He was determined! Creusalinda was discredited obtains same, but not it enough time so that it took something serious. She was a child, and still it found favour of the things that happened to it. It did not have reasons to complicate. 3 If they had been plus some days and Creusalinda pparently did not remember more than that happy night of sleeplessness, with that monotony of the daily one with the same things of always. It was felt more alone of what never at the moment. If you are unsure how to proceed, check out Jorge Perez.
It cried hidden, therefore who would understand to it? Nobody. It was alone. She always was. The night fell as a veil on the orphanage. The eyelids of the children fell and if they closed, adormeciam tamely as anjinhos; what they were of certain form. Then, throughout the hours, a child opened the surprise eyes.
The great eyes if had moved for the left, the right and top. It blinked. It would be one another night of sleeplessness for Creusalinda? It suspirou, coou the eyes and if she capsized for the window, instinctively, wanted to see as the night was. saw that it was as of the other times, not to be for it looked at that it of the railing of the window, somebody teeny thing. Creusalinda sat down in the bed, surprised, showed that certain memories were cool in its mind as fruits in the foot. Its chin fell: they had come back! The night was dark without moonlight, for the luck of the girl a light clarity coming of a higher pole crossed the glasswares. It would obtain to see them exactly, that badly. Homenzinho of foot in the railing of the window looked Creusalinda per three seconds and, it smiled. The girl also smiled, shy. Homenzinho crossed the arms and suddenly others four homenzinhos had fallen in the col of the girl, scaring it.
This article consists of a bibliographical research, interviews with some specialists and searched, through an empirical study, to identify the impediments that existed in relation to the African culture and to search explanations reasonable to keep out of society the culture of the blacks. PALAVRAS-CHAVE: Black. African culture. Marginalizao. ABSTRACT cultural Brazil itself with its heterogeneity you force US you recognize the dominant European culture the standard and rule out to other ethnocentric way, in this it marries may highlight the peoples of Africa, to under the same cultural regimen of slavery spread its roots in this country and may be trademarks be seen through the cuisine, music, dances, religion, language, way of being and only on. In the nineteenth century in the heat of the abolitionist campaign, you eat chats ' ' The Slave Isaura' ' , failed attempt you speak of slavery, marginalizing the African culture creates stereotype of the slave who you donate not fit the historical reality and in this plot give US the impression that the culture of African people to never existed, and it is inconceivable you think of Brazilian culture without the participation of black slaves who contributed massively you economic development and prosperity of our country and you keeps out of society blacks, giving them the European feel, also mutes the cultural contribution at the expense of the bourgeois values of the Europeanized society, who has will be nearly 4 centuries abuses of to you African people enslaved in this country, by slave work without compensation and you satisfy to their sexual frustrations, cooking, caring will be children of you unconditionally and be compared you the animal traction, there is in plausible justification that only conspires against our cultural diversity and the several same and comprised of distinct cultures and that this can coexist in mergers leading you logical other that the slaves here arrived had you adapt you the culture which dominated, but to their ethnic and cultural roots could not be totally wiped out, because we now explain the origin of Candombl, quimbanda, ubuntu and to other cultural events with African roots, because all this you donate not arise fictional or self-taught.
Unhappyly the reality of the reading lack is evidenced also in the half college student, as salient the psychologist Ana Teberosky in interview granted in 26/04/1995 the Flvia Varella, of the Magazine Sees. According to it, the reading of the colleges student ' ' it reflects with perfection a life style. The reading is varied, but they do not go deep themselves nada' ' , it continues: ' ' I have the impression of that they read as if they were attending the television with a remote control. They never stop in a canal. They make what I call reading in zapping' '. The interviewed one emphasizes the lack of deepening in the reading of the academics it compares and it with the televising ways, in which ' occurs; ' a passive assistance e, therefore, utilidade' has little; '. The comment made for the psychologist shows to a reality each more common and sufficiently current time almost exactly passed ten years of the propagation of the substance: the substitution of the reading for the television, vehicle that, together with the computer, became one of the main ways of entertainment of adolescents. With this, it is perceived that the interdiction the one that if relates Abreu and Britto can be in diverse levels of learning, (since first the possible moments of formation of the reader? beginning of the learning? until the university level), and to be of some orders: social? a reader who if comes across with a universe, mainly in the moving one to the decoding of the signs, that it is not common? ; cultural? the reading generally is substituted by other ways of entertainment, as the television? ; also mitificadora e? autodepreciao on the part of the reader occurs who ' ' acredita' ' that the impossibility of understanding of the workmanship if of had its reading incapacity while.
To be interested itself for the reading something is not easy nowadays, therefore the attractive ones are many, such as the computers, the television, the videogames, that attract each time more the children and make with that they distanciem themselves of the library. It fits to the school to make this meeting between the book and the children, as well as creating attractive ways, that can take them it the meeting of books, becoming the reading, attractive, and amused. The necessary book to be an acess environment for rewrite and releitura it world, however is not resulted of a natural process, is necessary beyond the educational interference and culture, the permanent contact with the material written, varied and of quality, since early, fruit of a conscientious action of its social importance, as it affirms Abramovich: Hearing histories if it can feel emotions important, as the sadness, the anger, the irritation, the fear, the joy, the terror, the unreliability, the tranquillity and as much other things more, therefore, beyond hearing, is to feel and to enxergar with the eyes of the imaginary one! (Abramovich, apud Marcelino, P. 36, 1989.). When considering playful activities that can stimulate the participation of the children, we are inviting to learn them it playing e, in such a way, also stimulating the imagination and the concentration. is through the infantile literature that the child goes identifying itself with the personage and through history she can feel emotions important, as the anger the sadness, the fear, the joy, the unreliability the tranquillity and thus history also assists the child to clarify and to deal with its you distress, as the death, the loss, the preconception. When we count histories for the children are chores or invented we place and them as personages of history are working intensely with its imagination. The dramatizao of histories makes with that the children live deeply papers, what it is very important to become related with the others.
Kuzmin, does not translate at all, as though they do not have to the original text. Boris Pasternak, by contrast, struck by the following phrase: "But we just have to always be ready." No less obvious gag Druzhinin, "all-powerful time." Not far from the left and T.Schepkina-Kupernik: "To all – their time." A O. Soroka all suffered, "When sozreem, death will come of itself." In the third stage of the fifth act Edmund explains all these dislocations of these translators with the following words: … men Are as the time is. And the loyalty of these words all of Shakespeare translators confirm following their transfer.
M. Kuzmin: Should people be those who want the time … Boris Pasternak must adapt itself to the dictates of man century. A. Druzhinin … time to make people …
O. Soroka: What age too, so is the man … T.Schepkina-Kupernik: We are what our age. That is, as Shakespeare wrote, and in the last words of the original: "… people are, what time." That is immature. And now they, including, of course, and all the translators of the works Shakespeare, not only "King Lear", immature, just as in Shakespeare's time: "… the human race – overgrown Pentyukhov …" ("Twelfth Night"). Indeed, in the quotation from the first scene of the fourth act of Shakespeare's tragedies have a reason not only the time of King Lear, but also their own time and future time: Peace, peace, O world! What are your fancies even make us hate you, once life is not willing to give in adulthood. We just clearly understand that, as in the same tragedy and Shakespeare pointed out, the maturity, wisdom and truth are not willing to yield to no life, namely, people who today are driving them away as strays. And while this is not understood, the fate of the tragedy "King Lear", and all other Shakespeare, will be the same tragic, which it is from the very moment when she emerged from the pen of its author.