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Search Results: 1 - 10 of 112164 matches for " Jord?o "
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Epistemofagia transformadora: saberes locais e inclus?o no ensino superior brasileiro
Jordo, Clarissa Menezes;
Educa??o em Revista , 2011, DOI: 10.1590/S0102-46982011000200012
Abstract: this text starts from contextualizing higher education in brazil in terms of identity and culture, and presenting the idea of "epistemophagy" in reference to a modernist brazilian cultural movement of the 1920's. it then moves on to a description and analysis of a specific "epistemophagic" university program designed to challenge assumptions of what constitutes academic knowledge, how it is formed, valued and distributed, as well as to develop alternatives to subject positions occupied by university professors and students. in an attempt to include local knowledge in the academic scene, this higher education program therefore is conceived as claiming, on the one hand, for an epistemology that views knowledge as collaboratively and contextually built and, on the other hand, an ontology that seeks to reexamine local and global identities in their relation to institutionalized knowledge.
A sociolingüística de Goffman e a comunica??o mediada
Nunes, Jordo Horta;
Tempo Social , 2007, DOI: 10.1590/S0103-20702007000200010
Abstract: the influence of the relationship between language and society on the methodology of the social sciences is well-known, beginning with the analyses of primitive forms of classification proposed by mauss and durkheim, and extending to the theories of discourse found in ricoeur or habermas. less popular are sociolinguistic approaches that focus on the relation between forms of speech and social life, rooted in the linguistic relativism of sapir-whorf, wittgenstein's linguistic pragmatics and austin's speech act theory. the aim of this article is to reconstruct a number of linguistic approaches to the analysis of mediated communication, highlighting goffman's frame theory - artifices that frame interpretation and simultaneously comprise its necessary conditions for existence. the article closes with a case study, examining the possibility of applying frame theory to the analysis of e-mail as a form of computer-mediated communication.
Biologia molecular de grupos sanguíneos aplicada à medicina transfusional
Pellegrino Jordo
Revista Brasileira de Hematologia e Hemoterapia , 2001,
Abstract:
Imagina o e Raz o no Leviat de Hobbes
Jordo Orta Nunes
Philósophos : Revista de Filosofia , 2007, DOI: 10.5216/phi.v1i2.10672
Abstract: O artigo enfoca a articula o conceitual entre a raz o e a imagina o no Leviat de Hobbes.
Comentários sobre Diderot e o espinosismo
Jordo Orta Nunes
Philósophos : Revista de Filosofia , 2007, DOI: 10.5216/phi.v3i1.10991
Abstract: Este artículo pretente estabelecer possível correla o entre os princípios do "sistema epistemológico e metafísico"de Espinosa e as diretrizes da filosofia de Diderot.
The don’t “do-it-yourself” of education: teaching and learning literature as production of collective knowledge The don’t “do-it-yourself” of education: teaching and learning literature as production of collective knowledge
Clarissa Menezes Jordo
Ilha do Desterro , 2008,
Abstract: There has been some uproar about the canon, what constitutes it and what it constitutes, how it is instituted and its validity in the teaching of literature.1 As important as thoughts about what literature should be taught are discussions on how it could be taught. Techniques on teaching reading and foreign language in general have a lot to tell us, but not enough. When we come to the study of literary texts, textual linguistics, discourse analysis, theories of interpretation, all are found wanting; hermeneutics and reader-response criticism have investigated the production/discovery of meaning, problematised the locus of significance, questioned the limits of interpretation, the roles of the reader, of the author, of culture, history and society in the process of reading comprehension/interpretation. All this has a lot to do with literature, but the teaching of foreign literature and what happens in literature classrooms still lacks careful study. There has been some uproar about the canon, what constitutes it and what it constitutes, how it is instituted and its validity in the teaching of literature.1 As important as thoughts about what literature should be taught are discussions on how it could be taught. Techniques on teaching reading and foreign language in general have a lot to tell us, but not enough. When we come to the study of literary texts, textual linguistics, discourse analysis, theories of interpretation, all are found wanting; hermeneutics and reader-response criticism have investigated the production/discovery of meaning, problematised the locus of significance, questioned the limits of interpretation, the roles of the reader, of the author, of culture, history and society in the process of reading comprehension/interpretation. All this has a lot to do with literature, but the teaching of foreign literature and what happens in literature classrooms still lacks careful study.
Editorial
Eduardo Pacheco Jordo
Engenharia Sanitaria e Ambiental , 2011, DOI: 10.1590/s1413-41522011000200001
Abstract:
Reatores Anaeróbios
Eduardo Pacheco Jordo
Engenharia Sanitaria e Ambiental , 2007, DOI: 10.1590/s1413-41522007000300001
Abstract:
Editorial
Eduardo Pacheco Jordo
Engenharia Sanitaria e Ambiental , 2010, DOI: 10.1590/s1413-41522010000200001
Abstract:
Editorial
Eduardo Pacheco Jordo
Engenharia Sanitaria e Ambiental , 2010, DOI: 10.1590/s1413-41522010000300001
Abstract:
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