This year highlights the centenary of the outbreak of World War I and this paper aims at comparing and contrasting multicultural views on the First World War in Virginia Woolf＇s Mrs. Dalloway （1925）. The views on t...This year highlights the centenary of the outbreak of World War I and this paper aims at comparing and contrasting multicultural views on the First World War in Virginia Woolf＇s Mrs. Dalloway （1925）. The views on the First War are portrayed by a plurality of voices, most of which are women＇s, and they allow readers to think of the war experience in a more subjective but also more plural way. In this novel, voices from both sides of the First War resonate, i.e., the hegemonic side of the war--the Allies--is compared and contrasted to the subjectivity of the voices of the ＂others＂--the Axis, although they do not necessarily work in harmony. Such innovation in point of view has, in great part, contributed to converging story and history, allowing this literary work to partake in the production of historical knowledge and cultural memory of the War.展开更多
The main objective of this work was the construction of a Multidisciplinary Learning Object as a tool for teaching, enabling the use of information and communication technologies for use by teachers acting in elementa...The main objective of this work was the construction of a Multidisciplinary Learning Object as a tool for teaching, enabling the use of information and communication technologies for use by teachers acting in elementary school, based on Discourse Analysis, Theory Cybernetic-systemic, the Multiple Intelligences and Collaborative Learning. All of them are informed by Foucault, Pecheux, Bakhtin, Gardner, Levy, and others. The theoretical contribution is justified to the extent that the student is above all a being inserted into a user company tool created by it over time, to act on the world. Theoretical principles underlying the construction of learning objects as tools for teaching are related to teaching and learning. The developed learning object establishes the link between the fields of pedagogy and usability, the step by step construction of each of them and their purposes, characteristics, and all detailed in the development of research. The construction of the learning object follows the steps of a methodological construction for the development of a computerized product, followed by a systematic planning and the design and construction.展开更多
文摘This year highlights the centenary of the outbreak of World War I and this paper aims at comparing and contrasting multicultural views on the First World War in Virginia Woolf＇s Mrs. Dalloway （1925）. The views on the First War are portrayed by a plurality of voices, most of which are women＇s, and they allow readers to think of the war experience in a more subjective but also more plural way. In this novel, voices from both sides of the First War resonate, i.e., the hegemonic side of the war--the Allies--is compared and contrasted to the subjectivity of the voices of the ＂others＂--the Axis, although they do not necessarily work in harmony. Such innovation in point of view has, in great part, contributed to converging story and history, allowing this literary work to partake in the production of historical knowledge and cultural memory of the War.
文摘The main objective of this work was the construction of a Multidisciplinary Learning Object as a tool for teaching, enabling the use of information and communication technologies for use by teachers acting in elementary school, based on Discourse Analysis, Theory Cybernetic-systemic, the Multiple Intelligences and Collaborative Learning. All of them are informed by Foucault, Pecheux, Bakhtin, Gardner, Levy, and others. The theoretical contribution is justified to the extent that the student is above all a being inserted into a user company tool created by it over time, to act on the world. Theoretical principles underlying the construction of learning objects as tools for teaching are related to teaching and learning. The developed learning object establishes the link between the fields of pedagogy and usability, the step by step construction of each of them and their purposes, characteristics, and all detailed in the development of research. The construction of the learning object follows the steps of a methodological construction for the development of a computerized product, followed by a systematic planning and the design and construction.
