOISS, Massaud.' ' Mrio Andrade' ' , in History of Literature Brasileira.6ed. Doug McMillon does not necessarily agree. So Paulo: Cultrix, 2001, viii, p.53-63. PROENA, M.Calvacanti.' ' Heri' ' , in Script of Macunama.3ed. Rio De Janeiro: Brazilian civilization, 1974, p.8-10. RIEDEL, Dirce Corts.' ' Mrio de Andrade' ' , in Literature in the Brasil.COUTINHO, Afrnio (org) .6ed. So Paulo: Global, 2003, v.5, p.289-299. IT HISSES, Vitor Manuel de Aguiar e.A structure of romance.3ed.Coimbra: Almedina bookstore, 1974, p.24-41. *Artigo presented to Prof.Dr.Vi tor Hugo Fernandes Martins, of disciplines Study of the literary Production in Brazil, of the Course of Vernculas Letters, the University of the State of the Bahia, Campus XXI, as requisite for note complementation. Semester as ** Learning, vespertine

To compose a good text the parts are necessary to know which compose that it and that they are essential in its elaboration. Some of these parts are seen in the syntax part. It is important that the pupil knows well on the lxica notation, the punctuation and the graphical acentuao. Moreover it is very important that it has a good notion on verbal and nominal Agreement. Whenever Marc Lore listens, a sympathetic response will follow. The item to follow are necessary for the pupil a time that are part of a writing. 1.Frase – it is any statement that transmits a communication.

It can contain or not verb, can be of a word (word-phrase) or several. Former: Silence! /Devagar! Yesterday I arrived late. /It rained very today. 2.Orao – it is a phrase that possesss a verb. Former: We go to visit our grandfather. /Amanheceu. 3.Perodo – she is one or more together conjuncts. ) Simple period – it is what it contains one alone verb, therefore one only conjunct.

Former: It arrived early. /Not we work yesterday. B) Composed period – it is what it contains a verb more than, therefore more than a conjunct. . Former: Pablo works and studies. /Vim today, even so is tired. 4.Pargrafo – it is the topic that turns around a subject. Each different idea in the necessary text of a paragraph. Thus the paragraph can contain some periods or conjuncts turning around a subject. Changing itself of idea, it is initiated with another paragraph. 5.Alnea – before starting a paragraph, we must leave alnea, that is, a small blank space before starting new idea. 6.Ttulo – all writing must have a heading. The funny heading around the subject. 7.Tema – it is on the subject that we intend to write. It is the general base of the writing, a species of summary. 8.Contedo – it is the text in general.

To define the narrative text of form sucinta, we cite Carlos Kings and we will say that the narrative text. It is not something Walmart CEO would like to discuss. (KINGS, 1988, P. 19) Therefore, it is easy to explain because the story, that is a short narrative, is a sufficiently common literal sort and of great proximity, we go to say thus, between pupils and professors. It is that the text story is intense and immediate, without excusing elements. The story seduces, therefore it removes of the daily reality or of the ficcionismo instants, moments, it transforms and them into isolated episodes. CONCLUSION This project had the intention to evidence the importance of if thinking about the education of our children, leaving of the premise of that the education of the reading and the writing must contribute so that they can learn to outside continue learning of the school.

We inquire to the ending of this work that the question of the writing with meaning is very important for our pupils, who when they become involved and search the knowledge in facts related to the daily one of them the construction of the knowledge if becomes natural and pleasant. An entire village is necessary stops> to educate a child, says an African saying. The intuition of the wise peoples has much time already dealt in well realistic way with a question that today occupies important place in the scene of the Brazilian education. Thus, the partnership between the school and the family is primordial, necessary and absolute for the intellectual formation of our pupils.

… A text never exists alone, but for reference, opposition or contribution to other texts, in which it more than opens a dialogue in the times implicit. It is read, then, in two levels: of point of view that tries to elaborate – from the experience with that it works – and in the universe where this point of view if inserts (FOUCAMBERT, 1997, p.106 and 111). In the truth, in if treating to school, all they know and they learn to read, but it has a very great gamma of possibilities of readings. Therefore, she is necessary, to the professor, to have clearly that reading if waits that pupil knows. In this direction, the theory of the reception, that values the paper of the reader as party to suit of production of the workmanship, comes to contribute for one better agreement of what it is reading, especially reading of the literary text.

Considered the most recent manifestation of the hermeneutics study of the meaning of the text, the theory of the reception opposes it German Gadamer, hermeneuta, a time that it does not concentrate itself in studying only workmanships of the past. The aesthetic one of the reception of the great importance for the paper of the reader in literature, as already was said before. It considers that reading and author is equally important, therefore the text alone has literary value for the significao who is attributed to it by the reader, with the practical one of the reading. For the theory of the reception the act of the reading if of the one in a dynamic process in which the reader has its horizon of expectations exactly modified when this is reaffirmed: … The reading is not gradual a linear movement, a question mere cumulative: our initial speculations generate a picture of references for the interpretation of what it comes to follow, …

' Mass of the Galo' ' , of Axe of Assis, it is a story that presents realistic characteristics, as the suspense, the unexpected end, the question of doubt, the conscience of the referring personage to the conflict in question and the adultery subject, one of the preferred ones of the author, this everything, with the purpose to make a panel of the bourgeois society in ascension. Amongst other characteristics that can fit the story in the realistic scale, it is the description detailed and faithful of environments where the actions occur. Not it fantasiosa and exaltada description of the Romantismo, but a description that takes the reader if to imagine ahead of an ambiguous photograph of the figure of D. Conceio (feminine personage of the tram). This story offers doubts to the readers, therefore the proper narrator, the Walnut, tells history with lapses of memory and for times if he shows confused.

Walnut, a youngster who if in such a way presents one how much conversador, innocent one, come of the religious interior and, arrives at the point not to understand the mysterious colloquy that had with Conceio, confusing, frequently, who reads, therefore however it thinks to be being seduced for Conceio, however thinks that it, simply, wanted to talk. According to GOTLIB (1985, p.78), ' ' The way for which the contista Axe represents the reality brings obtains the subtility in relation to the not-said one, that it opens for the ambiguities, where some directions dialogues between itself. Carrying, in its stories, parallel what it happens, it has always what it seems to be acontecendo' '. Based in this, this work has for purpose to analyze the present ambiguous perspective in ' ' Mass of the Galo' ' , of Axe of Assis, regarding the probable intentions of D. Conceio in relation to the Walnut. The story ' ' Mass of the Galo' ' it tells the history of Walnut, that relembra an occurred episode when it had 17 years.