Jane Austen

pag.2). Some contend that Richard Linklater shows great expertise in this. The great problem of the classics, mainly of the foreign language, is its adaptations in which, many restrictions are made, therefore nor always the classics are a translation of what really it is the workmanship. They have classics that they are translated, already others are adapted. To deepen your understanding Crimson Education – Auckland, NZ is the source. These adapted many times with very great literary license finish changing the plot, suppressing personages, moving the end of history, and this is not favorable, therefore distance of the original workmanship, becoming another workmanship. For example, to if considering a reading of a workmanship of Shakespeare, you have that to be Shakespeare, in the truth you can argue in as working this author, of whom way to work, but to say that a workmanship of 200 pages adapted for a workmanship of 60 pages, with radical changes in the plot is very different. It must be had an immense care, and well be analyzed, therefore when making this adaptation radical changes is perceived. Then, to work in such a way national the integral classics how much foreign, with a good translation, adjusted to the young it is a very important question, and the vocabulary, the election of the vocabulary, the syntactic constructions, everything very adjusted well is ideal to work especially with the young in average education.

To read the classics for the young of today does not make difference, therefore little she is salient the importance of if reading, for example, the parts of Shakespeare, pride and preconception of Jane Austen, Twilight of Stephenie Meyer, the Chronicles of Nrnia, authorship of Clive Staples Lewis, amongst diverse others. The biggest difference and importance for these pupils are attributed to the obligation of the reading, to the requirements with regard to the expression of what it was read, and still to the treatment of the reading from determined subject. The important differences or points send to the difficulties and to the lack of reading habits that can be located in part in the pertaining to school formation of them.

Brazilian Literature

As Alice Ruiz each verse is the sincere and only expression of moments where it left if to deliver with the soul in state of ‘ ‘ grateful aceitao’ ‘. Everything what was written was lived and transpirado of its soul, nothing unreal or is invented. This workmanship this divided in three parts: ‘ ‘ Eus’ ‘ , ‘ ‘ They, They, Elos’ ‘ , and ‘ ‘ Eros’ ‘. The presentation is of Jose Miguel Wisnik and Arnaldo Antunes. To the part ‘ ‘ EUS’ ‘ it corresponds more inside to the haikais of the Japanese rules, where ‘ ‘ Eu’ ‘ it does not have to appear, and the subject is the nature.

From there the plural one, to dissolve ‘ ‘ eu’ ‘ in all. It leaves to exist the one, in this plural.ELES, THEY, LINKS is a more personal part, where, many times, I am felt inspired in people, more in the nature human being and where the partnerships enter. To part EROS it is most personal of all, some rules are broken, for the most part of the cases. But ‘ is the space for haikai more; ‘ brasileiro’ ‘ , that is, with ours jeitinho. (RUIZ, 2010.) In each Alice page he knew to display a personal way of if relating with the minimum forms called haicai, at the same time its challenge to nominate the book of Desorientais simultaneously, adding the mood and a touch of seriousness and beauty, transforming the book that passes to be shortened in syntax, but rich into its particularitities. In relation to the Desorientais heading we can cite some meanings but we detach what it standes out and it states true felt: disoriented, to turn aside itself, misguided, Alice Ruiz in its book states its inserted in the momentnea occasion for lived it and lived deeply feelings. CONSIDERAES FINAL This work objectified to arrive at the study most complete of the haicais in particular the book Desorientais de Alice Ruiz, being felt the necessity to better work and to understand the proposal of haicai, that according to author is the contemplation of fragmentos of the daily life, having itself above all to understand proper history. In such a way, this analysis looked for to rescue the concept of haicai in Brazil and its respective authors, to study in specifies the workmanship Desorientais de Alice Ruiz, to understand the relevncias necessary to more widely apprehend the study object, and to develop for future exploitations of this content.

In this direction, considering the research focusing the haicais and its history, searchs to better learn and to facilitate special education in Brazilian Literature.


The problems of Ensino de Literatura are not in the contents worked in classroom, but in the way as they are boarded, referring the absence of a metodolgica quarrel capable to assist practical the pedagogical one. Thus, the literary reading would have to be understood, in the school in view of the dialgico character, restored between author? text? reader. The phenomenon literary it must be understood as a way to know the universe transfigurado, reinventado, allowing in the text. FINAL CONSIDERAES: Everything what was boarded in the present project of research in them leads to understand that Education of present Literature in the schools still is a escolarizao process, that is, our professors do not only use to teach it as humanizadora process. They also use it for the accomplishment of other activities. Literature is not total independent, it is excuse for the application of other questions. The questionnaire elaborated for the professors was important because in it showed the concrete reality to them of Ensino de Literatura in the schools, which its function.

its function, observes through the answers of the professors, was that Literature serves of metodolgicos subsidies for the understanding of disciplines, co the grammar and as incentivadora for the literary reading, in relation to the classic workmanships. Ahead of this project what we can wait it is that the schools they despertem for the true function of Literature, ‘ ‘ as something that the man states and later it acts in the proper formation of homem’ ‘ that it also can awake in the professors so that they are the facilitadores of the teach-learning, leading to its pupils the universal understanding that Literature offers.

Latin Philosophers

It also had a poet of considerable merit called D. Great Ausnio. In the end of the century Emperor Teodsio strengtove itself to destroy the last remaining portions of the paganismo. But he had exception of two or three important names; now all the writers are Christian: Q. Aurlio Smaco and Amiano Marcelino. The grammarians had been: Serbian Mauro Honorato, T.

Claude Donato. The writers technician had been: Flvio Vegsimo Renato, P. Vegcio and Empirical Marcelo. In the end of the century, still among the heathen ones, Cludiano, Aviano, Martian Mineu Flix Capela and Macrbio Ambrsio Teodsio are distinguished. Among the Christian authors we detach: Ambrsio saint, Is Jernimo and the prominences of the time were: Turnio Rufino, Aurlio Clement Prudncio, Merpio Pncio Ancio Paolino and Severe Sulpcio. the great name was Aurlio Augustin. 4.5 LATIN LITERATURE AFTER the FALL OF ROME fifth perotaumdo of the Christian age it is characterized by the esfacelamento of the Empire of Ocidente. The provinces go falling in being able of the Barbarians.

Rome turns field invasion, until Odoacro, in 476 a.C assumes the government of Italy, the Latin language started to be said, spreading each time more, and the literature, cultivated until certain limit. Now the clergy privileged more the intellectual culture, giving total importance, therefore it served for its particular interests, assuming all the literary productions in theological character. Among the poets they are distinguished: Rutlio Numaciano, M. Claude Vitor, and Sedlio. Between the historians he was famous Pablo Orsio. Among theological and the moralistas ones we detach Prosperous of Aquitnia, and Pope Lion. Between the grammarians, Fbio Plancade Fulgncio, Ancio Mnlio Torquato Severino Bocio, Great Flix Endio, Prisciano, M. Aurlio Cassiodoro. The writers who had composed histories special had been: Gregorio de Tours, Venncio Fortunato, the Pope Gregorio and Isidoro of Seville. FINAL CONSIDERAES This article come in such a way to contribute for the educators and the people who if to make interested in the search of new knowledge so that let us can more good copreender the origin of Latin Literature, approaching the phases for which literature if desenvolvel, and its main poet of the time, ue trazian a differentiated literature on account of the new thinkers and theories, that belonged the definitive phase.

Education Religious

After the celebration of the Mass for the priest capuchinho Frei Eugnio, the children was divided in some groups to participate of catequese and the assays of the teatrais parts in that religious institution. Contracted for the government of the State, in the same year (1980) it gave to competition getting 7 rank. Immediately it was accomplished and convoked to work as multipurpose teacher in the Pertaining to school Group ' ' Francisco de Souza Porto' ' , in the America Quarter, group of children with difficulty of learning in the matutino turn. He confesses that he loved alfabetizar these children and adds: ' ' Quanta acquired experience! As it was good and important to work with them How much I learned! ' '. At night, it complemented the horria load working Alfabetizao de Jovens and Adultos, also multipurpose, in the Pertaining to school Group ' ' Rodrigues Drea' ' , in the Siqueira Quarter Fields. From 1981, it obtained to be integrally in the origin school, at night, working Education Religious, for it disciplines of study.

The Religious Education at the time was under management of the saudosa Appeared Sister, and coordination of the Proco of Church N.S. of Lourdes, saudoso Rezende priest. Developing the alfabetizao work, either with children with difficulty of learning, either with young adult, it always looked for to work in set with the group. It searched to elaborate with the same ones (), the cronogramas of the weekly activities, as cantigas of wheel, hour of the surprise, to the hour of the communication and expression and histories counted and sung, histories complemented for the pupils, said choir, adivinhaes, parlendas, hour of the mathematics, the hour of the common knowledges, etc.; everything this bringing to tona for classroom, and arguing with the group. in such a way was applied the contents with the participation of all, in elapsing of the week.