South Africa is host to the single richest early hominin fossil record worldwide, including many examples of the endemic species Australopithecus africanus fossils. This species was first described by Raymond Dart in 1925 from the deposits near the town of Taung. Later, many more fossils, of different species and genera, were found in the caves of the Sterkfontein and Makapan Valleys. To understand this rich and diverse fossil record, we must understand how the landscape formed (cave formation processes) and changed (mining), when this happened (geochronology), and how the fossils were accumulated and modified (taphonomy). Here we provide a review of these themes to mark the centenary of the Taung Child discovery. We mark this moment in our field by critically reflecting on the role of extractive practices, especially centred around past mining of the Caves and the exclusion of many members of research teams. The South African Fossil Hominid sites provide a unique opportunity to expand our understanding of the intersection between human evolution and changing environmental conditions, as the karstic landscape and remnant cave systems preserve both fossils and sedimentary archives of past environmental change. We offer a perspective on future research areas: more standardised excavation practices and techniques to raise the quality of data collected from the caves and new techniques to date and extract palaeoclimate data from cave deposits themselves, to provide novel insights into the world of the early australopiths. SIGNIFICANCE: This review introduces the reader to the important fossil remains and palaeoclimate archives preserved within South Africa, highlighting the key species Australopithecus africanus and marking the centenary of its first description from the site of Taung. We review the geological and exploration history of the South African hominin fossil sites and discuss how they are intrinsically linked. We explore the impact of past extractive practices on the fossil and palaeoclimatic archives for past, current and future research. We go on to emphasise members of research teams who have been crucial to the discovery and recovery of fossils but have often been excluded and remained unnamed.

In Etienne van Heerden se roman Die wêreld van Charlie Oeng (2017) beeld die outeur verskillende karakters se worsteling met God asook met goed en kwaad uit. Met behulp van Van Heerden se karakterisering van byvoorbeeld Charlie Oeng, die moordpligtige Sjinese man, en die blinde vrou, Ouma Ogies, asook ander karakters, word die vraag na menslike verantwoordelikheid en God se bestiering in die goeie en die kwade op die voorgrond gestel. Hierdie vraagstuk word in dié artikel vanuit 'n teologiese beoordeling benader omdat religieuse elemente en die vraag na goed en kwaad 'n beslissende rol in Van Heerden se roman speel. Die metodologie wat gevolg word is om bepaalde aspekte te oorweeg en met aspekte van goed en kwaad asook God se bestiering in dié roman in gesprek te tree. As 'n magies-realistiese roman, eie aan Van Heerden se oeuvre, word die grense tussen realiteit en die eteriese in hierdie verhaal dikwels vaag; soos in sy ander werke bied Van Heerden die geleentheid om die diep psigologiese aspekte van geweld te herbesoek. Om só 'n roman te analiseer lê nie slegs algemene persepsies rakende goed en kwaad bloot nie, maar stel 'n mens ook in staat om die interaksie/kruising tussen literatuur en teologie, en die belang daarvan, te ondersoek. Alhoewel die roman nie 'n klinkklare oplossing bied nie is die vraagstukke rakende die mens se worsteling met God, met goed en kwaad, met hul eie verantwoordelikheid, en die rol van God se bestiering, altyd relevant.

The question of good and evil and human responsibility is a central theme in the novel Die wêreld van Charlie Oeng (The World of Charlie Oeng) by Etienne van Heerden (2017). The eponymous protagonist in the novel commits various murders, ostensibly due to his circumstances. The author confronts the reader with the question: could Charlie Oeng have done anything to avoid his crimes? To address this question, I firstly engage the genre of the novel itself. The novel is regarded as a magical-realistic novel, a genre within which the line between reality and the magical is often blurred. Many challenging aspects of life in this magical reality are discussed in this novel. Charlie Oeng remains a challenging character who embodies evil. He can be described as a human being who struggles to come to grips with his humanity and is often misled to commit murders. As Charlie Oeng is increasingly led astray and drawn into a life of evil, the theme of being misled becomes more prevalent. As such, the author's question becomes more urgent: could Oeng have rejected this life of his own accord or was he preconditioned to accept it? Are his deeds a result of the eternal struggle between good and evil or his own (lack of) responsibility? Linked to the theme of being misled and choice vs. predestination is the character of Ouma Ogies, the blind woman, who enters into dialogue with God. Due to her unfortunate fate and God's rule, she challenges God during this dialogue and also wants to challenge God in court because of her unfortunate circumstances. She was also, in her opinion, misled by God. Various challenging questions are raised by this character as well as several other characters. The novel recounts the overarching question of God's rule and how humans react to it by investigating the issue through the experiences and narrations of various characters. Tian, the character through whose eyes the story is told, grapples with understanding how evil is possible when his parents are murdered. Cor van Gogh, who carries with him a painting of Vincent van Gogh, is a red headed Dutchman ill-suited to life in South Africa. His anger leads to murder. This novel speaks to commonalities in Van Heerden's oeuvre and his earlier works. Aspects of good and evil and the rule of God play an important role in, for example, his novels Toorberg (1986), Die swye van Mario Salviati (2000), 30 nagte in Amsterdam (2008), and the recent Gebeente (2023). The author also engages Etienne Leroux 's novels, such as Sewe dae by die Silbersteins (1964). In this regard, the deep psychological aspects of violence are revisited. An analysis of novels such as these allows one access to general views on good and evil while also enabling an investigation of the significance of the interaction/intersection between theology and literature. Such interactions/intersections are often significant and can lead to deeper insights into literature and theology. The question of good and evil in reality has been discussed in theology and philosophy. Augustine, Calvin, Paul, and other theologians and philosophers such as Aristotle, Derrida, Hegel, and Kant have written extensively on this matter. The classical Christian view is that God's creation of the world was good, but that human beings fell into sin and needed redemption through Christ. Evil is then the result of sin and human beings should be held accountable in this regard. There are, however, many other views, such as that evil is part of this reality and that it was part and parcel of evolutionary development. The question of human responsibility is crucial and it is clear that the different characters in this particular novel by Etienne van Heerden under consideration struggle with the question of good and evil and human responsibility. Ultimately, this narrative also symbolises a struggle with God. The novel leaves one with many questions regarding good and evil and human responsibility, as well as the theological implications thereof. Although no clear solution is given at the end of the novel, the questions posed by the author remain salient.

Resumen Reseña del libro de Heliana Conde que trata sobre metodologías, investigaciones y prácticas enfocadas en la procedencia de la psicología institucionalista y la historia del grupismo-institucionalismo en Brasil, con énfasis en la historia oral. Una obra de referencia también para entender la vida como arte. Heliana Conde establece una perspectiva complementaria con la historia oral, dimensionando sus orígenes, implicaciones y sugerencias para el conocimiento de la psicología como disciplina y sus múltiples subjetividades. El libro no sólo produce en el lector el necesario repaso de su formación y situación en el presente, sino que también brinda otras posibilidades para ampliar la crítica y, más que crítica, inventar maneras politizadas, radicalizadas y sorprendentes de hacer las cosas para los implicados. Es un libro que discute y propone conversaciones sobre las relaciones, el poder y la verdad. Heliana Conde nos dejó personalmente el 4 de marzo de 2024, pero ella permanece intacta en este libro con tanta historia oral por archivar, leer y transformar sobre esta mujer, psicóloga, historiadora, inventiva transgresora, amante de la libertad y, sobre todo, amigo sin comillas.

Resumo Resenha do livro de Heliana Conde que trata de metodologias, pesquisas e práticas voltadas para a proveniência da psicologia institucionalistas e da história do grupalismo-institucionalismo no Brasil, com ênfase na história oral. Uma obra de referência também para compreender a vida como arte. Heliana Conde estabelece uma perspectiva de complementação com a história oral, dimensionando suas procedências, implicações e sugestões para o saber da psicologia como disciplina e às múltiplas subjetividades. O livro produz no leitor não só a necessária revisão de sua formação e situação no presente como propicia outras possiblidades de ampliar a crítica e mais do que apenas a crítica, inventar jeitos de fazer politizados, radicalizados e surpreendentes aos envolvidos. Trata-se de um livro que discute e propõe conversações sobre relações, poder e verdade. Heliana Conde nos deixou pessoalmente em 4 de março de 2024, mas ela permanece inteira neste livro com o tanto de história oral a ser arquivada, lida e transformada sobre esta mulher, psicóloga, historiadora, transgressora inventiva, amante da liberdade e, principalmente, amiga sem aspas.

Abstract Review of the book by Heliana Conde which deals with methodologies, research and practices focused on the provenance of institutional psychology and the history of groupism-institutionalism in Brazil, with an emphasis on oral history. A reference work also for understanding life as art. Heliana Conde establishes a complementary perspective with oral history, sizing its origins, implications and suggestions for the knowledge of psychology as a discipline and multiple subjectivities. The book not only produces in the reader the necessary review of their formation and situation in the present, but also provides other possibilities for expanding criticism and, more than just criticism, inventing politicized, radicalized and surprising ways of doing things for those involved. It is a book that discusses and proposes conversations about relationships, power and truth. Heliana Conde left us in person on March 4, 2024, but she remains intact in this book with so much oral history to be archived, read and transformed about this woman, psychologist, historian, inventive transgressor, lover of freedom and, above all, friend without quotes.

Abstract: The following study reports the preliminary results of an investigation into the reading experiences of students entering the Pedagogy program in Spanish Language and Communications at a state university in southern Chile. The objective was to know and characterize the reading capital and the motivations that students have towards reading, understanding by reading capital, the collection, and repertoire of works of literature reported by the students, and by motivations towards reading, the impulse that actively directs behavior towards achieving an objective as a reader (Aragón and Arias, 2013). The research was developed from the qualitative paradigm. Surveys, semi-structured interviews, and focus groups with two cohorts of students were used to collect data. Data processing was carried out through content analysis, establishing categories derived from the speeches and testimonies of the study subjects. The findings reveal the diversity of inherited cultural capital and coincidences between cohorts concerning the importance of literature in the development of imagination and creativity.

Resumen: El siguiente estudio da cuenta de los resultados preliminares de una investigación acerca de las experiencias como lectores de los estudiantes que ingresan a la carrera de Pedagogía en Lengua Castellana y Comunicaciones de una universidad estatal del sur de Chile. El objetivo fue conocer y caracterizar el capital de lectura y las motivaciones que poseen los estudiantes hacia la lectura, entendiendo por capital de lectura, el acervo y repertorio de obras de la literatura reportadas por los/las estudiantes y por motivaciones hacia la lectura, el impulso que dirige activamente la conducta hacia el logro de un objetivo como lector/a (Aragón y Arias, 2013). La investigación se desarrolló desde el paradigma cualitativo. En la recolección de datos se utilizaron encuestas, entrevistas semiestructuradas y grupos focales con dos cohortes de estudiantes. El procesamiento de los datos se realizó mediante análisis de contenido, estableciendo categorías devenidas de los discursos y testimonios de los sujetos de estudio. Los hallazgos dejan traslucir la diversidad del capital cultural heredado y coincidencias entre cohortes en relación con la importancia de la literatura en el desarrollo de la imaginación y la creatividad.

RESUMEN El presente artículo revela una orientación didáctica contentiva de una lógica favorecedora de la comprensión lectora en Humanidades y tiene como objetivo ofrecer actividades de orientación didáctica para la comprensión lectora en las asignaturas del área de Humanidades del preuniversitario. Se emplearon métodos teóricos y empíricos, que permitieron sintetizar las fuentes más relevantes del tema investigado. Se proporcionan actividades docentes con ayudas didácticas al profesor, como opciones estimulantes del pensamiento reflexivo en la comprensión lectora. Los resultados alcanzados demuestran que la propuesta constituye una vía didáctica que favorece enseñanza-aprendizaje de la comprensión lectora.

ABSTRACT The present article reveals a didactic orientation contentiva of a becoming logic of the understanding reader in Humanities and it aims at offering activities of didactic orientation for the understanding scanner in the subjects of study of Humanities area in pre-university student. They used theoretic methods and empiricists, that they allowed synthesizing the investigated theme's most relevant sources. They provide to the professor, like stimulant options of the reflexive thought in the understanding teaching activities with didactic helps scanner. The attained results prove that the proposal constitutes a didactic favorable road learning of the understanding favors teaching reader.

ABSTRACT The objective of this work is to analyze the work of Italo Calvino and its impact on postmodernism as well as later literary currents. The works of Italo Calvino, which are important signatures of Italian literature, are rich in dimensions and aspects important for the understanding and study of European postmodernism as he presented original examples of different theories and structurally based prose in the field of postmodernism, as well as innovations in the psychic, semiological and many other fields. In Calvino's creation, which transforms life into a postmodern game aesthetic, postmodernist features are more than excessive. The article specifically draws attention to "If on a winter's night a traveler", written in a different fantastic style. The novel, which has the effect of dialogue between the author and the reader, is based on the principle of literacy so that from beginning to end, the reader is included in the novel. The most interesting and extravagant elements of the postmodern novel and its systematicity are presented in "If on a winter's night a traveler" stands out for its dynamics of supervision. In the work, the basic elements of postmodernism such as metafiction, intertexuality, literacy, multiplicity of explanations and narratives, almost multitudes, and pastiche are embroidered with unique colors.

RESUMEN El objetivo de este trabajo es analizar la obra de Italo Calvino y su impacto en el posmodernismo, así como en las corrientes literarias posteriores. Las obras de Italo Calvino, que son firmas importantes de la literatura italiana, son ricas en dimensiones y aspectos importantes para la comprensión y el estudio del posmodernismo europeo, ya que presentó ejemplos originales de diferentes teorías y prosa de base estructural en el campo del posmodernismo, así como como innovaciones en el campo psíquico, semiológico y muchos otros. En la creación de Calvino, que transforma la vida en una estética de juego posmoderno, los rasgos posmodernistas son más que excesivos. El artículo llama específicamente la atención sobre "Si en una noche de invierno un viajero", escrito en un estilo fantástico diferente. La novela, que tiene el efecto de diálogo entre el autor y el lector, se basa en el principio de alfabetización de modo que, de principio a fin, el lector queda incluido en la novela. Los elementos más interesantes y extravagantes de la novela posmoderna y su sistematicidad se presentan en "Si en una noche de invierno un viajero" destacada por su dinámica de supervisión. En la obra se bordan con colores únicos los elementos básicos del posmodernismo como la metaficción, la intertexualidad, la alfabetización, la multiplicidad de explicaciones y narrativas, casi multitudes, y el pastiche.

BACKGROUND: South Africans are widely perceived as not being a reading nation. For many South African children, their first encounter with books and stories occurs when they formally enter the schooling system. This raises the question of how teachers understand their role as reading role models. OBJECTIVES: This article aims to investigate how pre-service teachers who are registered at an open distance learning institution evaluate their reading habits. METHOD: The study employed phenomenography as a research design. All students registered for the Children's Literature module in 2023 were invited to participate in the study. The submissions of a formal forum discussion assessment of students who agreed to participate in the study were analysed and arranged in themes and codes using Atlas.ti. RESULTS: The article shows that most students perceive themselves as readers, though for varied reasons. The findings suggest the rejection of a monolithic definition of a reader identity. Instead, the notion of categories of readers provides more valuable information for understanding reading behaviour and reader identities. CONCLUSION: This study confirmed that pre-service teachers are aware of the benefits of reading, though their actions to improve their reading ability, are inadequate. CONTRIBUTION: Since pre-service teacher training is arguably an important opportunity for addressing the literacy crisis, the findings of this study emphasise the important role of teachers as reading role models.

RESUMEN Los gases arteriales son herramientas fundamentales para evaluar objetivamente a pacientes con patologías agudas y crónicas, dado que proporcionan información sobre los índices de oxigenación, ventilación, equilibrio ácido-base y el suministro de oxígeno a nivel celular. Interpretarlos adecuadamente tiene gran importancia clínica, dado que influye en la toma de decisiones permite evaluar la respuesta a intervenciones terapéuticas. Este artículo tiene como objetivo presentar al lector los conceptos básicos de la fisiología del intercambio gaseoso, los trastornos ácido-base más comunes y una interpretación práctica de los gases arteriales. Se utiliza una combinación de ilustraciones gráficas, tablas y algoritmos para facilitar la comprensión y el abordaje clínico de pacientes con alteraciones respiratorias y metabólicas.

ABSTRACT Arterial blood gases are fundamental tools to objectively evaluate patients with acute and chronic pathologies. They provide information on rates of oxygenation, ventilation, acid-base balance, and oxygen supply at the cellular level. Interpreting them properly is of great clinical importance for making timely decisions and allows evaluating the response to therapeutic interventions. This article introduces to the reader to the basic concepts of gas exchange physiology, the most common acid-base disorders, and a practical interpretation of arterial blood gases. A combination of graphic illustrations, tables, and algorithms is used to facilitate the understanding and clinical management of patients with respiratory and metabolic disorders.

Resumo: Este artigo aborda certas interpretações sobre os protestos brasileiros conhecidos como Jornadas de Junho de 2013. A pesquisa qualitativa localizou 134 publicações acadêmicas brasileiras sobre o tema, dentre artigos científicos, teses e dissertações. Com base nesse material foi feita uma sistematização crítica da literatura sobre as Jornadas em que discernimos os argumentos presentes nos textos sobre as origens, características e legados das Jornadas, problematizando algumas dessas interpretações. Argumentamos que Junho de 2013 foi um ciclo de protestos que comportou uma variedade de atores, pautas e repertórios produzindo diversos legados. Dessa forma fornecemos ao leitor uma compreensão sobre as Jornadas, apontando para as disputas e complexidades do fenômeno, evitando assim certas generalizações sobre o mesmo.

Abstract: This article addresses certain interpretations of Brazilian protests known as the June Journeys of 2013. The qualitative research found 134 Brazilian academic publications, among scientific articles, theses and dissertations. Based on this material we devoloped a critical systematization of the literature on the Journeys in which we discern the arguments present in the texts on the origins, characteristics and legacies of the Journeys, problematizing some of these interpretations. We argue that June 2013 was a cycle of protests that involved a variety of actors, agendas and repertoires producing diverse legacies. In this way, we provide the reader with an understanding of the Journeys, pointing to the disputes and complexities of the phenomenon, thus avoiding certain generalizations about it.

Resumen: Este artículo aborda ciertas interpretaciones de las protestas brasileñas conocidos como las Jornadas de Junio de 2013. La investigación cualitativa encontró 134 publicaciones académicas brasileñas, entre artículos científicos, tesis y disertaciones. A partir de este material se realizó una sistematización crítica de la literatura sobre las Jornadas en la que discernimos los argumentos presentes en los textos sobre los orígenes, características y legados de las Jornadas, problematizando algunas de estas interpretaciones. Sostenemos que junio de 2013 fue un ciclo de protestas que involucró a una variedad de actores, agendas y repertorios que produjeron diversos legados. De esta forma, proporcionamos al lector una comprensión acerca de las Jornadas, apuntando a las disputas y complejidades del fenómeno, evitando así ciertas generalizaciones sobre Junio.

ABSTRACT This article aims to present to the reader, who begins his journey in the educational research field, in general and specifically, in research in School and Educational Psychology, the essential foundations of the study and research in education based on historical-dialectical materialism and in social-historical psychology. These foundations are essential for the knowledge and explanation of social reality and the human individual, in their multiple determinations. Historical-dialectical materialism and social-historical Psychology are presented as a theoretical-methodological framework necessary for understanding concrete reality. Through theoretical study, it presents a synthesis of the categories understood as fundamental for research in education in the social-historical Psychology approach. This approach has an important contribution, which is the theoretical-methodological confrontation of individualizing, naturalizing, pathologizing perspectives, which hide the social character of the contradictions that constitute the individual and social phenomena. reader field specifically historicaldialectical historical dialectical socialhistorical psychology determinations Historicaldialectical Historical theoreticalmethodological methodological contribution individualizing naturalizing perspectives phenomena

RESUMO Este artigo tem como objetivo apresentar ao leitor, que inicia seu percurso no campo da pesquisa educacional, em geral e em específico, na pesquisa em Psicologia Escolar e Educacional, os fundamentos essenciais do estudo e da pesquisa em educação fundamentada no materialismo histórico-dialético e na Psicologia sócio-histórica. Esses fundamentos são imprescindíveis para o conhecimento e explicação da realidade social e do indivíduo humano, em sua múltipla determinação. O materialismo histórico-dialético e a Psicologia sócio-histórica são apresentados como arcabouço teórico-metodológico necessário à apreensão da realidade concreta. Por meio de estudo teórico, apresenta uma síntese das categorias entendidas como fundamentais para a pesquisa em educação na abordagem da Psicologia sócio-histórica. Essa abordagem tem uma importante contribuição, que é o enfrentamento teórico-metodológico das perspectivas individualizantes, naturalizantes, patologizantes, que ocultam o caráter social das contradições que constituem o indivíduo e os fenômenos sociais. leitor educacional específico Educacional históricodialético histórico dialético sóciohistórica. sóciohistórica sócio histórica. histórica humano determinação teóricometodológico teórico metodológico concreta contribuição individualizantes naturalizantes patologizantes sociais

RESUMEN En este artículo se tiene como objetivo presentar al lector, que inicia su recorrido en el campo de la investigación educacional, en general y, en específico, en la investigación en Psicología educacional y escolar, los fundamentos esenciales del estudio y de la investigación en educación fundamentada en el materialismo histórico-dialéctico y en la Psicología sociohistórico. Esses fundamentos son imprescindibles para el conocimiento y explicación de la realidad social y del individuo humano, en su múltiple determinación. El materialismo histórico-dialéctico y la Psicología sociohistórica son presentados como estructura teórico-metodológico necesario a la aprensión de la realidad concreta. Por intermedio de estudio teórico, presenta una síntesis de las categorías entendidas como fundamentales para la investigación en educación en el abordaje de la Psicología sociohistórica. Ese abordaje tiene una importante contribución, que es el enfrentamiento teórico-metodológico de las perspectivas individualizantes, naturalizantes, patologizantes, que ocultan el carácter social de las contradicciones que constituyen el individuo y los fenómenos sociales. lector específico escolar históricodialéctico histórico dialéctico sociohistórico humano determinación teóricometodológico teórico metodológico concreta contribución individualizantes naturalizantes patologizantes sociales

Abstract The use of stories in health education is not new and is basically meant to disseminate information and influence behaviors and habits focused on clinical results such as blood glucose control. Based on the criticisms to the limited ways in which stories have been explored in terms of the purposes they have served, it is therefore proposed that new narrative approaches be incorporated into health education, within the scope of critical pedagogical processes. References are made to Paulo Freire’s Critical Pedagogy and the ontological approach to the narrative developed by thinker Paul Ricoeur as a possibility of acquiring self-knowledge in the relationship with others. Considering that narrative texts express ways of understanding the world, the “world of the text”, then its existential meaning is highlighted, giving rise to the construction and reconstruction of diverse ways of being-in-the-world. Language plays a prominent role in this understanding of the text-world by the reader-student, who may agree or disagree with the plots, empathize or not with the characters, conform to the situations presented or find them strange. Narratives may end up problematizing the course of the storylines presented, as well as reconfiguring the stories, the others’ and their own, favoring reflections on vulnerabilities and potentialities in health care. control served processes Freires Freire s selfknowledge self knowledge others world text, text , text” highlighted beingintheworld. beingintheworld being world. being-in-the-world textworld readerstudent, readerstudent reader student, student reader-student plots characters strange own care

Resumo O emprego de histórias na educação em saúde não é novo, servindo basicamente para disseminar informações e influenciar comportamentos e hábitos, com foco em resultados clínicos, como o controle dos níveis de glicose no sangue. Da crítica às limitações do modo como têm sido exploradas quanto às finalidades a que têm servido, propõe-se incorporar abordagens narrativas na educação em saúde, no âmbito de processos pedagógicos críticos. Tomaram-se como referências a Pedagogia Crítica de Paulo Freire e a apreensão ontológica do pensador Paul Ricoeur acerca da narrativa, como possibilidade de conhecimento de si na relação com o outro. Considerando que o texto narrativo expressa uma apreensão de mundo, o mundo do texto, ressalta-se seu sentido existencial, ensejando a construção e a reconstrução de modos de ser-no-mundo. A linguagem assume papel de destaque para essa compreensão do mundo-texto pelo leitor-educando, que pode concordar ou discordar com os enredos, simpatizar ou não com os personagens, conformar-se ou estranhar as situações. As narrativas podem incitar a problematização do curso das tramas apresentadas e a reconfiguração das histórias e de suas próprias histórias, em suma, estimulando reflexões sobre vulnerabilidades e potencialidades no cuidado à saúde. novo hábitos clínicos sangue servido propõese propõe se críticos Tomaramse Tomaram narrativa outro ressaltase ressalta existencial sernomundo. sernomundo ser mundo. ser-no-mundo mundotexto leitoreducando, leitoreducando leitor educando, educando leitor-educando enredos personagens conformarse conformar situações suma

ABSTRACT This article proposes an analysis of Adriana Falcão’s novel Sonho de uma noite de verão (2007), a parodic reinterpretation of William Shakespeare’s play A Midsummer Night’s Dream. We aim at investigating the inherently metafictional nature of this novel, emphasizing that its parodic composition already situates it within the realm of reflexive or metafictional literature. The expression theoretical and critical (meta)fiction is introduced to categorize this novel, considering the substantial intertwining of fictional discourse with discourses stemming from literary theory and criticism. In the analysis, three metafictional aspects are the subject of discussion: the structuring of the narrative and its fictional nature; the treatment of the dramatic genre of comedy; and the reimagining of Shakespearean metatheatre, with reverberations that shed light on the parodic practice of the novel under study. As a result, it is observed that while, on the one hand, theoretical and critical (meta)fiction endows the novel with a substantial complexity, thus imposing a greater interpretative challenge, on the other hand, it guides the reader throughout the narrative, serving as a tool to develop their interpretative skills. Specifically, the novel provides a deeper understanding of the intricacies of literary creation, Shakespeare’s comedic legacy, and contemporary parodic practices. Falcãos Falcão s 2007, 2007 , (2007) Shakespeares Shakespeare Nights Night Dream literature metafiction meta fiction criticism discussion comedy metatheatre study result while hand complexity challenge skills Specifically creation legacy practices 200 (2007 20 (200 2 (20 (2 (

RESUMO Este artigo propõe uma análise do romance Sonho de uma noite de verão, de Adriana Falcão (2007), uma obra que se revela como uma releitura paródica da famosa peça de William Shakespeare com o mesmo título. Busca-se investigar a natureza intrinsecamente metaficcional desse romance, ressaltando que sua característica paródica já o insere no universo da literatura reflexiva ou metaficcional. Introduz-se a expressão (meta)ficção teórico-crítica para categorizar esse romance, considerando o substancial entrelaçamento do discurso ficcional com discursos provenientes da teoria e crítica literária. Na análise, três desdobramentos metaficcionais são objeto de discussão: a estruturação da narrativa e sua natureza ficcional; o tratamento ao gênero dramático comédia e o resgate do metateatro shakespeariano, com reverberações que iluminam a prática paródica do romance em estudo. Como resultado, observa-se que, por um lado a (meta)ficção teórico-crítica confere ao romance uma maior complexidade e desafio interpretativo, e, por outro, ela orienta o leitor ao longo da narrativa, servindo como uma ferramenta para desenvolver sua habilidade interpretativa. O romance proporciona, mais especificamente, uma compreensão substancial dos meandros da criação literária, do legado cômico de Shakespeare e das práticas paródicas contemporâneas. verão 2007, 2007 , (2007) título Buscase Busca Introduzse Introduz metaficção meta ficção teóricocrítica teórico literária discussão shakespeariano estudo resultado observase observa interpretativo outro interpretativa proporciona especificamente contemporâneas 200 (2007 20 (200 2 (20 (2 (

Resumen El objetivo central de este trabajo fue explorar la percepción que tienen de sí mismos como lectores y escritores los estudiantes de bachillerato, desde la premisa de que, para indagar sobre su desempeño en estas tareas, se requiere una comprensión más precisa de la forma en que la actividad escolar moldea sus nociones sobre lo que es ser lectores y escritores competentes. Se aplicó un cuestionario sobre autopercepción lectora y escritora a una muestra de 224 estudiantes de dos bachilleratos ofrecidos en escuelas públicas de Guadalajara, México. El análisis de los datos se concentró en tres bloques: autopercepción de los estudiantes para la lectura y la escritura, demandas de lectura y escritura presentes en su entorno escolar, y causas atribuidas a un buen desempeño lector y escritor. Los resultados muestran que las/los estudiantes consideran que son mejores lectores que escritores, sin embargo, reconocen dificultades para la comprensión lectora y redacción de textos, mientras que atribuyen las diferencias en su desempeño a causas como la motivación hacia el estudio y la intervención de las/los docentes. Se concluye señalando la necesidad de que, durante la actividad escolar, sean promovidas estrategias para mejorar la lectura y escritura, independientemente de la asignatura o disciplina que se estudie.

Abstract The main objective of this work was to explore how high school students perceive themselves as readers and writers, from the premise that to inquire about their performance in these tasks requires a more accurate understanding of how school activity shapes their notions about what it is to be a competent reader and writer. A questionnaire on reading and writing self-perception was applied to a sample of 224 students from two public high schools in Guadalajara, Mexico. Data analysis was carried out in three categories: students' self-perception on reading and writing, reading and writing requirements in their school environment, and causes attributed to a good reading and writing performance. The results show that the students consider they are better readers than writers. However, they recognize difficulties in reading comprehension and text writing while attributing differences in performance to causes such as the motivation to study and teachers' involvement. It is concluded that there is a need to promote strategies to improve reading and writing during school activities, regardless of subject or discipline.

Resumo O objetivo central deste trabalho foi explorar as percepções que os alunos do ensino médio têm de si mesmos como leitores e escritores, com base na premissa de que a investigação de seu desempenho nessas tarefas exige uma compreensão mais precisa de como a atividade escolar molda suas noções do que é ser um leitor e escritor competente. Um questionário sobre as autopercepções de leitura e escrita foi aplicado a uma amostra de 224 alunos de duas escolas de ensino médio oferecidas em escolas públicas de Guadalajara, México. A análise dos dados concentrou-se em três blocos: a autopercepção dos alunos sobre leitura e escrita, as demandas de leitura e escrita presentes em seu ambiente escolar e as causas atribuídas ao bom desempenho em leitura e escrita. Os resultados mostram que os alunos consideram que são melhores leitores do que escritores, mas reconhecem dificuldades na compreensão da leitura e na escrita, ao mesmo tempo, em que atribuem as diferenças em seu desempenho a causas como motivação para estudar e intervenção do professor. Concluímos apontando a necessidade de promover estratégias para melhorar as habilidades de leitura e escrita durante as atividades escolares, independentemente da matéria ou disciplina que esteja sendo estudada.

Resumen Este artículo se concentra en el proceso de transformación de la religiosidad cristiana durante la Edad Media entre los siglos XI y XV. Muestra cómo la religiosidad, ancestralmente ligada al valor de la tierra y a los ciclos de la luz comienza a cambiar a medida que el hombre logra obtener otros medios de subsistencia centrados en la valoración de su propia capacidad humana. Los cambios demográficos, económicos, políticos y sociales desempeñan un rol central, y la religiosidad se mueve al mismo ritmo que estos factores. La autonomía respecto de los señores feudales, el auge de las ciudades libres, la producción artesanal y el comercio influyen notablemente en la comprensión y expresión religiosa que se centra en las capacidades humanas. El artículo intenta que el lector pueda comprender el movimiento y los principales componentes de este proceso a través de algunos ejemplos tomados de distintas áreas geográficas. La cultura medieval, y, por tanto, la religiosidad, continuarán su camino de transformación. Las necesidades y tensiones irresueltas del período que se expresan a través de la idea de reforma de la Iglesia nos sitúan en la antesala del surgimiento de las confesiones en el siglo XVI, donde éstas encuentran nuevos canales de expresión.

Abstract This article focuses on the process of transformation of Christian religiosity during the Middle Ages between the 11th and 15th centuries. It shows how religiosity, ancestrally linked to the value of the earth and the cycles of light, begins to change as mankind manages to obtain other means of subsistence centred on the valuation of his own human capacity. Demographic, economic, political and social changes play a central role, and religiosity moves in step with these factors. The autonomy from feudal lords, the rise of free cities, craft production and trade have a significant influence on religious understanding and expression that focuses on human capabilities and the value of freedom. The article attempts to enable the reader to understand the movement and the main components of this process through some examples taken from different geographical areas. Medieval culture, and thus religiosity, will continue its path of transformation. The unresolved needs and tensions of the period which are expressed through the idea of Church reform, place us in the prelude to the emergence of the confessions in the 16th century, where they find new channels of expression.

I seek to shed light on the state dynamics that allow a process to die, shelve a demand and obstruct the circulation of documents/procedures at the Casa da Mulher Brasileira Police Station in São Luís/MA with various obstacles. To do this, based on the descriptions in the police investigations, I narrate the cases of two women: Viviane and Madalena, analyzing how the categories victim and perpetrator, violence and crime are mobilized, constructed and announced in the documents. From this ethnographic exercise, I followed women in their interactions in the service, through the documents produced in the records and, in parallel, interacted with the service professionals, understanding the processes that are created by them and the paths taken within the institution. I want to warn the reader about some choices made when writing about the cases: first, I chose to change names, dates, family ties and other information that could be directly related to them; second, to further assist in the 'blurring' of identification information, I used fictional alternatives in certain passages, even combining information from different investigations. These choices seek to preserve the victims and, at the same time, maintain the necessary rigor for analyzing the situations they experience. It was possible to see in this research that the production of documents has the function of designating new meanings and ways of living a life and determining where the bodies will be placed after the end of the process.

Busco lançar luz sobre as dinâmicas estatais que deixam morrer um processo, arquivam uma demanda e obstaculizam com diversos entraves a circulação dos documentos/procedimentos na Delegacia da Casa da Mulher Brasileira de São Luís/MA. Para isso, a partir das descrições nos inquéritos policiais, narro os casos de duas mulheres: Viviane e Madalena, analisando como são mobilizadas, construídas e anunciadas as categorias vítima e algoz, violência e crime nos documentos. Acompanhei, a partir deste exercício etnográfico, mulheres em suas interações no serviço, através dos documentos produzidos nos autos e, paralelamente, interagir com as profissionais do serviço, percebendo os processos que são criados por elas e os caminhos percorridos dentro da instituição. Quero advertir a leitora e o leitor, de algumas escolhas feitas na escrita sobre os casos: primeiro, optei por alterar nomes, datas, vínculos de parentesco e outras informações que pudessem ser diretamente relacionadas aos mesmos; segundo, para auxiliar ainda mais no ‘borramento’ de informações de identificação, utilizei alternativas ficcionais em certas passagens, combinando, inclusive, informações de inquéritos diferentes. Essas escolhas buscam preservar as vítimas e, ao mesmo tempo, manter o rigor necessário para a análise das situações por elas vividas. Foi possivel perceber nesta pesquisa que a produção de documento tem a função de designar novos sentidos e formas de se viver uma vida e determina onde os corpos serão colocados após o desfecho do processo.