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The media challenges us, creating ways of life and showing us how to behave in various situations. Therefore, we propose to understand the investments on beauty conveyed on Para Ti magazine, in 1940, reflecting on the possible conditions of such messages and the way they circulated producing a subjective mindset and teaching their readers how to be beautiful. We understand that the media provides material with which people forge their identity. This is a qualitative study based on post-structuralist cultural studies. The research corpus consists of issues of the Argentinean magazine Para Ti, from 1940. A cultural analysis was carried out based on concepts suggested by philosopher Michel Foucault, such as power and discipline. These analyses were organized under the marker named "the imperative of beauty". Considering the content presented by the magazine, it is possible to understand the relationship we have with today's image of a beautiful body, associating it with thinness, a balanced diet, exercise, normality, and health.
The media challenges us, creating ways of life and showing us how to behave in various situations. Therefore, we propose to understand the investments on beauty conveyed on Para Ti magazine, in 1940, reflecting on the possible conditions of such messages and the way they circulated producing a subjective mindset and teaching their readers how to be beautiful. We understand that the media provides material with which people forge their identity. This is a qualitative study based on post-structuralist cultural studies. The research corpus consists of issues of the Argentinean magazine Para Ti, from 1940. A cultural analysis was carried out based on concepts suggested by philosopher Michel Foucault, such as power and discipline. These analyses were organized under the marker named "the imperative of beauty". Considering the content presented by the magazine, it is possible to understand the relationship we have with today's image of a beautiful body, associating it with thinness, a balanced diet, exercise, normality, and health.
This article discusses representations of television in written texts found in elementary school Portuguese language textbooks (PLTb) from 5th to 8th grade. In order to obtain the necessary information for this article, six PLTb collections were selected (out of the 35 that were analyzed and approved by Brazil's National Textbook Program – PNLD – in 2002). This work is referenced in Cultural Studies, a field of study that considers culture to be central and constitutive in/of all the aspects of social life, emphasizing the analysis that sees pedagogy as a complex and comprehensive phenomenon. The analysis is developed using six categories (TV/alienation; TV/violence/values; TV/nostalgia; TV/consumption/advertisement; TV/teacher/news/information; and TV/pros). The conclusion is that most of the texts studied approach the negative effects of television; the ways it could incite violence, diminish intelligence, alienate the subjects and deceive the spectator – that is, a very present topic in students' lives – possibly assuming it would be of their liking. The referred technology is portrayed as harmful and negative. In order to discuss the distinct categories, a dialogue between the different conceptions that emerge at the TV/Tb intersection was developed.
<p>O texto apresenta resultados de pesquisa sobre as práticas pedagógicas centradas na brincadeira, analisando excertos das narrativas de professores que se assumem,<br />declaradamente, professores que brincam, e são identificados como tal por seus<br />colegas e alunos. Em diálogo com diversas leituras do campo lúdico e com o reexame das próprias posições da autora sobre as relações entre jogo e educação, tais narrativas esclarecem o sentido de uma pedagogia lúdica. A intenção mais ampla do trabalho é contribuir para qualificar as ações de formação na perspectiva lúdica, acreditando que, assim, também se qualifica a escola, e, por conseguinte, pode-se melhorar a vida das pessoas, concorrendo para realizar uma autêntica transformação social por meio da promoção da inclusão escolar e da emancipação social.</p>
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