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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales del Seminario de Historia de la Filosofía is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Estudos Feministas is the property of Revista Estudos Feministas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pós: Revista do Programa de POS-Graduacao Em Artes - EBA/UFMG is the property of Pos - Programa de Pos-graduacao em Artes (PPG-Artes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Medicina y Cine / Journal of Medicine & Movies is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is, without a doubt, a relevant interference of technological development in social relations in general, and in school relations, in particular. Aware, therefore, of the existence of fast information in circulation, not always of quality, why not invest in the construction of educational and awareness networks? It is from this proposition, therefore, that we take the opportunity to raise an important but often overlooked question: In this brave new world, what would be the relevance of literature in the cultural and intellectual formation of young people in school activities? Our hypothesis, therefore, is that, as literature is a cultural asset, whose value proves to be inestimable for society, it naturally has the power to contribute greatly to the development of students, not only aesthetically, but also equally cognitive. Therefore, reading provides a form of integration. In these terms, literature effectively proves to be a useful and effective tool for any and all types of learning; an affable teaching instrument that, combined with the aforementioned irredeemable technology, has the capacity to equally meet the demand of this entire new generation of students, for non-linear and multifocal reasoning. It is known that there is a fine line between the real and the fictional. In this sense, not only all types of social studies, but all forms of knowledge must be connected to literature and, through digital media, an integration mechanism must be formed between students and society. By way of conclusion, it is possible to reach a consensus that literary studies are not only of interest to linguists (Leahy-Dios, 2004). They are, in fact, as fundamentally relevant to education as it is to the cause of teaching/learning to think. [ABSTRACT FROM AUTHOR]

This paper proposes a comparative study of Edoardo Sanguineti's poem Novissimum Testamentum (1982) and Luciano Berio's musical work Canticum Novissimi Testamenti (1989-1991). In order to do so, this research takes as its of departure the relevance given to montage, both as a compositional procedure and as a critical tool. This exposition identifies some key aspects of the poetics of montage conceived, respectively, by Sanguineti and Berio during the Seventies and Eighties. Along with it, it studies the textual and thematic manifestations of montage all along the poem as well as the sonic elaborations of montage in the musical piece. Lastly, it proposes an assesment of the artistic and critical timeliness of both works. [ABSTRACT FROM AUTHOR]

As one of the most popular writers in 19th century Spain, this article considers that Alarcón was aware of the power of literature to influence society. Therefore, he used his literary work to propagate a conservative ideology that condemned disorderly social mobility and criticized liberalism. This research aims to demonstrate that, with his idealized portrait of the rural and semirural world, Alarcón defended that, if they embraced the principles of Catholicism, discarded the teachings of the Enlightenment and romanticism and freed themselves from state interference, the traditional elites and the popular classes would build a symbiotic relationship. [ABSTRACT FROM AUTHOR]

Objective: The main objective of this research is to reconstruct the collective memory through literary creation, involving students who are victims of displacement and the Colombian armed conflict within the Bachelor's Degree Program in Literature and the Spanish Language of the Universidad Popular del Cesar. Methodology: The methodology employed was action-participation research, utilizing the creative writing workshop as a tool and space for the production of fictional texts aimed at reconstructing the collective memory of the participants. Results: The outcome comprised a set of methodologies and tools to be utilized in creative workshops, targeting vulnerable populations within the context of the Colombian armed conflict. Identified gaps and voids in the official history of the armed conflict are an opportunity for rewriting a version through fiction and literary creation that vindicates the experiences of all affected individuals, thus reconstructing the collective memory of the country. Conclusions: Spaces for reading, dialogue, writing, and creation, such as the creative writing workshop, are indispensable for the reconstruction of a collective memory that promotes the search for truth, forgiveness, and peace. [ABSTRACT FROM AUTHOR]

Copyright of Agora (0211-6642) is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tropelías: Revista de Teoría de la Literatura y Literatura Comparada is the property of Prensas Universitarias de Zaragoza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the impact of the Western genre on the works of Józef Hen on the basis of novels and films that in different ways evoke the myth of the Wild West: Komedia z pomyłek, Prawo i pięść and Rancho Texas. [ABSTRACT FROM AUTHOR]

Copyright of Tropelías: Revista de Teoría de la Literatura y Literatura Comparada is the property of Prensas Universitarias de Zaragoza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Asparkía. Investigació Feminista is the property of Instituto Universitario de Estudios Feministas y de Genero Purificacion Escribano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Grafica: Journal of Graphic Design / Documents de Disseny Gràfic is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universum is the property of Instituto de Estudios Humanisticos Juan Ignacio Molina, Universidad de Talca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is based on interest in reflection on the teaching of the humanities and its purpose is to share a specific teaching. Its purpose is to expose the intellectual path that has been followed to compose a class of literature. We start from the methodological proposal of Fernando Lázaro Carreter and Evaristo Correa Calderón in Cómo se comenta un texto literario (1968) and the ideas developed by Daniel Barenboim in Music Quickens Time (2008) to propose a class of literature that incorporates music and helps to realize how musical reflection can help to read and awaken sensitivity towards a text, its characters and the conflict it raises. [ABSTRACT FROM AUTHOR]

In this paper we aim to explore the interconnection between Children's Literature and contemporary technologies, though not from the perspective of technology as a didactic tool or as a media to produce or reproduce literary texts. Instead, we examine how technology is present in books for children and picture books. This approach is based on the concepts of children's literature, and childhood and technologies. We also present an initial corpus of stories and picture books either about technology or in which technology structures the book or the narrative. Our conclusion is that in some texts the encounter of both worlds produces significant literary experiences. However, there is a literary core that cannot be integrated with technology. This tension is also part of the cultural representations. [ABSTRACT FROM AUTHOR]

The objective of this paper is to report a work experience at the Sign Language Pedagogical Laboratory of the Dr. "Roberto Solís Quiroga" Normal School of Specialization, CDMX. From this space of experimentation emanates the project "Poetry in your hands", where the confluence of various media, spaces, areas and actors, make possible the creation and dissemination of a proposal concretized in a tangible product, a poem and a story interpreted in Mexican Sign Language. Another of the transcendental factors was the use of technology; virtual rooms, applications such as Whats App or You Tube, served as tools for interaction between the actors and inquiry in the development of this proposal and promotion of interculturality, with this, the transversality of elements allowed the creation of a proposal from and for inclusion. It should be noted that the work was carried out in 5 stages and culminated with a public presentation derived from a cultural exchange with the Normal School of the Degree in Educational Inclusion and Special Education of Chiapas. It is worth highlighting the importance of sharing successful experiences emanating from teacher training institutions in Special Education and Inclusion due to the social relevance that these topics have acquired today; however, in terms of dissemination and dissemination there is still work to be done. [ABSTRACT FROM AUTHOR]

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ABEI Journal: The Brazilian Journal of Irish Studies is the property of Associacao Brasileira de Estudos Irlandeses and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Medicina y Cine / Journal of Medicine & Movies is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este trabajo es una versión corta de un artículo en inglés, -Of Zapatismo: Reflections or Folklor and the Impossible in a Subaltern Insurrection., que aparecerá en Worlds Aligned: The Politics of Culture in the Shadow of Capital. David Lloyd y Lisa Lowe. Durham: Duke University Press.

En este texto me propongo caracterizar la manera en que el escritor cubano Jorge Enrique Lage configura La Habana. El análisis propuesto busca reconocer en la novela de este autor, Carbono 14. Una novela de culto, las estrategias de configuración de la ciudad habanera, a partir de los personajes que en ella aparecen. Parto de la premisa de que el escritor construye un relato que pone en marcha la identidad y la especificidad habaneras y las reenvía a otros universos deslocalizados al intercambiar y traducir referentes. Los sujetos de La Habana en esta escritura de Lage, errantes, exiliados, migrantes, turistas, robots y zombiestransplantan comportamientos, transcodifican imágenes de aquí y de allá y construyen un relato portátil, movible y expandido del terruño en el que es difícil ubicar una identidad. In this text I propose to characterize the way in which the Cuban writer Jorge Enrique Lage configures Havana. The proposed analysis seeks to recognize in this author’s novel, Carbono 14. Una novela de culto, the strategies of configuration of the Havana city, based on the characters that appear in it. I start from the premise that the writer constructs a story that sets in motion the identity and specificity of Havana and forwards them to other delocalized universes by exchanging and translating referents. Subjects in Lage’s writing, wanderers, exiles, migrants, tourists, robots, zombies transplant behaviors, trans-code images from here and there and build a portable, movable and expanded account of the terroir in which it is difficult to locate an identity.

This article develops an original understanding of erotic love as a way of being, a lived experience distinct from passion and sex. Through literary quotations, it explores the conditions of possibility for love manifest by its emphasis, in open dialogue with philosophical references from the phenomenological tradition, and by its privation, in light of the pathologies of love as derived from passion and sex: infatuation and sexual perversion. Love and its pathologies are dialectically related to the lived processes of maturation, from the perspectives of phenomenological-structural psychopathology and literature. Following this, orgasm and art are presented as expressions of love. It also conjectures the possibility of a therapy for the pathologies of love through intersubjective openness to love; and, finally, it points to lived love as a dual experience of intercorporeal deepening, and, ultimately, an anthropological overcoming of dualism. [ABSTRACT FROM AUTHOR]

This article seeks to identify the stages of the heroic journey captured from the plot of the novel Vidas Secas by Graciliano Ramos, and experienced by the retreatant character Fabiano. To this end, we carried out a narrative review of the literature on the conceptual framework, focusing on a Jungian prism, which served as a basis for analyzing the character in his internal and external journey throughout the work. This has allowed us to interpret that Fabiano goes through the twelve stages of the heroic journey, in which we perceive a cycle that expresses, for example, the relationships between his hero's path, his family complexes, and how the character lives them, as well as his rebirth into other possibilities. Fabiano's journey allows us to perceive him as a hero who, at every moment, faces challenges, as well as summoning our perception of ourselves as heroes, Fabians who live between drought and abundance. [ABSTRACT FROM AUTHOR]

The aim of this case study is to explore the beliefs, representations and knowledge of secondary school teachers, considered to be experts in reading the classics, one of the most debated issues in the teaching of literature, due to the low rates of reading these works among adolescents. For this purpose, six teachers with more than ten years' experience, philologists and with a doctoral thesis were interviewed. A focus group was also created. To analyse the data, both the interviews and the discussion group were coded with the help of Nvivo software, which resulted in a system of categories. Subsequently, this information was analysed from an interpretative-hermeneutic perspective. The results show that the reading of the classics is problematic for teachers, as in most cases there is a contrast between what they want and what they feel obliged to do because of the opposition between their self-beliefs and their hetero-beliefs. [ABSTRACT FROM AUTHOR]

The paper seeks to establish a dialogue between Lev Vygotsky's ideas on aesthetic education and the psychology of art and the book Ensinando literatura: a sala de aula como acontecimento [Teaching literature: the classroom as an event], written by Fabio Akcelrud Durão and André Cechinel. These authors coincide mainly in the rejection of other purposes (moral, cognitive etc.) for literature and in not conceding the specificity of the literary, which cannot become another discourse (even a pedagogical one). Another point of intersection is the proposal to promote, in the pedagogical context, an approach to the literary artefact that is at the same time direct and mediated. Finally, we attempt to unravel the paradox of taking a pedagogical approach to an object that can be defined as anti-pedagogical. Our argument culminates in a reflection on the political implications of such approaches. [ABSTRACT FROM AUTHOR]

When undertaking a journey through various literary texts, as I often do in my classes, I encounter real and fictional teachers who share their teaching experiences. Without delving into how they are portrayed, I aim to listen to what they specifically convey about acknowledging one's own ignorance and embracing the mystery of the other -- key elements for literature classes to become a space for encounter. Tracing the initial interactions among class participants, especially their glances, until they are reaching the radical encounter that eludes verbal expression, I advocate for a practice rooted in the willingness to speak to, characterized by a spirit of exchange and attentive listening, as opposed to the prevalent practice of speaking at, which is focused on explanation. At its core, this approach seeks to enable each individual to discover the literary work that speaks to them most directly. [ABSTRACT FROM AUTHOR]

Appropriating the dramatic genre, whose procedures are cited in the body of the text, this article reflects on some of the aspects involved in the teaching of literature in contemporary Brazilian universities. In a five-act sequence --each act referring to a different space in the university environment (the classroom, the meeting room, etc.)--, this paper explores different notions of learning and teaching, comments on responses to recent changes in the corpus and university bodies in Brazil, considers the relationship between the endogenous tradition of Brazilian patriarchal culture and immunitarian policies, and reflects on the complexity of the notion of heritage, in dialogue with the specters that haunt both Hamlet and the institutions where literature is taught. Throughout the text, I seek to highlight the materiality of daily life at university. [ABSTRACT FROM AUTHOR]

This paper is part of the research project «Fictional orality» in the translation of short stories by Carmen Lyra, registered at the Institute of Linguistic Research of the University of Costa Rica under the number 745-C1-002. It analyzes the Spanish to English translation of components with a semantic function as part of the features of «fictional orality» in Tales from my Aunt Panchita by the Costa Rican writer Carmen Lyra. In particular, the colloquial lexicon, and the semantic relations of similarity are traced. To do so, first, we systematized the results related to translation techniques, methods, and norms; afterwards, we contrasted them with the tendencies identified for the pragmatic field and for phraseological units, according to previous research part of this project; and, finally, we discussed the most representative examples of semantic or stylistic divergence between the source text and its English counterpart. [ABSTRACT FROM AUTHOR]

In 2001, the filmmaker Víctor Erice published the script of La promesa de Shanghái, adaptation of Juan Marsé's novel El embrujo de Shanghái. This article analyzes the contributions and variations through the transformation of the literary text into filmic text, where the number of musical pieces on the second one, all of them non-existing on the first one, draws attention. Through the analysis of the adaptation strategies developed, plus its confrontation with the common techniques in literature-film adaptation processes, this survey reaches novel conclusions about the use of the musical element in the transformation of literary material into film. [ABSTRACT FROM AUTHOR]

Copyright of Perífrasis. Revista de Literatura, Teoría y Crítica is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Estudos Feministas is the property of Revista Estudos Feministas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper addresses Dadaism as an educational perspective in dialogue with literature, considering it as a potentiating mechanism for the development of creative writing and authorship of teachers and students. In this context, the objective is to relate the basic theoretical assumptions of the Dadaist literary movement with the pedagogical practice of authorship in the classroom. Therefore, under a qualitative methodological bias, in dialogue with the avant-garde movement, we analyzed a didactic planning carried out, in the second semester of 2023, with master's and doctoral students of a Post-Graduate ProgramGraduation in Education from a Brazilian public university. The proposal aimed to present a playful approach to the avant-garde that carried a deconstructive character of what until then was characterized by literature. Through creative writing, enhanced by the disruptive orientation of the Dadaist movement, we tread paths of authorship reverberating, in the findings and agglutinated letters, words, sounds, phrases, meanings produced about the daily life of each student and their different views on the world. Thus, we infer that Dadaist activities, in pedagogical practice, enhance the plurality of knowledge and doing in the field of language, literature and education, contributing to the critical and reflective training of students through authorship in the movement of creative writing. [ABSTRACT FROM AUTHOR]

Based on the assumption that literature is an elementary component in the training of law students, as it develops skills such as creativity, critical and reflective capacity, a sense of ethics and justice, empathy and communicative skills, essential to professional practice, a theoretical dialogue is suggested between the categories described by Trindade and Gubert (2008) -- Law in Literature, Law as Literature and Right to Literature -- and the periodization of juris-philosophical currents proposed by Cassien and Billier (2005). In the part referring to Law in Literature, some fictional literary works are listed that can contribute to shed light on some legal issues, given its proximity to the topic. In Law as Literature, it is analyzed how the use of typical literary resources has been an effective response to the crisis suffered by legal positivism throughout the 20th century and which entered the 21st century. It is postulated that the use of literature in Law courses can alleviate the dryness of certain content, facilitating its assimilation. It is also argued that the development of pleasure in reading among jurists can help mitigate positivist practices that still prevail, which are an obstacle to the full realization of citizens' rights [ABSTRACT FROM AUTHOR]

This article aims to develop a lyrical analysis of the compositions by Chico Buarque, focusing on the presence and place of the sacred in the lyrics of four of his songs, "Dueto," "Cálice," "Salmo," and "Sinhá." Employed a documentary and bibliographical research, supported by a framework based on multidisciplinary studies. Buarque's songs, as works that merge the musical, literary, and poetic realms, exhibit thematic richness and a complex plot, intertwining cultural, religious, and historical elements to comment on aspects of Brazilian society. By examining this poetic dimension in songs, the study not only contributes to revisiting the artist's oeuvre but also provides a pathway for music education, access to literature, and literacy, which can be beneficial for both basic and specialized education. [ABSTRACT FROM AUTHOR]

This article aims to narrow down how literary reading can catalyze education through experience. To this end, it uses as a theoretical-methodological tool the problematization based on the studies of Michel Foucault (2006). Article writing is developed in three moments. In the first moment, based on the writings of Jorge Larrosa (2009, 2011, 2016), it approaches the concept of experience and pays attention to what can prevent it. In the second moment, it focuses on studies undertaken by Michel Foucault (2009, 2010, 2013) to tension the experience as that which can both constitute the subject and de-subjectivize it. Finally, a dialogue is established with works produced by the two philosophers mentioned, paying attention to the power that literary reading has to catalyze experiences in those who read. The exercise of thought that this article proposes is strengthened by the interlocutions that are established in it between philosophical references and literary works of different genres and times. It is hoped that the writing of this article will find other teachers and researchers in the educational field, provoking them to ally themselves with philosophy and literature in the invention of other ways of thinking and experiencing education that are not only scientific. [ABSTRACT FROM AUTHOR]

This article, paraphrasing the title of a beautiful novel by Pepetela, The savannah and the stepp?, addresses the literary work of this great Angolan writer, as well as that of two other novelists, also from Africa: Agualuza, from Angola, and Mia Couto, from Mozambique. The work establishes a deep connection between art and education, especially between literature and education, analyzing the contemporary novelistic production of African authors, highlighting those who, in one way or another, were influenced by great Brazilian writers. In this sense, knowledge of this literature contributes to compliance with Law No. 10.639/2003, which establishes the mandatory teaching of African culture and history in Brazilian Basic Education. [ABSTRACT FROM AUTHOR]

While arguing a strong defense of the humanities, this paper highlights its spirit and makes clear some misunderstandings and errors regarding the humanities. Nonetheless, a history of the humanities is left aside, here. Quite ion the contrary, this paper claims that capitalism is the main detractor and enemy of the humanities; not the contradictors and opponents of the free market system. A number of arguments and justifications are provided. The humanities basically consist in reaching a voice of its own. Several arguments make clear what this consists of. [ABSTRACT FROM AUTHOR]