![]() Averiguamos se os livros da série de Oz trazem inovação na forma de representar o feminino. Para tanto, a principal teoria a ser utilizada será a semiótica de linha francesa, com o suporte dos estudos comparatistas e dos estudos de gênero. Diante desse campo fértil, o presente trabalho investiga as formas de representação do feminino empregadas na série, cuja primeira e mais conhecida obra é O Maravilhoso Mágico de Oz. Frank Baum cuja ação se desenvolve na Terra de Oz, as personagens femininas aparecem nas mais diversas funções, de protagonista a vilã, de fada a bruxa, de princesa a general, entre outras, sejam elas humanas, feéricas ou animais, desdobrando-se em diversos papéis e, desse modo, reproduzindo alguns estereótipos e quebrando outros. Frank Baum, Mircea Eliade, monomyth, myth-motif, mythic orphan, mythology, mythopoeic, narrative, night sea journey, primordial image, rites of passage, ritual, shaman, threshold passage, Wizard of Oz Jung, hero quest, initiation, Jean Houston, Joseph Campbell, J. Keywords: archetype, Arnold van Gennep, Carl G. ![]() Screenshots from the movie visually illustrate that Dorothy’s journey in the other world of Oz closely follows the archetypal, symbolic structure of Campbell’s classic quest myth of the hero. This narrative interpretation demonstrates key symbolic features of mythico-ritual (initiatory) structure in the initial stage of Baum’s modern fairy tale. The second part of the study applies Campbell’s model to the text of Baum’s Oz narrative in both its cinematic and literary forms, examining Baum’s tale for archetypal features described in Campbell’s model of the initial stage of the “leitmotif of the monomyth.” This comparative analysis emphasizes the myth-motif of the threshold passage accompanied by sequentially interconnected, recurring myth-motifs identified by Campbell and associated with the initial stage of Dorothy Gale’s transformational journey, i.e., separation from ordinary reality. Jung’s theories and methods as well as other key sources. This two-part study begins with a theoretical overview contextualizing The Wizard of Oz, as mythopoeic literature, and Campbell’s hero quest paradigm, informed by Carl G. Frank Baum, represents a modern example of mythologist Joseph Campbell’s model of the hero quest myth. Included in this article is a sidebar, by the same authors, entitled "Evidence of Student Learning.The 1939 family classic film, The Wizard of Oz, based on the beloved children’s tale by L. The authors then move on to a set of instructional principles that should guide teachers' work. First, they dispel some of the common myths about oral vocabulary development, which have often led to a lack of attention for this important topic in school instruction. ![]() The purpose of this article is to explain the authors' rationale for content-rich oral vocabulary instruction in the age of the Common Core State Standards, and how to effectively build children's vocabulary. ![]() Children who enter school in these situations will need skillfully developed instruction that not only improves their word knowledge and concepts, but actually accelerates their vocabulary development, maximizing the limited time they have in school. Many children from high- poverty circumstances will have had fewer experiences with the academic language than the standards require. There are profound differences in vocabulary knowledge among young learners from different socioeconomic groups. Studies have documented that the size of a person's vocabulary is strongly related to how well that person understands what he or she reads, not only in the primary grades, but in high school as well. Children must know the words that make up written texts in order to understand them, especially as the vocabulary demands of content-related materials increase in the upper grades. Developing a large and rich vocabulary is central to learning to read.
0 Comments
|
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |